A cognitive thinking integrated strategy to develop EFL creative reading skills of secondary stage students

Abstract EN

The purpose of this study was to investigate the effect of a cognitive thinking strategy on promoting EFL secondary students’ creative reading skills.

The quasi-experimental design was adopted and a pre-posttest was utilized to compare the participants’ creative reading skills.

Sixty four EFL secondary students were randomly assigned to experimental (n=32) and control (n=32) groups.

Creative reading skills which integrated in this research were fluency, flexibility, originality and elaboration.

Each skill included some sub-skills.

The researcher prepared a creative reading skills checklist to determine the appropriate creative reading skills for secondary stage students, a pre-posttest to enhance students’ comprehension, and a rubric to correct it.

The results of the posttest indicated that the cognitive thinking strategy has a positive and significant influence on secondary students’ creative reading skills.

Preliminary experimental results indicated that the proposed cognitive thinking strategy could be useful in developing creative reading skills.