The effect of summary writing as critical thinking technique on Iraqi EFL learners’ reading

Abstract EN

This study aims at^ investigating “ the effect of summary writing as critical thinking technique on Iraqi EFL learners ‘ reading comprehension”.

Two null hypothesis are adopted which indicates that: 1.There is no significant difference between the mean score of the students who are taught summary writing as critical thinking technique and that of the students who are taught summary writing according to the traditional method in ( Pretest and Posttest).

2.

There is no significant difference between the mean score of the students who are taught RC according to critical thinking technique and that of the students who are taught RC according to traditional method in the (Pretest and Posttest) The sample of the current study was 65 students from the second stage / English Department / College of Basic Education..

Six week experiment was conducted on in this study.

The experiment started oni3February 2020 and ended in iDApril, 2021.

The calculated results have shown that there is statistically significant in the mean scores of students who are taught summary writing as critical thinking of those who not used Therefore, summary writing as critical thinking technique is regarded more effective technique in teaching writing skill than the other techniques.

Finally, conclusions, and some recommendations has been written down.