Enhancing EFL High School Students' Critical Reading Skills Through Visual Thinking
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This research aimed (1) to investigate the effects of Visual Thinking (VT) on English critical reading skills of students majoring in English. (2) to investigate the effects of VT on English critical reading skills of students majoring in Engineer Artificial Intelligence (EAI). (3) to compare the effects of VT on English critical reading skills of students English to those of students majoring in EAI. The participants were 81 students in grade 10 selected by a purposive sampling method dividing into two groups: 44 students majoring in English and 37 students majoring in EAI. The instruments in this study included lesson plans and an English critical reading test. Mean scores, standard deviations, the t-test analysis, and the analysis of covariance were used to analyze the data. The results revealed that post- test mean scores of both groups were significantly higher than the pre-test mean scores of both groups. Moreover, there were no statistically significant differences in the gain of students majoring in English and EAI. This suggested that VT had positive effects on critical reading skills of students from different backgrounds.
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