The Relationship between Critical Thinking and Gender in Second Language Learning

Abstract

This study investigated the relationship between critical thinking and gender in second language learning. To do this, thirty students who participated in a TOEFL preparation course at Shokouh English language institute, Mashhad, Iran, were selected as the participants. Limbach, Waugh, and Duran’s model of critical thinking was used as a guiding framework for teaching critical skills to the participants over the course of ten sessions. The model involved five steps: (a) determining and discovering learning objectives; (b) teaching through questioning; (c) practicing before assessing; (d) reviewing, refining and improving; and (e) providing feedback. To examine the development of critical thinking skills among the participants, a critical thinking questionnaire was designed. Results of the data analysis revealed a poor level of critical thinking among the learners, and showed that males and females were not significantly different from each other in applying critical thinking skills.