A Study of Gender and Major on Taiwanese EFLs’ Critical Thinking and Reading Comprehension

By Yen-ju Hou.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study aims to identify the type of critical thinking skills and reading comprehension that male or female students from different department possess. In addition, the relationships among gender, major, critical thinking and English achievement will be investigated. A total of 564 first-year students, whose native language was Chinese, in a private junior college in south Taiwan participated in the study. All participants were asked to complete an English proficiency reading test (GEPT, elementary level) and a critical thinking test (CTT, II) regarding identifying assumptions, inference, deduction, interpretation, and evaluation skills. All available data were processed by SPSS 16.0. It is hoped that the findings can help to gain more understanding about the diversity of language learners and to keep an eye on the training of critical thinking for both teachers (to participate in strategy training) and language learners (to learn more efficiently and effectively).

Keywords: Gender, Critical Thinking, Reading Comprehension

The International Journal of Learner Diversity and Identities, Volume 19, Issue 3, pp.1-9. Article: Print (Spiral Bound). Article: Electronic (PDF File; 337.364KB).

Yen-ju Hou

Instructor, Department of Applied English, Shu Zen Junior College of Medicine and Management, Kaohsiung, Taiwan

Yen-Ju Hou is currently an assistant professor at Shu Zen Junior College of Medicine and Management in Taiwan, and has an Ed.D. in curriculum and instruction from La Sierra University in CA, USA.