The Impact of Instruction in Critical Reading Strategies on Advanced Iraqi EFL earners comprehension

Research on critical reading strategies mainly focused upon first language reading and suggested very general instructional guidelines. Very few studies (e.g. Patching et al, 1983; and Song, 1998) provided empirical investigation of the benefits of critical reading instruction with conclusive results. The present study is a further contribution to the discussion on the effect of critical reading strategies instruction upon advanced Iraqi EFL learners comprehension. It adopts a controlexperimental pretest- posttest design. The critical reading strategies taught are distinguishing between facts and opinions, detecting bias and prejudice, making inferences and recognizing propaganda. The following research questions are addressed: Does explicit training in the use of critical reading strategies improve advanced EFL learners comprehension of English texts? If so, is the effect of this training similar for all critical reading strategies taught? The results indicate that training in critical reading strategies has a favorable effect upon the subjects comprehension; and that the effect is relatively equal upon the four strategies taught. On the basis of the results obtained it is suggested that critical reading strategies should be an integral part of advanced reading instruction courses.