The impact of Teaching Critical Thinking Skills on the Second Language Learning Strategies in Students with Different EQ Levels

This thesis is an attempt to examine the impact of critical thinking – based instruction on intermediate EFL learners’ language learning strategy use across different EQ levels. Critical thinking is a mystified concept, which reveals a lack of focus on how it is best defined and what critical thinking skills can and should be taught. This study applied a pre-test, post-test, quasi-experimental non-randomized assignment group design and included a treatment group and a control group. the intermediate EFL learners from different English language institutes in Hamedan were initially considered to take part in the study. In the next step, the subjects in the experimental group were given a treatment. They were taught the critical thinking skills through Yang’s (2012) model of CT-integrated instruction under the Mixed Approach proposed by Ennis (1989). According to the results of this paper, teaching critical thinking skills impacts significantly on the second language learning strategies in students with different EQ levels.