Undergraduate Critical Thinking and Reading of Academic Texts
Journal Title: Religación. Revista de Ciencias Sociales y Humanidades - Year 2019, Vol 4, Issue 17
Abstract
The ability to read critically is vital for students as it enables them to not only interact better with reading materials but also to develop a critical stance toward reading texts, to sift fact from fiction, to detect fallacies in arguments, and to reject unsubstantiated ideas or assertions. This paper describes a study that sought to investigate whether seven Malaysian undergraduate students were able to respond critically to the academic texts given to them and the reading strategies they employed in reading those texts. Data were gathered via the think-aloud protocol and the retrospective interview, and were subsequently transcribed, translated, and analyzed for recurring themes. The findings indicate that all seven participants responded critically to the given texts as exhibited by the adoption of all or some of the critical reading strategies of interpreting, analyzing, evaluating, inferring, explaining, and self-regulating; with interpreting being the most frequently used strategy. The results of the study also revealed that although the undergraduates were able to utilize the critical reading strategies, they were only able to do so to a certain extent. This paper concludes by urging instructors and policymakers to seriously look into the teaching of critical reading as it gives both purpose and direction to undergraduates to think critically and to prepare themselves for better academic performance and the challenges ahead.
Authors and Affiliations
Ratnawati Mohd Asraf , Ainon Jariah Muhamad, Nadya Supian
Keywords
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