EXAMINING THE ROLE OF CRITICAL THINKING SKILLS IN BOOSTING READING COMPREHENSION OF UNIVERSITY STUDENTS

This study investigates the role of critical thinking skills in boosting the reading comprehension of university students. Despite the centrality of reading comprehension to academic success, many students struggle to engage with texts beyond surface understanding. Critical thinking, which encourages learners to analyze, evaluate, and synthesize information, is increasingly recognized as a key factor in overcoming these challenges. To explore this relationship, the study employed a qualitative research design, drawing on semi-structured interviews with two groups of participants: five university teachers who teach English and reading-related courses, and seven undergraduate students enrolled in different academic programs. The interviews were designed to elicit rich perspectives on how critical thinking is taught, perceived, and practiced in relation to reading comprehension. Teachers highlighted that while students often acquire basic reading skills, they frequently lack the ability to interpret arguments, question assumptions, and make inferences—skills that critical thinking directly cultivates. Students, on the other hand, reported that classroom activities fostering debate, questioning, and reflection improved their engagement with texts and enhanced their comprehension. Thematic analysis of the interviews revealed three core themes: (1) critical thinking as a catalyst for deeper textual understanding, (2) the role of instructional strategies in embedding critical thinking into reading practices, and (3) challenges such as time constraints, limited resources, and varying student motivation. Overall, the findings suggest that integrating critical thinking strategies into reading instruction can significantly enhance comprehension outcomes. The study recommends adopting active learning methods and reflective practices to strengthen the link between critical thinking and reading comprehension at the university level.