Abstract-InResilience Scale, a vocabulary checklist, and a validated battery of four reading tests were given to the subjects. In order to empirically investigate the research hypotheses, the subjects were divided into two groups of high and low critical thinking and resilience groups. The results of the analyses for the collected data through t-test revealed that (a) the levels of critical thinking had significant effect on the scores of the subjects on resilience scale, (b) the levels of critical thinking had significant effect on the subjects' reading ability of texts with unfamiliar vocabulary items, and (c) the levels of resilience had significant effect on the subjects' reading ability of texts with unfamiliar vocabulary items. Therefore, the findings indicated that the three variables are related rejecting all three null hypotheses. The effect size index for the t-observed values were .62, .79, and .30, respectively. Moreover, the factor loadings for the four tests showed that the critical thinking questionnaire, resilience scale, and reading comprehension test all tap on the same underlying construct. The findings bear some implications for syllabus and materials designers, test developers, teachers and students' practice in EFL/ESL classrooms.

Abstract-The

Developing critical thinking since the educational revolution gave rise to flourishing movements toward embedding critical thinking (CT henceforth) stimulating classroom activities in educational settings. Nevertheless the process faced with complications such as teachability potentiality, lack of practical frameworks concerning actualization of CT tasks, and transferability obstacles, as well as lack of a homogeneous model of conceptualization of CT among educators. The present study made an effort to represent a comprehensive model of CT for educators drawn on the contemporary literaturein order to indicate a uniform delineation of the construct and to offer a comprehensive model of CT for the intention of making boosting learners' capability of CT possible.

Abstract-Many authorities in higher education did not enthusiastically embrace the idea that college students should receive explicit instruction in how to think. Note that the academic community was opposed to good thinking, but many educators believed that it was a misguided effort. For example, Glaser (1984) cited abundant evidence of Critical Thinking failures in support of his argument that thinking skills are contextbound and do not transfer across academic domains. Glaser and other sceptics were partly correct. Better thinking is not a necessary outcome of traditional, discipline-based instruction. But, increasingly global relationships of culture, people and economic activity make Critical Thinking as necessary as sunrise. This study attempted (1) to examine the predictive relationships of student dispositions and their abilities to think; and (2) to open a refreshed horizon in teaching students to develop their ability of Critical Thinking. Furthermore, the authors believed that to motivate students' disposition, it is indispensable for the teacher to scaffold them to think critically.

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