The Impact of Integrating Critical Thinking into English Instruction on Pupil’s Academic Achievement

Abstract

Critical thinking does not mean challenging thinking that does not accept coexistence with others and starts from the “ego” and aims to obliterate the other thought, eliminate it, and replace it. Rather, critical thinking is constructive and calm thinking that recognizes and respects other thoughts and calls for research into different ideas to clarify and benefit them, to improve the existing situation and to increase their effectiveness to achieve the good for all. This paper reports impact of Critical Thinking in English Teaching on Students’ Achievement, the investigator selected an experimental design with two groups one experimental and the other control in order to verify. The researcher intentionally chose the Saqur Qurash school, a group of fifth-grade students in the city of Kut. It was three groups, as the total number of students reached (100) students. The research sample was chosen after they were distributed Randomly among three groups, two groups of (66) students were selected. The investigator prepared teaching plans for those topics, and teaches the two groups and then tested the pupils of the two groups at the end of the experiment. The paper concludes with a summary of the implications of the findings for the future of learning and teaching and recommendations relevant to advancing teaching for critical thinking with children.