The purpose of this quantitative predictive correlational study was to investigate if, and to what extent, adult ESL learners’ critical thinking skills predict their language proficiency, consisting of reading comprehension and listening comprehension, in a community college in an east coast metropolitan area in the United States. Based on Krashen’s theory of language acquisition and Facione’s taxonomy of critical thinking, the researcher used California Critical Thinking Skills Test (CCTST) and Comprehensive Adult Student Assessment System (CASAS) to measure the skills of critical thinking and language proficiency of 84 adult ESL students in a community college in the east coast metropolitan area. The two research questions asked to what extent critical thinking skills predicted each of the skills of reading comprehension and listening comprehension. Simple linear regression analysis was used to answer both research questions. The results of the data showed that critical thinking skills significantly predicted reading comprehension, (B = 0.23, p = .002), as well as listening comprehension (B = 0.31, p < .001). In addition, the results showed that a one-unit increase of critical thinking skills increased the value of reading comprehension scores by 0.23 and a one-unit increase of critical thinking skills increased the value of listening comprehension by 0.3. To summarize, the findings showed that critical thinking was a strong predictor of both reading comprehension and listening comprehension skills.
|Commitee:||McCulloch, Kathleen, Walter, Dorethea|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Adult education, Educational psychology, English as a Second Language|
|Keywords:||California Critical Thinking Skills Test, Critical thinking skills, ESL, Listening comprehension, Reading comprehension, Regression analysis|
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