Investigating the Efficacy of Critical Thinking Skills of College Students for the Comprehension of English Textbooks in Pakistan

Abstract

The development of critical thinking skills is widely recognized as essential for effective comprehension of academic texts, particularly in an English-as-a-second-language context. This study investigates the efficacy of critical thinking skills among college students in Pakistan in relation to their comprehension of English textbooks. Employing a qualitative research design, data were collected through questionnaires and reading-based tasks administered to students at selected colleges. The study aimed to evaluate students’ ability to analyze, interpret, and critically engage with English texts. The findings reveal that although students generally have a positive attitude toward reading English materials, their critical thinking skills remain limited when applied to comprehension tasks. Several factors contribute to this gap, including insufficient cognitive and academic vocabulary, limited exposure to higher-order thinking strategies, and limited emphasis on critical reading practices in the existing curriculum. Additionally, the minimal integration of interactive and technological learning tools further constrains students’ analytical engagement with texts. The study concludes that while students possess the foundational motivation to improve, there is a pressing need to strengthen instructional approaches that foster critical thinking in reading. It recommends curriculum reform, enhanced teacher training, incorporation of higher-order questioning techniques, and improved access to well-resourced libraries. Strengthening these areas can significantly enhance students’ comprehension skills and prepare them for higher education and lifelong learning.