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چکیده
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This study aimed at investigating the relationship between Critical Thinking, Vocabulary Size, Vocabulary Depth, and Reading Comprehension of Iranian EFL learners. To this end, 150 university students studying English for Academic Purposes (EAP) were selected based on convenience sampling. To conduct the study, three validated tests including original version of California Critical Thinking Skills Test (CCTST)- Form B developed by Facione (1991), the Vocabulary Levels Test developed by Nation (1983), and The Word Associates Test (WAT) developed by Read (1993) were utilized to measure participants’ critical thinking, vocabulary size, and vocabulary depth respectively. The participants’ reading comprehension ability was also measured by a validated reading comprehension test. The results of the study revealed there were statistically significant positive correlations between EAP learners’ a) critical thinking and reading comprehension, b) vocabulary size and reading comprehension, c) vocabulary depth and reading comprehension, and d) their critical thinking and vocabulary depth. The results of multiple regression analysis showed that both critical thinking and vocabulary depth were strong predictors of EAP learners’ reading comprehension. The findings of the study might yield some implications for EAP teachers and learners, as well as syllabus designers.
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