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Exploring the Relationship between Senior High School Learners’ Critical Thinking Disposition and their Reading Comprehension Achievements: In Chinese EFL Context

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DOI: 10.25236/ieesasm.2023.017


Jing Che

Corresponding Author

Jing Che


This study aims to explore the relationship of senior high school learners’ critical thinking disposition with their reading comprehension achievements in Chinese EFL context. 209 senior high students in Grade Three who were selected through convenient sampling procedure completed the Critical Thinking Disposition Inventory questionnaire and a reading placement test. Data were analyzed by descriptive statistics, Pearson correlation analysis and multiple linear regression analysis. The findings indicated a statistically significant correlation between critical thinking disposition and reading comprehension achievements especially in the dimensions of truth-seeking, cognitive maturity and open-mindedness. Besides, based on the regression analysis, truth-seeking and cognitive maturity can significantly predict students’ English reading comprehension achievements, rather than open-mindedness. The findings testify the facilitative role of critical thinking disposition in reading comprehension.


critical thinking disposition; English reading comprehension, Chinese EFL learners