The Impact of Creative Problem Solving Model on EFL University Students’ Critical Reading
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Abstract
This study aims at investigating the impact of CPSM on EFL university students’ critical reading at the levels of recognition and production, it also investigates the impact of CPSM on critical reading skills: interpretation, analysis, inferences, explanation and evaluation. To achieve the aims of the study and verify the hypotheses. A sample involves 60 undergraduate second year EFL students from College of Basic Education, Department of English, University of Kirkuk during the second semester of the academic year 2024-2025. The sample is divided into two equal groups of experimental and control. The experimental group receives instruction using CPSM over eight weeks, whereas the control group receives instruction using conventional method. To measure the impact of CPSM students of both groups take an achievement posttest for critical reading skills. Statistical means of analysis are applied; the findings reveal that students in the experimental group outperform those in the control group in recognizing and producing a number of critical reading skills. The study contributes to exposing CPS as an affective EFL educational approach, offering better collaborative learning environment that promotes university students skills.
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