The Effectiveness Of Counterarguments Strategy On Developing Critical Thinking Skills In English Language For Secondary School Students

Abstract

The purpose of the research was to investigate the effectiveness of counterarguments strategy on developing critical thinking skills for Watson Glaser in English language. The research embraced a sample of 60 2^nd year secondary school students in Egypt. That sample was randomly selected and was divided into two groups; an experimental group and a control group during the school year 2020 / 2021. A suggested checklist of the critical thinking skills was offered on a jury in English foreign language to determine the targeted critical thinking skills. The pre and post tests were designed and offered on the jury to approve them before applying on the two groups. The experiment lasted for three months of the school year. The research depended on materials such as teacher's guide. Then the research used the critical thinking tests and rubric such as the research instruments. The results revealed that there were statistically significant differences mean scores between the two groups; in favor for the experimental group. Thus, the research recommended that teachers should consider the importance of developing the critical thinking skills among 2^nd year secondary schools students. Furthermore, the research recommended that teachers should pay due attention to students' books; textbook, workbook and e-book besides teacher's guide book. Eventually, the research recommended supplying teachers with counterarguments strategy procedures to assist them develop students' critical thinking skills. As well as including the procedures of counterarguments strategy in the teachers' manual to enhancing students' critical thinking skills.