Cooperative integrated reading and composition and critical thinking skills development in the EFL context

Abstract

This study examined the effect of cooperative integrated reading and composition (CIRC) on the development of critical thinking skills among English as a foreign language (EFL) learner. A mixed-methods design with a quasi-experimental pre-test–post-test approach, along with qualitative interviews and observations, was employed. There were 60 first-semester non-English major students who participated in this study, with 30 assigned to a CIRC-based experimental group and 30 to a control group receiving conventional instruction. The results revealed that CIRC significantly improved critical thinking skills (p.001, η²=0.195), with the experimental group outperforming the control group on post-test scores. Meanwhile, the qualitative results revealed that structured group reading, guided discussion, and collaborative composition encouraged students to analyze, evaluate, and synthesize information effectively. Peer interaction promoted reflection, justification of ideas, and comparison of perspectives, while writing tasks reinforced the integration of reading and discussion into coherent arguments. Overall, the findings suggested that CIRC not only enhances language proficiency but also fosters higher-order thinking in EFL contexts. Future research should examine larger and more diverse samples, longitudinal effects, and digital integration to optimize collaborative critical engagement.