The Correlation between Constructive Thinking and Reading Comprehension of Iraqi EFL University Students

Abstract

Abstract

     The acquisition of English as a foreign language remains a central concern for researchers and educators due to persistent challenges such as limited learning outcomes, slow comprehension, and instructional inefficiencies. Given that language learning is inherently a cognitive process, this study emphasizes the critical role of cognitive constructs—particularly constructive thinking—in enhancing language proficiency, with a focus on reading comprehension. This research examines the correlation between constructive thinking and reading comprehension among Iraqi university students enrolled in English departments. A stratified random sample of 200 third-year students (100 males and 100 females) was selected from three different Iraqi provinces. Two standardized instruments were employed: a 30-item Constructive Thinking Inventory (Epstein, 1998) and a 10-item reading comprehension test (Abbas & Al-Musawi, 2020). The results indicated generally low levels of both constructive thinking and reading comprehension among the participants. A statistically significant correlation was observed between students’ constructive thinking scores and their performance in reading comprehension.These findings highlight the integral role of cognitive processing in second language acquisition. The evident correlation underscores the necessity of incorporating thinking skills development into EFL curricula to improve reading comprehension and overall language proficiency.