The relationship between Critical thinking skills and Iranian advanced English students’ writing performance

The present investigation expected to discover the relationship between critical thinking and the quality of Iranianadvanced English students’ writing skills. One-hundred forty understudies who were homogeneous in their dialectcapability were chosen non- randomly. The analyst requested that understudies partake in a capability test namedNelson test (middle of the road 200B) and she picked understudies whose level was advanced as members of theexamination. This investigation was an associational (correlational) ponder. To accomplish the objective of theinvestigation California Critical Thinking Test (shape B) was regulated among middle understudies to quantifyunderstudies basic reasoning aptitudes (examination, assessment, deduction). At that point the specialist requested thatthe members compose on a given subject and their compositions were appraised by two dialect instructors by followingthe principles of scoring in Quellmaz s scale. The between rater connection over all papers ascertained keeping in mindthe end goal to make certain about the objectivity and dependability of scores. The Pearson-Product Moment wasutilized to inspect the connection between factors, besides various relapses were connected to anticipate the level oftheir relationship. The aftereffects of the examination uncovered that there is a positive connection between basic thingabilities and composing quality. Moreover, it was demonstrated that assessment has the most grounded level ofassociation with the quality of composing.

کلیدواژه ها:

Critical thinking ، analysis ، assessment ، inference ، writing performance