Pedagogy of creativity and critical thinking in English language Reading comprehension in students of B2 level

Abstract

The pedagogical investigation of creativity and critical
thinking in English language reading comprehension in
students level B2, aimed to demonstrate the effect of
creativity and critical thinking pedagogy in English
language reading comprehension. The research
method was experimental, of quantitative approach,
quasi-experimental design. The student population of
67 students and the sample was 40 students. The
design consisted of two groups of twenty students: one,
which received an intervention at point X, and one that
did not. A pre-test (O1) and a post-test (O2) were
administered to each group. A questionnaire was
applied, the international test validated by the
University of Cambridge. According to the results of U
Mann-Whitney, the level of significance (Sig.) Was
0.000 and is less than α = 0.05 (Sig. <Α), in addition the
Z score was -4.859 and is less than the point critical -
1.96. Post-test differences were detected between the
control and experimental groups. In conclusion, the
pedagogy of creativity and critical thinking did have a
favorable effect on understanding the social level in
English.