The main objective of this study was to investigate the effect of teaching critical reading on students' reading performance in an EFL context. A quasi-experimental research design with a non-randomized control group was employed, utilizing pre-tests and post-tests for assessment. The participants were Grade 11 students from Sena Ghimbi Secondary School in Ghimbi Town, Oromia Region, Ethiopia. Data were collected through pre- and post-reading tests developed by adapting standardized critical reading assessment tools. The findings of the study revealed a statistically significant difference between the experimental and control groups. Students in the experimental group, who received instruction in critical reading strategies, demonstrated notably better reading performance compared to those in the control group, who did not receive such instruction. Based on these results, the study recommends that subject area teachers provide students with more opportunities to practice critical reading strategies rather than relying on limited traditional approaches. Finally, it recommended that additional research be conducted on related topics to further explore the role of critical reading in improving students' academic performance.
Emiru et al. (Fri,) studied this question.