الفهرس 
abstractsOnly 14 pages are availabe for public view
 |  | from | 244 |  |  |
| | | from | 244 | | |
Abstract
The present study aimed at developing some critical reading skills of a sample of student teachers at the English Department in Ismailia Faculty of Education through using inference skills. The results of the pilot study revealed that EFL-prospective teachers had difficulties as regards reading critically , the ability to understand the main ideas in a reading passage, identifying supportive ideas and details, distinguishing between facts and personal opinions, making inferences , identifying the use of inferences, interpreting the author’s purpose and tone, and making predictions. As the study was of a pre-post test quasi-experimental design , the researcher used one experimental group. The participants of the study included 21 students. They were randomly drawn from third year English majors at Ismailia Faculty of Education, Suez Canal University, during the first semester of the 2011-2012 academic year. The study group was pre tested before conducting . During the experiment that lasted for three months, the study group received the proposed program which was based on using inference skills. The researcher developed three main instruments in order to fulfill the objectives of the study: critical reading skills questionnaire, critical reading skills test, and rubric for correcting seven essay questions. The results of the study revealed that: there was a significant difference at the level of 0.05 between the mean scores of the pre and post application of the EFL student teachers’ performance on the critical reading skills test in favor of the post application as students have developed their critical reading skills through using inference skills. This could be attributed to the experimental treatment of the program.