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The importance of critical reading in the academic world was intensively discussed over time , but the first thing to know is that critical reading can be realised in different ways , depending on the educational backgrounds from which the student comes.  Some of the students as in my case , come from an educational environment where they were encouraged to memorize almost everything without being encouraged to a critical reading way . ( Dong, 2015 ; Fox, 1994) . From my point of view  ,in classes where the students were encouraged to memorize , students take a performative role while , the students which was encouraged to a critical reading way are more engaged in the classes and with the content of their reading. (K. Wilson , 2007) . Encouraging a critical thinking , a critical reading brings benefits both for the period in which the student is in the educational system and for the period after . So he will not be satisfied with just ' doing the task ' , he will always look for new solutions for any problem and any task he has to perform will become a personal one , the involvement level being taken to the maximum.

K. Wilson (2007) . 'Critical reading , critical thinking : Delicate scaffolding in English for Academic Purposes (EAP)' , Thinking Skills and Creativity , vol 22, December 2016 , pp 256-257.

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Critical thinking is the most important part of university education. Developing the ability to read critically is absolutely important for University students (Wilson, 2007). These students need to know how to identify all the main ideas deeply, and not just do what they need to do. All students who have the ability to do critical reading can benefit from this not only for the university but for their entire lives. They need this reading to be successful in university or any English language entry test. All four learning macro skills are important, but critical thinking and reading are the most important because they need to go beyond these essential skills to be really successful in their lives. Moore (2013), says critical thinking is the most important thing in the university. Many students haven't had a good experience in critical thinking and reading, because of their educational background, but this needs to be changed.

Wilson (2016). Thinking Skills and Creativity. [online] www.journals.elsevier.com, pp.256–265. Available at: http://www.elsevier.com/locate/tsc [Accessed 29 Nov. 2022].

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critical thinking in EAP students

Every student aspiring to study abroad, have the requirement to pass an English test that can certify them as capable to study at an English speaking university; but it is required more than just learning the four learning language skills: reading, writing, listening and speaking; it is needed to use a critical thinking as is fundamental in university education across in the western world (Moore, 2013). in contrast Bali (2015) argues that although critical thinking is not just a "western" thing, students from different cultural and social backgrounds where religion and politics may forced students to think in a certain way, affects EAP students when to have a critical thinking at a higher level is required

REFERENCE
Wilson. 2016. Critical reading, critical thinking: delicate scaffolding in English for academic purposes (EAP). thinking skills and creativity 256-265.

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According to Moore (2013), “critical thinking is a core of university education across the western world”. Critical reading is the first step of the critical thinking process before critical writing, listening and speaking. The importance of critical thinking is crucial for EAP students undeniable. As mentioned in the article, critical reading is a basis for all academic studies. That statement has been underlined by many practitioners of language and literacy ( Bharuthram, 2012; Chanock, Horton, Reedman, & Stephenson, 2012; Devereux & Wilson, 2008; Vered, 2016).

Some of the students, especially those who came from different, backgrounds, may have different experiences with critical thinking concepts. In some places of the world for different reasons such as politics or religion, the concept may vary from our western approach. That is another reason why teaching students of critical reading before they enter higher education in English-spoken courses. It gives the student ability to critically analysis of any academic source as well as form their reflection on a given topic.

REFEFENCE LIST:

Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, Pages 205–214.

Chanock, K., Horton, C., Reedman, M., & Stephenson, B. (2012). Collaborating to embed academic literacies and personal support in ﬁrst year discipline

subjects. Journal of University Teaching & Learning Practice, 9(3). Available at: http://ro.uow.edu.au/jutlp/vol9/iss3/

Devereux, L., & Wilson, K. (2008). Scaffolding literacies across the Bachelor of Education program: A course-wide approach. Asia-Paciﬁc Journal of Teacher

Education, 36(2), 121–134.

Moore, T. (2013). Critical thinking: Seven deﬁnitions in search of a concept. Studies in Higher Education, 38(4), 506–522. Avaiable at: http://dx.doi.org/10.1080/03075079.2011.586995

Wilson, K. (2016) Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity.Vol 22, Pages 256-265. Science Direct. Avaiable at: https://www.sciencedirect.com/science/article/pii/S1871187116301365?via=ihub . (Accessed 29 November 2022)

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The primary skill required in universities is the ability to think critically (Moore, 2013). Many students prefer to think in ways that will help them pass exams during their academic careers rather than develop critical thinking skills. For those coming from backgrounds where English is not their first language, however, this is not an option. Students in the EAP programme will need to read critically in addition to thinking critically. It's crucial that they do that right away, because it's possible that their educational background is more likely based on memorisation than anything else (Dong, 2015; Fox, 1994). More specifically, some authors contend that prospective international students should become aware of how the dominant force of western education positions them. Cultural differences in critical thinking styles have been the subject of much discussion in the literature (Atkinson, 1997; Manalo, Kusumi, Koyasu, Michita, & Tanaka, 2015; Paton, 2005). In a helpful discussion of the difficulties in teaching critical thinking at the American University of Cairo, Bali (2015) asserts that, while critical thinking is not a purely Western concept, students differ in the types of cultural and social capital that they bring to the university.

Reference:

·      Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31, 71–94

·      Bali, M. (2015). Critical thinking through a multicultural lens: Cultural challenges of teaching critical thinking. In M. Davies, & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 317–334). Palgave Macmillan: New York.

·      Dong, Y. (2015). Critical thinking education with chinese characteristics. In M. Davies, & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 335–351). New York: Palgave Macmillan

·      Fox, H. (1994). Listening to the world. Urbana, Illinois: National Council of Teachers of English.

·      Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2015). Do students from different cultures think differently about critical and other thinking

·      skills? In M. Davies, & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 299–316). New York: Palgrave Macmillan.

·      Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522. http://dx.doi.org/10.1080/03075079.2011.586995

·      Wilson, K. (2016) “Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP),” Thinking Skills and Creativity, 22, pp. 256–257. Available at: https://doi.org/10.1016/j.tsc.2016.10.002.

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Critical reading same as critical thinking is considerate an   essential and vital ability for those who aspire to become university students. Based on them critical reading and understanding  of the text they are able to provide a good academic report. According to Thinking skills and creativity22(2016) critical reading can be realised in different ways but this requires a delicate scaffolding to support their development. Critical reading is a skill that students can develop in time, some of them are finding it difficult and according to (Dond,2015:Fox,1994) for some of them coming from a different educational background in with emphasis has been laid on the rote of learning and memorizing it can be challenging.

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Critical reading

As Moore (2013, p.521) suggests, the only thing we can hope for is that our students will gain "an extra edge of consciousness,". The concept of critical reading is based on that to improve the skills of reading literature and articles from academic prospect. It is fundamental skill for presenting a good paper (essay, report, assignment etc.). Furthermore, they should present the needed information with more in depth view in correct way. This involves analysing the meaning of individual words, phrases, and sentences and asking questions about the author's intention. The EAP Program (English for Academic Purpose) is design to develop the skills of critical reading and thinking further, from scholar to academic level. These potentially can increase their ability to create good papers by extracting the exact information needed. For example, the foreign students faced hard times when they start to read in English or any other languages, which is not their first language. They should overcome the challenge of critically reading and thinking with kind of transcultural aspect. Besides dealing with the four language learning macro skills of listening, reading, and speaking, they face far more than simply "English," in the sense of the four language learning macro skills that they will need to pass the English language entry test. Cognitive approaches to reading developed in the 1980s offered EAP teachers tools for equipping their students, including reading strategies inventories (Chamot & O’Malley, 1994; Oxford, 1990), which included skimming, scanning, identifying topic sentences, reading for gist, guessing meaning from context, and so forth.

References:

Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522. http://dx.doi.org/10.1080/03075079.2011.586995

Chamot, A., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison Wesley.

Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity, 22, pp.256–265. doi:10.1016/j.tsc.2016.10.002.