This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.
Using Graphic Organizers (GOs) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students
