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تهدف الدراسة الحالية إلـى تحديد الفروق الجنسية في المتغيرات التالية: القلق الاجتماعي، المهارات الاجتماعية، تقدير الذات والثقة بالنفس، بالإضافة إلى ذلك تحديد طبيعة اتجاه العلاقات الارتباطية بين القلق الاجتماعي ومتغيرات الدراسة السابقة الذكر، وأخيرا دراسة مدى إمكانية التنبؤ بالمتغير التابع وهو القلق الاجتماعي من خلال المتغيرات المستقلة موضوع الدراسة الحالية. شملت عينة الدراسة على 164 من الذكور و174 من الإناث وهم طلبة في المستوى 12 في المرحلة الثانوية وتم الحصول على العينة من ست مدارس حكومية من محافظة حولي بدولة الكويت وكان ذلك في العام الدراسي 2008/ 2009، حيث تراوحت أعمار العينة بين 16- 17 سنة بمتوسط عمري بلغ 16.8 سنة وانحراف معياري 1.4، حيث استعين بالأدوات التالية: ، ومقياس المهارات الاجتماعية من إعداد Liebowitz (2004)- مقياس القلق الاجتماعي من إعداد (2005)، وأخيرا مقياس الثقة بالنفس من Mullis (2000)، ومقياس تقدير الذات من إعداد Albert Robert (2001) من إعداد ولقد أشارت نتائج الدراسة إلى أنه: توجد فروق ذات دلالة إحصائية بين درجات الجنسين من أفراد العينة على درجات متغيرات الدراسة الأربعة. توجد علاقة ارتباطيه عكسية ذات دلالة إحصائيا بين القلق الاجتماعي بكل من المهارات الاجتماعية وتقدير الذات لدى عينة الدراسة الكلية.
This study aims at investigating the effect of using critical reading strategies in reading lessons on the linguistic achievement of Tenth Grade students at Riyadh West schools in Saudi Arabia. The study sheds light on the major effective critical reading strategies which competent learners of English as a foreign language employ in reading lessons to promote their reading skills. Moreover, the study provides teachers of English as a foreign language with guidelines for promoting their students’ critical reading skills by training them to employ effective critical reading strategies. The purpose of the study is to create authentic critical reading experiences in the reading classes to foster the students' genuine inquiry, evoke discussion and develop their habit of critical reading. The study attempts to answer the following two questions: 1- What are the appropriate critical reading strategies that teachers of English as a foreign language should use to promote their students' critical reading skills in reading comprehension classes? 2- Are there any significant differences between the achievement of the Tenth Grade students who were trained to employ critical reading strategies in reading classes and the achievement of those who were taught via the traditional method? The population of the study consisted of 1570 tenth grade male students from the schools in Riyadh West. The sample of the study consisted of 200 students from Boys’ School. It included four equal tenth grade classes (fifty students per class). The sample of the study was divided into two groups: an experimental group (two equal classes 50 students per class) who were involved in a critical reading programme and sat for a pretest and a post test, and a control group (two equal classes, 50 students per class) who also sat for the pre-test and post- test, but were not exposed to the training programme. Results of the study show that teachers of English as a foreign language at Saudi Arabia schools need more training in teaching critical reading skills to promote and develop their students' critical reading skills effectively. Moreover, the EFL curriculum should be redesigned to include more reading activities that cater for promoting students’ critical thinking competencies. Teachers of English as a foreign language at Saudi schools are advised to train tenth grade students on how to employ critical reading strategies to promote and develop their thinking skills in reading classes. Teachers need to be enrolled in critical reading training programmes; they need to be acquainted with the various critical reading strategies and how to implement them in reading classes.
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