Abstract:
The need to investigate test-takers’ reading comprehension processes has been emphasized in the
related literature. The present study aimed at examining English as a Second Language (L2) students’ reasoning
processing strategies in taking critical reading-thinking tests in their first and second language using a think
aloud approach. The study is set against a background of recent research into critical thinking and reading
comprehension in a second language. Reasoning strategies were identified from the protocol analyses and
these were categorized into reasoning formulation, reasoning monitoring and reasoning regulation strategies.
The majority strategies indicated that inference acted as an over-arching strategy that linked to the reasoning
strategies which made inferences from contextual clues, background knowledge and knowledge of formal
schemata. Implications of the findings for pedagogy and future research into critical reading in a second
language are considered.
