Critical Thinking Ability in Different Genders of EFL Learners

The purpose of the current study was to investigate gender differences in the critical thinking ability (CTA) of EFL learners. To accomplish this objective, the Watson-Glaser’s Critical Thinking Appraisal (WGCTA) results of 278 EFL learners (male/female = 137/141) were collected for a year. The participants took an adapted version of the WGCTA which consists of answering 50 questions in 45 minutes. The results demonstrated that females scored higher than males in mean results and showed significant differences in particular areas. Both female and male learners scored high in interpretation, low in inference and analyzing argument. Males scored lowest in inference and deduction, while female participants’ results were better in deduction and interpretation, both at statistically significant levels. Both genders’ weakest components were concentrated in argumentation. However, the findings of this study should be regarded as preliminary due to the limited sample numbers. The results may need replication in a longitudinal study to more fully understand the educational and societal implications of gender gaps and the mechanisms of gender differences in CTA.