The Relationship between Critical Thinking and Cognitive Learning Styles with General English Proficiency and Success in Examinations

Background: Critical thinking and learning styles are important in students’ learning processes. The study examined the relationship between critical thinking and cognitive learning styles with general English proficiency and success in examinations. Method: In this descriptive cross-sectional study, 138 students at Gonabad University of Medical Sciences in 2019-2020 were selected through convenience sampling. To collect data, a critical thinking scale, a learning cognitive style questionnaire, a general English proficiency test, and a general English final exam were used. The data were analyzed using descriptive and inferential statistics through SPSS V.22. Results: Descriptive statistics showed that among critical thinking components, 35.4% of participants had deductive and inductive reasoning components. Out of cognitive learning styles, most had divergent styles, claiming 47.1% of the cases. ANOVA results showed a significant relationship between critical thinking and general English proficiency as well as success in the English final exam (p=0.045 and p=0.037, respectively). However, ANOVA results revealed no significant relationship between cognitive learning styles and general English proficiency as well as success in the English final exam among students (p=0.41 and p=0.06, respectively). Conclusion: It is concluded that the higher the critical thinking skills in deductive and inductive components among students are, the greater their proficiency in the English language and their success in English final exams will be. Regarding cognitive learning styles, the students would integrate concrete experimental and reflective observational methods and have the greatest ability to observe concrete situations.