The Relationship between Iranian Male and Female EFL Learners’ Critical Thinking Ability and Autonomy

One of the main aims of the education agenda in the last decade has been to develop critical thinking and autonomy among children, in order to educate them to be active and involved persons in society. The present study sought to examine the relationship between Iranian male and female EFL learners’ autonomy and their critical thinking ability. To this aim, the researcher used a language proficiency test, a questionnaire of autonomy, and a questionnaire of critical thinking. The study was conducted in two phases. In the first phase, 242 third-grade high school students of Urmia city were provided with a Key English Test (KET). Afterwards, 162 of them were selected as the homogenized group and were given a questionnaire of autonomy and questionnaire of critical thinking. Finally, the results of 144 (because some of participants did not complete their critical thinking questionnaire) participants were analyzed. The Pearson coefficient of correlation revealed that Iranian EFL learners’ autonomy and critical thinking were significantly related. The findings offered important pedagogical implications for teachers, learners, and syllabus designers.