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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v15i2.1638

ORCID

0009-0008-9600-1281

Abstract

This study addresses the challenges faced by non-EFL undergraduate students in enhancing reading comprehension and critical thinking skills within an English for History course. While existing research has explored reading comprehension and critical thinking in EFL contexts, there is a notable gap in understanding how these skills can be developed in non-EFL students through the integration of learning management systems (LMS). The aim of this study is to investigate the impact of LMS on improving reading comprehension and critical thinking skills among non-EFL undergraduate students who are enrolled in an English for History course. A sequential mixed-methods approach was employed, involving 56 participants. Data were collected through a pretest and a posttest to measure reading comprehension outcomes; a closed-ended questionnaire that focused on critical thinking skills (covering dimensions such as analysis, evaluation, inference, and problem-solving); and structured interviews with six selected participants. The results revealed that the integration of LMS significantly improved participants’ reading comprehension, with notable gains in their ability to summarize, analyze, and synthesize historical texts. In terms of critical thinking, students demonstrated enhanced analytical reasoning and evaluation skills, though some challenges remained in applying higher-order thinking in complex texts. Positive insights include the convenience and engagement provided by LMS, while negative feedback highlighted issues such as technical difficulties and a lack of personalized support. The study concludes with implications for instructors in integrating LMS more effectively and offers suggestions for future research on bridging the gap between LMS use and critical thinking development in non-EFL contexts.

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