Self-Perceptions and Actual Performance of Critical Reading Skills Among Malaysian Engineering Students

Abstract

Students at any level need critical reading skills, especially in higher learning institutions. Students are required to extensively read, critically engage, and carefully question the content quality and factual veracity. In the era of information technology, anyone can create and publish information without peer review. Although the importance of critical reading skills is generally acknowledged, little is known about the critical reading skills of Diploma level students in the local context. Thus, this article examines Diploma students' critical reading abilities based on self-perceptions and performance when reading English texts. The study employed a quantitative research method based on a descriptive survey design. The research sample consisted of 44 engineering major Diploma students selected using a simple random cluster sampling design from a university in the southern region of Malaysia. Data was collected using a questionnaire. Besides, a critical reading comprehension test was distributed online through course teachers. Prior to collecting data, the questionnaire and the comprehension test were subjected to reliability testing. The findings indicate that Diploma students overestimated their critical reading skills compared to their actual performance, as they scored below average for some of Bloom’s Taxonomy critical thinking skills. It is believed that the findings of this study would assist teachers in developing novel techniques to help students develop critical thinking skills. The pedagogical implications for language acquisition and instruction and future potential study areas are also discussed