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Abstract
The current study aimed at investigating the effectiveness of an instructional strategy based on blended learning to enhance critical reading of first year secondary education EFL linguistically talented students. Total of thirty first year secondary education EFL linguistically talented students (males and females) participated in this study. They were chosen randomly from first year secondary education EFL linguistically talented students who were highly achievers and proficient in English language with high IQs. The tools of the study were a check list of critical reading skills, a critical reading test, An English proficiency test and a mental ability test. The reliability and validity of the instruments were verified. The one group Quasi-experimental design was used in this experiment. Participants were first pre-tested then; they were exposed to the suggested instructional strategy based on blended learning to enhance their critical reading skills. The experiment lasted for an academic semester- second term 2012/2013 and at the end of the experiment they were post tested. Analysis of data obtained using (T-Test - Point Biserial correlation Coefficient - Person correlation - Eta- Squared) revealed that the suggested strategy had a positive impact on the participants’ performance in critical reading skills