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Abstract
The purpose of the present study is to examine the effectiveness of using the whole language approach in promoting some critical thinking skills through teaching short stories in English for first year secondary students. Two groups are involved in the study; one experimental (taught by the whole language approach (34)), and one control (received regular teachimg methods (34)). The treatment is taught over a period of three months. By the end of the experiment, the two groups are pre-post tested on critical thinking using the Critical Thinking Skills test (designed by the researcher). Data are analused using t-test, and n2 formula. The findings of this research support the hypotheses that the whole language approach encahnced students’ ctritical thinking skilss .in the whole language classroom described in this study, students enjoyed sharing, using their prior knowledge, talking and predicting through self-motvating activities that are purposeful, social and enjoyable. They learbed from one another when they listened, talked, read, and wrote together; they learned when they actively invovlved in the process.