الفهرس 
The Problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study tried to investigate the effectiveness of a blended learning program based on genre discourse analysis in developing English majors’ critical listening and critical reading skills.The problem of the present study was demonstrated in third year English Majors’ lack of critical listening and critical reading skills. Genre discourse analysis, critical listening and critical reading are very important to students’ learning as they enhance their learning and research skills. In addition to this, students should follow certain steps to acquire and use critical listening and critical reading skills. These skills are vital for every learner who wants to enrich his/her learning experience, these skills help in developing learners ability to judge and evaluate any spoken or written text to cope with the global professionalism requirements. Junior students seek and in bad need to know, use and develop their critical listening and critical reading skills in order to be successful learners, to pass exams, to use opportunities for self-improvement and career development, to be good critics and evaluators, to be qualified researchers with open-mindedness and to be independent and lifelong meaning making learners. Therefore, there was a bad need for teachable techniques that help students react critically to texts either spoken ones or written ones to cope with the complexity of the age of information technology. This was verified in the results obtained through the implemented questionnaires with third year English majors and with EFL experts. The same complaint has been reiterated by instructors of these courses.