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This study highlights the need for raising teacher's awareness of ER-based reading comprehension questions. This study was conducted to determine how frequently critical thinking is used in EFL reading comprehension contexts at the tertiary level in an Iranian University. To collect the data, the researchers observed all reading comprehension courses in one of the universities in Isfan Province. They recorded 30 percent of the total number of sessions using two mini-size MP4 wireless recorders during the spring semester. The findings suggested that the teachers focus on each CRQ type strongly influences student attention when reading different passages.