The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes

Abstract

This research examined the impact of explicit reading strategy training on Ethiopian university students’ reading strategy use and critical reading ability in the English as a Foreign Language (EFL) context. Two intact classes, a control group (n = 35) and an experimental group (n = 45), participated in the study. The experimental group received 12 weeks of reading strategy training integrated into their English reading skills I classes. A mixed-method quasi-experimental design was employed, using a reading strategy questionnaire, a critical reading ability test, and a think-aloud technique for data collection. Students who received reading strategy instruction demonstrated notable improvements in reading strategy use and critical reading ability. The independent sample t-test and a paired sample t-test showed significant differences in both areas. Qualitative data highlighted compensation and memory strategies, which were not captured quantitatively. The think-aloud data revealed the predominant use of cognitive and metacognitive strategies, along with affective, social, memory, and compensation strategies. Cognitive strategies deepen understanding, and metacognitive techniques enhance interpretation in reading. These findings shed light on the responses of Ethiopian university students to explicit reading strategy training, emphasizing its significance in improving reading strategy use and critical reading ability in an EFL context.

Keywords:

• Critical-reading
• think-aloud
• learning-strategy
• reading-strategy
• language-proficiency

REVIEWING EDITOR:

• Lawrence Jun Zhang, University of Auckland Faculty of Education and Social Work, Auckland, New Zealand

SUBJECTS:

• Teachers & Teacher Education
• Teaching Assistants
• Theory of Education
• Theories of Learning
• Adult Education and Lifelong Learning
• Bilingualism/ESL
• Classroom Practice
• Higher Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research was supported by Hawassa and Wachemo Universities.

Notes on contributors

Asalifew Mekuria

Asalifew Mekuria, an assistant professor at Wachemo University, is conducting a PhD research project at Hawassa University in Ethiopia. Supervised by Dr. Elias Woemego Bushiso, the study focuses on the impact of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes.

This research project aims to improve teaching practices and enhance students’ reading proficiency by investigating the effectiveness of targeted training interventions. Asalifew’s study contributes to broader projects in the field of ELT, emphasizing the importance of effective reading strategies and critical reading skills in comprehending and analyzing English texts.

The findings of this research have implications for pedagogical approaches and curriculum development, benefiting English language learners and educators not only in Ethiopia but also worldwide. Asalifew collaborates with experienced academic and research advisor Dr. Hailu Wubshet, showcasing a dedication to advancing the field of ELT through research, teaching, and mentorship.