The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students
Bibliographic Data
| ID | 16903418 |
|---|---|
| Authors | Desta Wendaferew (0009-0007-3192-5558, Wachemo University, corresponding author), Abebe Damtew (Addis Ababa University) |
| Editors | Ayoub Bahnasse |
| Year | 2023 |
| Volume | 2023 |
| Pages | 1-14 |
| Publication date | 2023-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2023/1894026 |
| OpenAlex | W4386386897 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading
Comprehension · English as a foreign language · Foreign language · Linguistics · Mathematics education · Reading (process) · Reading comprehension · Sample (material) · Significant difference · Test (biology) · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Learning Strategies in Second Language Acquisition
Strategies for Language Learning and for Language Use
Clarifying Differences Between Reading Skills and Reading Strategies
Criticism of the Sociocultural Theory
Investigating the Correlation Between Students’ Reading Fluency and Comprehension
Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement
Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (Sill)
Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms
Second Language Acquisition Research
The Role of Explicit Instruction in ESL/EFL Reading
Research Design
What the "Good Language Learner" Can Teach Us
Effects of Explicit Reading Strategy Instruction on Grade 9 Students' Achievement in Reading Comprehension
Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students
The Effectiveness of Second Language Strategy Instruction
The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |