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

Abstract

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