The Impact of Explicit Strategy Instruction on ESP Medical University Students’ Reading Proficiency
Abstract
Reading proficiency is poses a great challenge for English as a Foreign Language (EFL) learners, extending beyond mere word comprehension to encompass deeper linguistic understanding. The present study, conducted at a Medical University in Iran, investigated the efficacy of Strategy-Based Instruction (SBI) in improving English reading skills. To this end, fifty-six second-year Iranian ESP learners, aged 18 to 22, were selected and `divided into conventional and SBI groups. Descriptive statistics and t-tests were employed to analyze pre- and post-test scores, revealing a non-significant difference in mean scores for the conventional group, suggesting minimal improvement. Conversely, the SBI group exhibited a significant increase in mean scores, indicating the effectiveness of the intervention in enhancing reading comprehension. Moreover, a notable performance gap was observed between the SBI and conventional groups, highlighting the potential superiority of SBI in fostering EFL reading proficiency. These findings underscore the value of adopting innovative instructional strategies to enhance language learning outcomes.
Keywords
Full Text:
PDFReferences
Afflerbach, P., Cho, B. Y., Kim, J. Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The reading teacher, 66(6), 440-448.
Afflerbach, P., Hurt, M., & Cho, B.-Y. (2020). Reading comprehension strategy instruction. In Handbook of strategies and strategic processing (pp. 98-118): Routledge.
Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40, 1063-1081.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The modern language journal, 75(4), 460-472.
Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and writing, 32(9), 2281-2310.
Chamot, A. U., & Harris, V. (2019). Learning strategy instruction in the language classroom: Issues and implementation: Multilingual Matters.
Chamot, A. U., & O'malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach: Addison-Wesley Publishing Company Reading, MA.
Chinpakdee, M., & Gu, P. Y. (2021). The impact of explicit strategy instruction on EFL secondary school learners’ reading. Language Teaching Research, 1362168821994157.
Cohen, A. D. (2003). The Learners Side of Foreign Language Learning: where do styles, strategies, and tasks meet?.
Cohen, A. D. (2011). Second language learner strategies. In Handbook of research in second language teaching and learning (pp. 681-698): Routledge.
Cohen, A. D. (2014). Strategies in learning and using a second language: Routledge.
Cohen, A. D., & Macaro, E. (2013). Language learner strategies: Oxford University Press.
Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365.
Eilers, L. H., & Pinkley, C. (2006). Metacognitive strategies help students to comprehend all text. Reading improvement, 43(1), 13-30.
Goh, C. (2019). What we still need to learn about language learning strategies instruction: Research directions and designs. Learning strategy instruction in the language classroom: Issues and implementation, 262-278.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading: Routledge.
Gu, P. Y. (2019). Approaches to learning strategy instruction. Learning strategy instruction in the language classroom: Issues and implementation, 22-37.
Kintsch, W. (2018). Revisiting the construction—integration model of text comprehension and its Implications for Instruction. In Theoretical models and processes of literacy (pp. 178-203): Routledge.
Lee, H. C. (2017). A case study: Reading strategies training scheme in a Hong Kong primary school. TESOL Journal, 8(1), 190-214.
Macalister, J. (2011). Today's teaching, tomorrow's text: Exploring the teaching of reading. ELT journal, 65(2), 161-169.
Newton, J. M., Ferris, D. R., Goh, C. C., Grabe, W., Stoller, F. L., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking: Routledge.
O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition: Cambridge university press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. (No Title).
Pawlak, M. (2021). Investigating language learning strategies: Prospects, pitfalls and challenges. Language Teaching Research, 25(5), 817-835.
Pawlak, M., & Oxford, R. L. (2018). Conclusion: The future of research into language learning strategies. Studies in Second Language Learning and Teaching, 8(2), 525-535.
Plonsky, L., Chamot, A., & Harris, V. (2019). Language learning strategy instruction: Recent research and future directions. Learning strategy instruction in the language classroom: Issues and implementation, 3-21.
Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. Language learner strategies, 30, 29-45.
Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.
Shen, H. J. (2003). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals, 36(3), 424-433.
Tapinta, P. (2006). Exploring Thai EFL university students' awareness of their knowledge, use, and control of strategies in reading and writing. University of North Texas,
Wichadee, S. (2011). The effects of metacognitive strategy instruction on EFL Thai students reading comprehension ability. Journal of College Teaching & Learning (TLC), 8(5), 31-40.
Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36, 89-116.
Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245-271.
DOI: http://dx.doi.org/10.18415/ijmmu.v11i6.5926
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.