Developing EFL Students’ Reading Comprehension and Reading Engagement: Effects of a Proposed Instructional Strategy

Abstract

This study investigates the effectiveness of a proposed instructional strategy based on habits of mind and shared inquiry in developing reading comprehension and reading engagement among EFL learners at a KSA university. Integral to the study was the use of two main instruments: reading comprehension test and reading engagement survey. The experimental group received reading strategy and reading engagement training activities in addition to general reading practice, while the control group focused only on developing general reading comprehension skills. The data, coded in terms of a range of measures of literal, inferential, and critical reading skills as well as reading engagement, were subjected to t-tests. The results indicate that after the intervention, although some reading comprehension gains were achieved by the CG, the EG achieved higher levels in reading comprehension skills and engagement. Thus, findings revealed support for the proposed strategy. The findings have significant implications for EFL pedagogy, highlighting the effective impact of strategy based instruction on development of reading comprehension.

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