Building Strategic Readers: The Effects of Online Training on Comprehension

Year 2025, Volume: 11 Issue: 2, 859 - 890, 29.10.2025

Rabia Börekci , Aysun Yavuz

https://doi.org/10.31464/jlere.1657479

Abstract

This study examined the effects of an 8-week online strategy training program on reading comprehension of 8th-grade EFL learners in Türkiye. The program introduced eight strategies across the pre-, during-, and post-reading stages, progressing in complexity. This single case study employed a mixed-methods approach, incorporating pre-, post-, and delayed post-tests; a topic familiarity quiz; think-aloud protocols; diaries; and interviews. The findings showed significant improvement in reading comprehension, which was sustained over time. Think-aloud protocols revealed the students' metacognitive awareness and adaptability. The diaries identified areas for improvement, such as materials, engagement, and technical challenges. Interviews provided positive feedback while suggesting enhancements, including real-life content, better timing between learning and application, and an extended duration for exam preparation. This study underscores the effectiveness of online strategy training in improving reading comprehension and highlights the need for further research to optimize its implementation.
Keywords:Reading comprehension, Strategy training,Online training, Language learner

Keywords

Reading comprehension , Strategy training , Online training , Language learner

Building Strategic Readers: The Effects of Online Training on Comprehension

Abstract

This study examined the effects of an 8-week online strategy training program on reading comprehension of 8th-grade EFL learners in Türkiye. The program introduced eight strategies across the pre-, during-, and post-reading stages, progressing in complexity. This single case study employed a mixed-methods approach, incorporating pre-, post-, and delayed post-tests; a topic familiarity quiz; think-aloud protocols; diaries; and interviews. The findings showed significant improvement in reading comprehension, which was sustained over time. Think-aloud protocols revealed the students' metacognitive awareness and adaptability. The diaries identified areas for improvement, such as materials, engagement, and technical challenges. Interviews provided positive feedback while suggesting enhancements, including real-life content, better timing between learning and application, and an extended duration for exam preparation. This study underscores the effectiveness of online strategy training in improving reading comprehension and highlights the need for further research to optimize its implementation.
Keywords:Reading comprehension, Strategy training, Online training, Language learner

Keywords

Strategy training , Reading comprehension , Online training , Language learner

Ethical Statement

The research adheres to ethical standards ensuring that participants are fully informed of their role as research subjects, the voluntary nature of their participation with the right to withdraw at any time, the purpose and scope of the research project, the measures taken to maintain confidentiality, and any potential risks associated with their involvement. Participants are aware that the results of the study may be presented for publication, and their informed consent is obtained before their participation.

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