From Struggling to Strategic: Improving English as a Foreign Language Reading Comprehension through Online Strategy Training

Abstract

This study examined the effects of online strategy training on English reading comprehension among 28 eighth-grade students in Türkiye. A quasi-experimental design supported by qualitative data assigned two intact classes to experimental and control groups. Both groups completed reading activities, while the experimental group received weekly explicit instruction in eight reading strategies. Data were collected through a researcher-developed reading comprehension test administered as a pretest, posttest, and delayed posttest, alongside learner diaries and semistructured interviews. The intervention significantly improved the experimental group’s reading comprehension, with a large within-group effect size and a medium effect size compared to the control group. Continued improvement through the delayed posttest suggested sustained effects, whereas the control group’s performance declined at posttest and partially recovered at the delayed posttest. Qualitative findings indicated increased awareness and application of questioning, prediction, and visualization strategies, alongside difficulties with planning and comprehension monitoring; limited vocabulary, insufficient strategy use, low motivation, and external stressors contributed to the control group’s declining performance. The study recommends integrating strategy instruction, vocabulary development, and metacognitive skills into reading instruction, supported by interest-based materials, extended guided practice, and regular formative assessment and feedback.

Keywords

• reading comprehension
• strategy training
• EFL
• online intervention
• Turkish context

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.

Çabalamaktan Stratejik Yaklaşıma: Çevrimiçi Strateji Eğitimiyle İngilizceyi Yabancı Dil olarak Öğrenenlerin Okuduğunu Anlama Becerisini Geliştirme

Abstract

Bu çalışma, çevrimiçi strateji eğitiminin Türkiye’deki 28 sekizinci sınıf öğrencisinin İngilizce okuduğunu anlama becerilerine etkisini incelemiştir. Nitel verilerle desteklenen yarı deneysel araştırmada iki sınıf deney ve kontrol gruplarına atanmıştır. Her iki grup okuduğunu anlama etkinliklerini tamamlarken deney grubuna sekiz okuma stratejisine yönelik haftalık açık öğretim verilmiştir. Veriler, araştırmacılar tarafından geliştirilen okuduğunu anlama testiyle ön test, son test ve kalıcılık testi aşamalarında, ayrıca öğrenci günlükleri ve yarı yapılandırılmış görüşmelerle toplanmıştır. Müdahale, deney grubunun okuduğunu anlama becerilerini anlamlı düzeyde geliştirmiş; etki büyüklüğü grup içinde yüksek, kontrol grubuna kıyasla orta düzeyde bulunmuştur. Deney grubunun kalıcılık testine kadar gelişimini sürdürmesi eğitimin kalıcı etkilerine işaret ederken kontrol grubunun performansı son testte düşmüş, kalıcılık testinde kısmen toparlanmıştır. Nitel bulgular, öğrencilerin sorgulama, tahmin etme ve görselleştirme stratejilerindeki farkındalık ve becerilerinin arttığını, ancak planlama ve anlamayı izleme stratejilerinde zorlandıklarını; kontrol grubundaki performans düşüşüne ise sınırlı kelime bilgisi, yetersiz strateji kullanımı, düşük motivasyon ve dışsal stres faktörlerinin katkıda bulunduğunu göstermiştir. Çalışma, okuma öğretiminde strateji eğitimi, kelime dağarcığı gelişimi ve üstbilişsel becerilerin bütünleştirilmesini; öğrenci ilgilerine uygun materyaller, genişletilmiş rehberli uygulamalar ve düzenli biçimlendirici değerlendirme ile geri bildirim sağlanmasını önermektedir.

Keywords

• Okuduğunu anlama
• Strateji eğitimi
• Yabancı dil olarak İngilizce
• Çevrimiçi müdahale
• Türkiye bağlamı

Ethical Statement

Ethical approval for this study was obtained from the Ethics Committee of Çanakkale Onsekiz Mart University, Graduate School of Education (E-84026528-050.01.04-2200276280, 18.11.2022). Institutional permission was subsequently granted (E-99191664-605.01-66947402, 27.12.2022). 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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