Using Reading Strategy-based Instruction to Promote EFL Undergraduates’ Reading Ability

Abstract

The objectives of this research were to compare the reading ability of the undergraduates before and after using a strategy-based instruction and to find out the undergraduates’ reading strategies. The samples were 30 fourth year English major students studying at Lampang Rajabhat University in the first semester, 2020 academic year, selected by using simple random technique.  Instruments used in this study were: 1) a strategy-based instruction lesson plan, 2) a reading comprehension pretest and posttest, 3) a reading strategy survey, and 4) a structural interview.  The data was analyzed by using mean, standard deviation, and t-test.

Findings revealed that: 1) the students’ posttest reading comprehension scores were significantly higher than their pretest scores at alpha level of .05,  and 2) the students’ reading strategy were using background knowledge ( =1.93, S.D.=0.50) for pre-reading, skimming for the key point ( =1.93, S.D.=0.58) for while-reading, and checking reading time ( =1.96, S.D.=0.41) for post-reading respectively. The structural interview confirmed that the strategy-based reading instruction helped improve their reading ability. This research helps students in empowering their reading comprehension and their future career development. Teacher can also use it as a guideline to improve students’ reading ability.