Training Saudi EFL college students in the 3-2-1 reading strategy for six weeks significantly improves their reading comprehension compared with no strategy training¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 After six weeks of instruction, EFL students trained in the 3-2-1 strategy achieved significantly higher reading comprehension post-test scores than untrained controls, with the strategy explaining 61% of variance in scores. → Alsamadani 2011

Evidence¶

Alsamadani 2011¶

Hashem Ahmed Alsamadani. (2011). The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension. English Language Teaching, 4(3). https://doi.org/10.5539/elt.v4n3p184

q3 · i3 · causal · r2

Quasi-experiment with 85 low-intermediate Saudi EFL students (42 experimental, 43 control), matched on proficiency and taught by the same teacher; pre-test scores used as covariate. The ANCOVA showed a "significant difference between the mean scores of the two groups" with η² = .61 (partial eta squared = .61), a large printed effect size.

"The results of the ANCOVA (as shown in table 2) show that there was a significant difference between the mean scores of the two groups on post-reading test scores, F (1, 82) = 130.4, p = .000, partial eta squared = .61."

Discussion¶

Related Claims¶

• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related
• Vocabulary pre-teaching and pre-questioning produce no statistically significant difference in Saudi EFL college students' reading comprehension scores — related
• The 3-2-1 strategy shows its strongest effect on EFL students' ability to answer factual/detail questions — a narrower finding that bears on this claim
• The 3-2-1 strategy significantly improves EFL students' ability to answer main-idea questions — a narrower finding that bears on this claim
• The 3-2-1 strategy shows no statistically significant effect on EFL students' ability to summarize the text — related