Reading strategies training also improves inferential reading comprehension of elementary-proficiency EFL vocational students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group significantly outperformed the control group on inferential comprehension (ANCOVA F = 11.37, p = .001). → Mistar et al. 2016

Evidence¶

Mistar et al. 2016¶

Junaidi Mistar, Alfan Zuhairi & Nofita Yanti. (2016). Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p49

q2 · i? · causal · r2

Same quasi-experiment (N=71, ANCOVA with mid-semester covariate). Inferential comprehension post-test means were 62.92 (experimental) vs 56.71 (control); the treatment effect was significant with "an F-value 11.37 (p<.001)".

"Meanwhile, an F-value 11.37 (p<.001) was obtained in the comparison between the experimental group and the control group in terms of their inferential comprehension."

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it
• Reading and Language — outcome: instruction changes it

Related Claims¶

• Reading strategies training improves literal reading comprehension of elementary-proficiency EFL vocational students relative to conventional teaching — related
• 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 — a broader claim this one bears on
• Question-generation strategy significantly improves Iranian female EFL learners' reading comprehension — related
• NLP instruction significantly improves ESP reading comprehension of Iranian undergraduate EFL learners — related
• Question-generation strategy significantly improves Iranian male EFL learners' reading comprehension — related