Reading strategies training improves literal reading comprehension of elementary-proficiency EFL vocational students relative to conventional teaching¶

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? After twelve sessions of training in predicting, text mapping, and summarizing, the experimental group scored significantly higher than the control group on literal comprehension (ANCOVA F = 9.85, p = .003). → 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

Quasi-experiment with two intact grade-ten classes (N=71) in a Mojokerto vocational school; ANCOVA with mid-semester teacher-made test as covariate. The treatment effect on literal comprehension was significant: "an F-value 9.85 ( p<.003)". Descriptive post-test means were 88.33 (experimental) vs 81.81 (control).

"For the literal comprehension, for example, the analysis of the significance of the difference between the experimental group and the control group found an F-value 9.85 ( p<.003)."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Reading strategies training also improves inferential reading comprehension of elementary-proficiency EFL vocational students — related
• ANOVA showed a significant difference in reading comprehension posttest performance among the three strategy groups — related
• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related