The impact of explicit strategy instruction on EFL secondary school learners’ reading

Abstract

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced to the intervention class learners over a semester with the purpose of helping them develop essential skills for strategic and autonomous language learning. This article focuses on examining how explicit teaching of strategies in class affected learners’ reading scores and approaches to reading. It also observes the effects of SBI on learners’ perceptions of their ability to read English. Findings from the pre-, post- and delayed reading tests and think-aloud reading sessions showed significant increase in the intervention class learners’ reading test scores and their enhanced strategic approaches to reading. Group interviews further revealed learners’ positive attitudes towards English reading and increased confidence in their ability to manage their reading process independently. This article argues that explicit strategy instruction can help language learners develop essential strategic skills to process English texts. It also discusses how SBI can be effectively implemented in language classrooms.