Effects of Explicit Reading Strategy Instruction on High and Low English Proficiency Learners

Abstract

Objectives This study aims to investigate how explicit reading strategy instruction affects the type and frequency of strategy use in Korean EFL university learners.
 Methods A structured 16-week reading strategy instruction was carried out in a general English class, and for the investigation two high and two low proficiency readers were recruited. They were interviewed at the beginning and after the course. They also participated in pre and post questionnaires on reading strategy as well as pre and post tests in reading comprehension.
 Results The results of the study reveal the low proficiency learners showed a greater increase in the frequency of strategy use than the high proficiency learners. The latter continued using the global strategy after the strategy training while the former tended to include the global and the support strategy in their strategy repertoire. All the learners expressed a positive attitude toward the reading strategy training.
 Conclusions The findings suggest that for the effective implementation of an explicit strategy instruction in a reading classroom in EFL university setting, teachers need to consider individual learners’ reading proficiency.