Effects of Strategy-Based Instruction on Vietnamese EFL College Students’ Reading Comprehension: A Mixed Method Approach

Abstract

Few studies have been quite successful in examining how Strategy-Based Instruction affects students' reading comprehension. However, these studies have only looked at specific reading strategies, like cognitive or metacognitive strategies, and have not used a reading instructions model to look at all phases of pre-, while-, or post-reading. To evaluate the impact of SBI, particularly the reading framework model Cognitive Academic Language Learning Approach, on EFL college students' reading comprehension, sixty EFL students at Hau Giang Community College participated. A mixed-methods approach with tests and semi-structured interviews was used. The conventional approach was used to teach reading to the Control Group, whereas SBI was used for the Experimental Group. The results show that SBI significantly improved the reading comprehension of EFL students. They also have the drive and self-assurance to develop into proficient readers on their own. Therefore, it is suggested that English reading comprehension be taught more widely using SBI.