The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy

Abstract

To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: experimental and control. While individuals who took part in the experimental group received ERST treatment, those who took part in the control group merely received conventional instruction. Data from both groups were gathered using pre- and post-intervention questionnaires, and an analysis of covariance (ANCOVA) was used to determine whether group variations in the degree of LA were caused by the ERST therapy. The experimental group also received a post-intervention questionnaire on views toward ERST, and descriptive statistics were used to examine the findings. Additionally, a thematic analysis was done on the information gathered through teacher-trainer interviews regarding how the treatment affected the students' attitudes and degree of autonomy. Results demonstrated that as compared to the control group, participants in the ERST treatment considerably increased their level of autonomy. Additionally, the experimental group ultimately displayed a very positive attitude regarding the therapy. In general, the study's findings showed that encouraging autonomy through ERST led to successful outcomes in the development of autonomous English language learners. To assist students to become lifelong autonomous learners, EFL teachers are expected to provide training on extensive reading strategies (ERS) by integrating them with communicative language courses.