The Effect of Strategy-based Instruction on Reading Comprehension, Critical Thinking, and Self-regulated Learning of EFL Learners[Latin Thesis]

Sonya Karbasi

As a shift from teacher-centered approaches to learner-centered pendulum of methods and approaches in foreign language teaching, strategy-based instruction (SBI) has gained momentum and enjoyed much popularity by second language (L2) researchers and practitioners. SBI programs have been widely employed and integrated for teaching various L2 skills and components over the last two decades. However, the previous empirical studies have yielded mixed and inconclusive results. As far as L2 reading skill is concerned, few empirical studies have been carried out in Iranian English as a Foreign Language (EFL) context. As an attempt to address the gaps and to shed more light on reading strategy instruction, the purpose of the present thesis was set to examine the effect of L2 strategy- based instruction on Iranian EFL learners’ reading comprehension, self-regulated learning, and critical thinking. In order to investigate this objective, a sample of 70 EFL learners from Dehkadeh-e-Jahani language institute in Tabriz was recruited as the participants of this research. The participants were divided into two groups of an Experimental Group (N=35) and a Control Group (N=35). Employing a quasi-experimental design, the study employed an experimental group that underwent a reading strategy instruction and a control group that were taught with regular method with no strategy instruction. The Oxford Placement Test (OPT) was used to ensure the homogeneity of the participants in terms of their general language proficiency. Moreover, the reading component of Cambridge Preliminary English Test (CPET), California Critical Thinking Skills Test (CCTST), and Self-Regulated Language Learning Questionnaire (SRLLQ) were administered to assess the reading comprehension performance, critical thinking and self-regulated learning of the participants as pre-test and post-test of the study. The findings revealed that the learners in the experimental group outperformed those of control group with regard to reading comprehension, critical thinking, and self-regulated learning after receiving the strategy instruction intervention. Pedagogical implications on reading strategy instruction were also discussed. Reading Comprehension, Critical Thinking, Self-Regulated Learning