Effects of Explicit Reading Strategy Instruction on Students’ Reading Comprehension and Motivation: Grade 11 in Focus

Abstract

This study was conducted to examine the effects of explicit reading strategy instruction on students’ reading comprehension, and motivation. Quasi-experimental research design was used. From six sections of students, two randomly selected intact classes were involved in the study. The two classes were randomly allocated as the experimental and the control group. The experimental group was taught reading strategies explicitly, but the control group was taught reading strategies implicitly as
is presented in the syllabus. The intervention was given for 16 sessions, 40 minutes each session. Both quantitative and qualitative data were collected using comprehension tests, and an adapted reading motivation questionnaire. Independent samples t-test, McNemar’s, test, Chi-square test, and content data analysis techniques were used. The results indicated that there was no signifcant difference between the groups in their reading comprehension achievement after the intervention,
and the qualitative comprehension data indicated that both groups had gaps in lower-level reading skills. However, the experimental group benefted a bit more in the quantitative self-reported reading motivation questionnaire though the qualitative reading motivation data indicated that the groups had similar level of reading motivation. It is concluded that explicit reading strategy instruction does not help students improve their reading comprehension and motivation unless students are versed with
lower-level reading skills, and intrinsic motivation.