The Effect of Strategy Instruction on the Frequency of Reading Strategy Use by Iranian EFL Learners

Naser Ghafoori, Hedayat Eslami, Leyli Bagheri


The purpose of this study was to scrutinize the effect of strategy instruction on the frequency of reading strategy useas reported by Iranian EFL learners. To this end, two EFL intact classes were selected from Islamic Azad universityof Malekan. Then, each of them was randomly assigned to act as control group (CG) and experimental group (Exp.).Both groups were required to respond to the Reading Strategy Inventory for Language Learning (SILL)questionnaire before and after treatment. The treatment included teaching a number of most commonly used readingstrategies for a period of three months. After the treatment, both groups were again required to respond to the samequestionnaire. The results indicated that there were significant differences between the CG and the Exp. groups inreporting the frequency of reading strategies in the posttest. EFL teachers can benefit from the findings of this studyin the field of communication, task-based L2 classes, and reading strategies to enhance the EFL students' readingcomprehension.

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International Journal of English Language Teaching ISSN 2329-7913 (Print) ISSN 2329-7921 (Online)

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