STRATEGIES FOR IMPROVING READING COMPREHENSION IN EFL STUDENTS
Abstract
This article explores effective strategies for improving reading comprehension among students learning English as a Foreign Language (EFL). Using a qualitative approach, it identifies pre-reading, during-reading, and post-reading methods that enhance students’ engagement and understanding. The study emphasizes the importance of activating prior knowledge, scaffolding through guided reading, using authentic materials, and integrating technology. It concludes that a balanced, student-centered approach—incorporating both cognitive and sociocultural elements—is essential for developing reading competence in EFL contexts.
References
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge University Press.
Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99–109). Cambridge University Press.
Gillet, J. W., & Temple, C. (2000). Understanding reading problems: Assessment and instruction. Addison Wesley Longman.
Goodman, K. S. (1976). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Versions
- 2025-06-20 (2)
- 2025-06-20 (1)
