The Effects of Cognitive Reading Strategies on the EFL Learners’ Comprehension of Different Text Genres: A Mixed-Method Study.
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| Title: | The Effects of Cognitive Reading Strategies on the EFL Learners’ Comprehension of Different Text Genres: A Mixed-Method Study. |
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| Authors: | Sabar, Amal1 amal.sabar14@gmail.com, Khaghaninejad, Mohammad Saber2 mskhaghani@shirazu.ac.ir, Razmjoo, Seyyed Ayatollah2 arazmjoo@shirazu.ac.ir, Rezvani, Reza2 rezvanireza@gmail.com |
| Source: | International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p235-256. 22p. |
| Subject Terms: | *Reading comprehension, *Reading strategies, *Fluency (Language learning), *Mixed methods research, *Educational outcomes, *Limited English-proficient students, Iraqis, Literary form |
| Abstract: | This study was designed to examine the effects of applying different cognitive reading comprehension strategies on the reading comprehension of four text types (descriptive, narrative, argumentative, and expository) among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across different English proficiency levels and various text types. Hence, a total of 300 Iraqi beginner, intermediate, and advanced EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings of both quantitative and qualitative phases of the study denoted to the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that these strategies were more effective for the comprehension of descriptive and narrative texts than the argumentative and the expository ones. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies. Finally, pedagogical implications are discussed in the light of the findings. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499307 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of Cognitive Reading Strategies on the EFL Learners’ Comprehension of Different Text Genres: A Mixed-Method Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sabar%2C+Amal%22">Sabar, Amal</searchLink><relatesTo>1</relatesTo><i> amal.sabar14@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Khaghaninejad%2C+Mohammad+Saber%22">Khaghaninejad, Mohammad Saber</searchLink><relatesTo>2</relatesTo><i> mskhaghani@shirazu.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Razmjoo%2C+Seyyed+Ayatollah%22">Razmjoo, Seyyed Ayatollah</searchLink><relatesTo>2</relatesTo><i> arazmjoo@shirazu.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Rezvani%2C+Reza%22">Rezvani, Reza</searchLink><relatesTo>2</relatesTo><i> rezvanireza@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p235-256. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22Iraqis%22">Iraqis</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+form%22">Literary form</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study was designed to examine the effects of applying different cognitive reading comprehension strategies on the reading comprehension of four text types (descriptive, narrative, argumentative, and expository) among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across different English proficiency levels and various text types. Hence, a total of 300 Iraqi beginner, intermediate, and advanced EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings of both quantitative and qualitative phases of the study denoted to the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that these strategies were more effective for the comprehension of descriptive and narrative texts than the argumentative and the expository ones. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies. Finally, pedagogical implications are discussed in the light of the findings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19112a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 235 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Reading strategies Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Iraqis Type: general – SubjectFull: Literary form Type: general Titles: – TitleFull: The Effects of Cognitive Reading Strategies on the EFL Learners’ Comprehension of Different Text Genres: A Mixed-Method Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sabar, Amal – PersonEntity: Name: NameFull: Khaghaninejad, Mohammad Saber – PersonEntity: Name: NameFull: Razmjoo, Seyyed Ayatollah – PersonEntity: Name: NameFull: Rezvani, Reza IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
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