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] |
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| Database: | Education Research Complete |
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