Kalit so‘zlar
Abstrak
Reading comprehension remains one of the central challenges in English language instruction, particularly in contexts where learners can decode a text but struggle to construct meaning from it. The present article rewrites and extends an action research study on the role of explicit reading strategy instruction in improving learners’ reading performance in an English language classroom.
The study focused on six core strategies—predicting, visualizing, making connections, summarizing, questioning, and inferring—because each strategy supports a different dimension of comprehension and metacognitive control. The classroom project involved 15 intermediate-level students enrolled in an integrated-skills course. A reading awareness survey, classroom observation, guided strategy instruction, and the Metacomprehension Strategy Index were used to examine whether students became more aware of purposeful reading practices and more capable of applying them during sustained reading tasks. The intervention was implemented through teacher modelling, whole-class practice, small-group work, and independent application over several weeks. The findings suggest that many students began the study with limited awareness of how skilled readers actively engage with texts; however, after explicit and repeated strategy instruction, students demonstrated stronger strategic awareness, greater confidence, and better overall comprehension. The article argues that reading strategy instruction should be integrated systematically into English language curricula and teacher preparation, especially in classrooms where students have had limited prior exposure to metacognitive reading practices.