This article reports on an extended strategy-use instruction to improve students' reading proficiency in a particular subject area. The technique of role-play, as well as an integration of affective strategies, was used to improve the cohort of first-year students' reading of subject-specific texts.
Method:The intervention was conducted by way of tutorials. A questionnaire was used to elicit students' views and opinions after the intervention. The responses were analysed using content analysis of emerging themes.Results: Students reported benefiting from the intervention with respect to reading their assigned texts, as well as increased motivation.
Conclusion:It is recommended that strategy-use instruction include other innovative techniques such as role-play to improve students' reading proficiency in a specific subject.
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