Online systematic guided reading strategies to improve EFL students’ reading performance

Abstract

The present study aims to examine the effects of incorporating online systematic guided reading strategies (SGRS) on the reading performance of English as a foreign language (EFL) learners. The study employed a mixed-method approach with a one-group pre-test and post-test design. The participants were recruited from second-year students majoring in English language. The quantitative data were subjected to statistical analysis using a t-test, while the qualitative data were analyzed and interpreted based on the participants' responses to open-ended survey questions and in-depth interviews regarding the use of online SGRS. The findings indicate that the implementation of SGRS significantly improved the reading performance of EFL students (p < 0.05). The study's implications for EFL teaching and research on learners' reading competence are also discussed in depth.