Effects of Strategy-Based Instruction on Improving EFL Reading Comprehension for Middle School Students

This paper discusses the application of an eight week strategies-based instruction (SBI) training program conducted in middle school English classes in Korea. The program focused on specific instruction in reading strategies: Identifying key words, topics, and main ideas; previewing and making predictions; and understanding logical organization. This paper examined the impact of strategy use by the participants to improve EFL reading comprehension. Findings revealed that the participants possessed a general understanding of EFL strategy use, and were able to improve their reading skills. However, overall practice of strategy use was limited due to the lack of adherence to effective individualized self-study practices and the restricted in-class opportunities to learn and reinforce applicable strategies. In addition, surveys and interviews identified further limitations associated with time restrictions, student workload, and graded requirements for the university entrance exam. These limitations indicated that the application of strategies was less likely to occur in public education and more acceptable in commercial non-graded academic institutes and private settings. Thus, EFL teachers should promote an awareness of SBI as an effective option while reinforcing the requirements essential to aid reading comprehension.