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Implementation of the KWL strategy improved reading comprehension in vocational students, indicating effective instructional methods.
This study explores the use of the KWL (Know-Want to Know-Learned) strategy to support vocational high school students’ reading comprehension, particularly in identifying the structure of explanatory texts. Conducted in an eleventh-grade classroom with 25 students, the study employed a qualitative approach through observation, KWL chart analysis, and interviews. Findings revealed initial challenges in understanding the KWL process and text structure. However, students gradually improved in recognizing general statements and explanation sequences. Thematic analysis indicated that the strategy promoted engagement, collaboration, and prior knowledge activation, making it an effective scaffold in EFL reading instruction.
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Fatimah et al. (2025) studied this question.
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