Readers can improve their comprehension, self-efficacy beliefs, and perceptions by choosing and applying specific strategies. Through explicit training in reading strategies, this study aims to explore the impact of an extensive reading (ER)- integrated reading course on reading comprehension, reading self-efficacy (RSE), perceived utility of reading strategies (PURS), and perceived utility of extensive reading (PUER). Seventy-six university students participated in a semester-long course integrating a reading strategy model with ER activities. The students’ reading comprehension, RSE, PURS, and PUER scores, and perceptions of reading strategy use were measured before and after the intervention. Significant improvements were observed across all measures between the pre- and post-test applications. Qualitative analyses of open-ended questions yielded important results regarding the students’ awareness of the reading strategies taught and ER exercises implemented. Specifically, students’ elaborations on what strategies they utilized and how, when, and why they employed these strategies were found to be improved following the training sessions. The findings suggest that integrating explicit strategy instruction with ER practices can enhance both comprehension and metacognitive awareness, while also encouraging autonomous reading behaviors. Pedagogical implications include designing university-level reading courses that combine systematic strategy training with ER to foster active engagement, strengthen vocabulary development, and support lifelong reading practices.
Özata et al. (Fri,) studied this question.