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All Journal JALL (Journal of Applied Linguistics and Literacy) Inspiring: English Education Journal
Ketsela, Worku Seyoum
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Languange, Linguistic, Communication & Media

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The Effects of Cognitive Reading Strategies on Freshman Students’ Reading Comprehension Performance Ketsela, Worku Seyoum
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.23025

Abstract

This study discusses the effect of cognitive reading strategy training on freshman students' reading comprehension performance at Addis Ababa University in Ethiopia. Of the 96 participants, 48 were randomly assigned to receive direct strategy instruction in cognitive reading strategies, while the remaining students were exposed to traditional teaching. Data collection was through reading comprehension test and interview. Participants assigned to the experimental group were interviewed immediately after they had taken the cognitive reading strategy test. In this, the interviews provided the researcher with opportunities for deeper explorations of the participants' reading experiences. Descriptive and independent t-tests examined the average pre- and post-test scores between the experimental and control groups, while within-subjects t-tests were conducted within the experimental group. In this research, both groups were tested before and after the study, and perceptions of the strategy training were obtained from the experimental group. This study employed both numerical and descriptive methods; therefore, it is a mixed-methods design. This provides more comprehensive insight into the problem to be investigated; it has the function of compensation for the limitations in using one method to interpret the results. The results indicated that the students who received cognitive strategy training improved significantly in reading comprehension compared to the students in the control group.
The Practices of Cognitive Reading Strategies on Freshman Students’ Reading Comprehension: The Case of Addis Ababa University Ketsela, Worku Seyoum; Barkasa, Mendida
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16420

Abstract

English plays an important role in Ethiopian education and daily communication, making the teaching of effective reading strategies essential for comprehension. Despite this significance, little local research has examined how reading strategies relate to the reading skills of first-year students at Addis Ababa University. Therefore, this study investigated the frequency with which Addis Ababa University freshmen use reading strategies and how English instructors incorporate these strategies into their classrooms. Using a mixed-methods design, data were collected from two groups of 96 students through surveys and classroom observations. Addis Ababa University was selected through convenience sampling due to its accessibility and similarities—such as class size, resources, and teaching environment—to other public universities. The researchers analyzed the quantitative data first, followed by qualitative analysis for triangulation. The results showed that students used reading strategies at a moderate level, primarily relying on problem-solving strategies (M = 3.70), followed by support strategies (M = 3.37), and global strategies (M = 3.36). However, teachers placed limited emphasis on reading strategy instruction. The findings suggest that instructors should more actively promote a range of reading strategies to improve comprehension. Future studies should explore the long-term effects of explicit cognitive strategy instruction in larger classroom contexts with more diverse samples.
Co-Authors Barkasa, Mendida