Mastering English Reading Through Strategies Tailored for EFL University

Students of English Department

Reading texts or other material in English is called reading in English. It requires learning
to read for meaning and context, as well as to understand and analyze the information provided
in texts. Literacy in English is crucial for cross-cultural learning and communication. According
to Olson and Diller (1982:42), reading comprehension is a term used to describe the skills
needed to understand and apply information in written material. According to Harris and Sipay
(1980: 179), reading comprehension skills are general information acquisition skills that people
are taught to acquire and present information they learn by reading printed language. Some even
see reading as creating a context for visual signals (Oka, 1983:11, Jaenal 2010).
English literacy refers to the ability to understand and understand English texts. These
skills cover many different aspects, including: Decoding: the ability to recognize and understand
individual words,Vocabulary: knowledge of words and their meaning, Comprehension:
understand the meaning of the word. general meaning of the text, including reasoning and
interpretation, Ability: to read quickly, accurately and with appropriate expression, Critical
Thinking: Analyze and evaluate information, make connections and draw conclusions from text
questions. Developing good English reading skills is an important factor for success in learning
and communication. efficiency and lifelong learning. R.C Anderson in Language Skills in
Elementary Education (1972) says that reading is a process of recoding and decoding. If the code
is in the form of symbols or written language symbols.
Reading is an active and interactive activity of word repetition mentally and aurally and
try to understand the content of the read text. it is It is important to remember that reading is not
an immutable skill, but it is different reading skills that correspond to many different we have
a goal to read. According to Olson and Diller (1982: 42), reading comprehension is a a term
used to define the skills necessary for understanding and application information contained in
the written material. Clark and Sandra (incl Simanjuntak, 1988: 15) defines reading as an active
cognitive process growing with print and screen understanding.
Reading strategies are techniques or approaches that people use to understand and
process written material more effectively. These may include methods such as previewing,
browsing, scanning, making connections, asking questions, summarizing and reflecting.
Depending on the purpose of reading, different strategies are used, whether comprehension,
analysis or research. Developing strong reading strategies can improve knowledge
comprehension and retention.According to Cohen (1990), reading strategies are mental processes
that readers choose consciously for successful use of all reading tasks. So students need a
strategy reading assignments so that students can read successfully. By applying the reading
strategies, it gives the reader the tools to help them succeed Brantmeier (2002) said that the
benefits of using a reading strategy depend on how Readers use strategies effectively than
know more about it. It is related what they read into their experience and knowledge. expand
your in a critical and creative way. Students can be taught strategic and efficient readers.
Struggling readers can benefit from a variety of teaching methods demonstrates literacy in
teaching the subject content.
"EFL" This usually means English as a foreign language. "EFL universities students"
means students who are in university studying English as a foreign language. These students
are likely to be non-native English speakers and are learning English for academic or other
purposes.
The purpose of this article is Mastery of English reading through adapted strategies is
very important for EFL (English as a Foreign Language) students in English Department
universities. These strategies not only increase language skills, but also promote critical thinking,
which is essential for academic success. Tailored approaches take into account the specific needs
and challenges of EFL learners and ensure effective understanding and application of complex
English texts in their academic and professional activities.

Objective:

Investigate the effectiveness of tailored reading strategies in improving English reading

skills among EFL university students majoring in English.
Participants:

Select a sample of EFL university students from the English Department.

Ensure a diverse group in terms of proficiency levels and backgrounds.
Experimental Design:

Implement a quasi-experimental design with an experimental group receiving tailored

reading strategies and a control group without intervention.
Duration:

Conduct the study over a semester to allow for comprehensive evaluation.

Tailored Reading Strategies:

Develop strategies based on individual learning styles, language proficiency levels, and
specific challenges identified through pre-assessment.
 Assessment Tools:

Utilize pre and post-assessment tests to measure reading proficiency.

Include surveys and interviews to gather qualitative data on students' experiences with
the tailored strategies.
Implementation:
Introduce tailored strategies through workshops, online modules, and one-on-one
sessions.

Monitor and adapt strategies based on continuous feedback.

Data Analysis:
Employ quantitative analysis for pre and post-test results.
Utilize qualitative analysis for survey and interview responses.
Ethical Considerations:
Obtain informed consent from participants.
Ensure confidentiality and anonymity in reporting results.
Limitations:
Acknowledge potential limitations such as variations in participant engagement and
external factors influencing reading proficiency.
Expected Outcomes:
Anticipate improvements in reading skills and increased satisfaction among students
exposed to tailored strategies.
Implications:
Discuss potential applications of the findings for curriculum development and teaching
methodologies in EFL contexts.
Dissemination:
Share the research findings through academic publications, conferences, and workshops
to contribute to the broader field of language education.
Budget:
 Allocate resources for materials, assessments, and any necessary professional
development for instructors facilitating the tailored strategies.
Timeline:
Develop a detailed timeline outlining key milestones, data collection points, and analysis
phases.
Research Subject: Investigating the Impact of Tailored Reading Strategies on English
Reading Proficiency in EFL University Students within the English Department
Pre-Assessment Tests:
Administer a pre-assessment test to measure the baseline reading proficiency of
participants before implementing tailored reading strategies.
Reading Logs and Journals:
Request students to maintain reading logs or journals, documenting their experiences,
challenges, and reflections on the effectiveness of the tailored strategies.
Surveys:
Develop surveys to gather quantitative data on students' perceptions of the impact of
tailored reading strategies on their reading skills and confidence.
Reading Comprehension Tasks:
Implement reading comprehension tasks specific to the tailored strategies, assessing
participants' ability to apply these strategies in real reading situations.
In-Depth Interviews:
Conduct one-on-one interviews with a subset of participants to delve deeper into their
individual experiences and perceptions regarding the effectiveness of the tailored strategies.
Observations:
Observe classroom sessions, workshops, or online modules where tailored strategies are
being implemented to gauge student engagement and the practical application of strategies.
Focus Group Discussions:
Organize focus group discussions to encourage participants to share their experiences,
discuss challenges faced, and provide insights into the collective impact of tailored reading
strategies.
Post-Assessment Tests:
Administer a post-assessment test at the end of the study to evaluate the overall
improvement in participants' reading proficiency after exposure to the tailored strategies.
 Attendance and Participation Records:
Keep records of participants' attendance in workshops or sessions and their active
participation to assess the level of engagement with the tailored strategies.
Feedback Forms:
Distribute feedback forms after each session or workshop to gather immediate insights on
the perceived effectiveness of the tailored strategies and areas for improvement.
Peer and Self-Assessment:
Incorporate peer and self-assessment components, where students assess their own
progress and that of their peers using criteria related to the tailored reading strategies.
Learning Analytics:
Utilize learning analytics platforms to track online engagement, progress, and completion
rates for participants involved in virtual components of the study.
Language Proficiency Tests:
Administer language proficiency tests targeting specific reading skills to complement
overall assessments and provide a detailed analysis of improvement in different aspects of
reading.
Longitudinal Tracking:
Consider implementing longitudinal tracking to assess the sustainability of improvements
in reading proficiency over an extended period beyond the initial intervention.
Artifact Analysis:
Analyze artifacts produced by participants, such as summaries, analyses, or projects, to
gauge the application of tailored reading strategies in practical tasks.

Pre and Post-Assessment Tests:

Design and administer standardized reading proficiency tests to measure students'

baseline and post-intervention reading skills.
University Records:

Access academic records to gather demographic information, including students' English

language proficiency levels, previous coursework, and grades.
Reading Logs and Journals:
 Collect qualitative data from students' personal reflections, reading logs, and journals,
providing insights into their experiences with the tailored reading strategies.
Surveys:
Create and distribute surveys to participants, capturing quantitative data on their
perceptions of the impact of tailored reading strategies on their proficiency.
Classroom Observations:
Conduct observational studies during classroom sessions, workshops, or online modules
to assess student engagement and interaction with tailored reading strategies.
Interviews:
Gather qualitative data through in-depth interviews with selected participants to explore
their personal experiences, challenges faced, and perceptions of the tailored reading strategies.
Focus Group Discussions:
Organize focus group discussions to facilitate collective insights and opinions on the
effectiveness of the tailored strategies.
Attendance and Participation Records:

Maintain records of attendance and participation in tailored reading strategy sessions,

providing quantitative indicators of engagement.
Feedback Forms:
Collect feedback forms distributed after each session or workshop, offering immediate
insights into student perceptions and areas for improvement.
Peer and Self-Assessment:
Incorporate peer and self-assessment components, using students' evaluations to
supplement data on their individual progress and the impact of the tailored strategies.
Language Proficiency Tests:
Utilize language proficiency tests focusing on specific reading skills to complement
overall assessments and gain detailed insights into improvement in different aspects of reading.
Artifact Analysis:
Analyze artifacts produced by participants, such as summaries, analyses, or projects, to
assess the practical application of tailored reading strategies.
Learning Analytics Platforms:
 Utilize data from learning analytics platforms to track online engagement, progress, and
completion rates for participants involved in virtual components of the study.
Longitudinal Tracking Data:
Gather longitudinal data to assess the sustainability of improvements in reading
proficiency beyond the initial intervention period.
External Reading Proficiency Metrics:
Consider incorporating external reading proficiency metrics or benchmarks to provide a
broader context for assessing the effectiveness of tailored strategies.
Ensure ethical considerations and privacy are maintained when accessing and using these
data sources. Obtain appropriate permissions and informed consent from participants as
Demographic Information:
Collect basic details such as age, gender, nationality, and academic background.
English Language Proficiency Level:
Include a self-reported proficiency level question or use university records to determine
participants' initial English language proficiency.
Pre-Assessment Test:
Design a standardized pre-assessment test with questions targeting various reading skills
(comprehension, vocabulary, inference) to establish a baseline reading proficiency level.
Reading Logs/Journals Template:
Provide a template for students to maintain reading logs or journals, encouraging them to
document their reading experiences, challenges, and reflections on the tailored reading strategies.
Surveys:
Develop a survey with Likert-scale questions and open-ended items to gather quantitative
and qualitative data on participants' perceptions of the effectiveness of tailored reading strategies.
Observation Checklist:
Create an observation checklist for researchers to use during classroom sessions or
workshops to note student engagement, interaction with strategies, and overall behavior.
In-Depth Interview Guide:
Prepare a guide for in-depth interviews, covering questions about personal experiences,
challenges faced, and perceptions of the impact of tailored reading strategies.
Focus Group Discussion Guide:
 Develop a guide for focus group discussions with prompts to encourage participants to
share collective insights and opinions on the effectiveness of tailored strategies.
Attendance and Participation Record Sheet:
Design a record sheet to document participant attendance and participation during
tailored reading strategy sessions.
Feedback Form:
Create a feedback form to be distributed after each session or workshop, including
questions about the session's effectiveness, clarity, and suggestions for improvement.
Peer and Self-Assessment Forms:
Develop forms for peer and self-assessment, with criteria related to the tailored reading
strategies and individual progress.
Post-Assessment Test:
Construct a standardized post-assessment test similar to the pre-assessment, evaluating
the improvement in participants' reading proficiency after the intervention.
Language Proficiency Test:
Include specific language proficiency test items targeting reading skills, providing
additional data on improvement in different aspects of reading.
Artifact Analysis Rubric:
Create a rubric for analyzing artifacts produced by participants, focusing on the
application of tailored reading strategies in practical tasks.
Learning Analytics Metrics:
Include metrics from learning analytics platforms, tracking online engagement, progress,
and completion rates for participants involved in virtual components of the study.
Ensure clarity and simplicity in the instruments to facilitate accurate and meaningful data
collection. Pilot the instruments to identify and address any potential issues before the main
research.

Quantitative Data Analysis:

Utilize statistical methods to analyze pre and post-assessment test scores, comparing the
mean scores to assess the overall improvement in reading proficiency.
Descriptive Statistics:
 Calculate descriptive statistics (mean, median, standard deviation) to provide a summary
of participants' demographic characteristics, pre-assessment scores, and other quantitative data.
Correlation Analysis:

Conduct correlation analysis to explore potential relationships between demographic

variables, initial proficiency levels, and the effectiveness of tailored reading strategies.
Comparative Analysis:

Use t-tests or other appropriate comparative statistical tests to compare the performance
of the experimental group (exposed to tailored strategies) with the control group (without
intervention).
Survey Data Analysis:

Analyze survey responses using both quantitative (Likert-scale) and qualitative (thematic
analysis) methods to understand participants' perceptions of the impact of tailored strategies.
Regression Analysis:

Employ regression analysis to identify potential predictors of improvement in reading

proficiency, considering factors such as attendance, engagement, and initial proficiency levels.
Learning Analytics Metrics Analysis:

Analyze learning analytics metrics, such as online engagement and completion rates, to
understand the correlation between virtual participation and reading proficiency improvement.
Qualitative Data Analysis:

Employ thematic analysis for qualitative data obtained from interviews, focus group
discussions, and open-ended survey responses, identifying recurring themes related to the
effectiveness of tailored strategies.
Content Analysis of Artifacts:
 Conduct content analysis of artifacts produced by participants, assessing the application
of tailored reading strategies in practical tasks and identifying patterns or improvements.
Mixed-Methods Analysis:

Integrate quantitative and qualitative findings to provide a comprehensive understanding

of the impact of tailored reading strategies on EFL university students.
Longitudinal Analysis:

Perform longitudinal analysis to examine the sustainability of improvements in reading

proficiency over time, tracking progress beyond the initial intervention period.
Cross-Comparison of Data Sources:

Cross-compare data from various sources (surveys, tests, interviews) to triangulate

findings and enhance the validity and reliability of the overall analysis.
Subgroup Analysis:

Conduct subgroup analysis based on factors such as proficiency levels, learning styles, or
attendance rates to identify specific groups that may benefit more from tailored strategies.
Statistical Software:

Utilize statistical software (e.g., SPSS, R) for quantitative data analysis and qualitative
analysis tools (e.g., NVivo) for temathic analysis and content analysis