The Effect of Self-Questioning Strategy on EFL Learners’ Reading Comprehension Development

Abstract

The issue of self-questioning strategy use has been debated for its effectiveness on reading comprehension. Some scholars propose that there are no benefits for higher metacognition and lower mental development learners; however, self-questioning is still an effective strategy to enhance students’ reading comprehension because of three essential components including active, metacognitive, and schema processings. Since the effect of self-questioning strategy use is a controversial issue, the purpose of this study was to explore its effectiveness on EFL learners’ reading comprehension. One hundred and eighteen freshmen participated in the study. Both quantitative and qualitative research methods were used including t-test, ANOVA, and semi-structured interview techniques to explore its effect. Results of this study demonstrate that students’ reading comprehension is enhanced significantly by self-questioning strategy training, especially for low level students, and students have positive attitudes toward employing self-questioning strategy in their future reading activities. Pedagogical implications for EFL educators to recognize the directions of instructional practices for enhancing reading comprehension are presented.