Strategy Based Instruction Facilitated by Technologies to Enhance Reading Comprehension

Abstract

This study was set to determine the level of reading comprehension achievement for university students when instructed cognitive and metacognitive strategies in a learning environment mediated by technologies. Accordingly, the paper tried to answer this research question: Which is the effect of using cognitive and metacognitive strategies in a technology enriched environment on students to achieve the B1 English proficiency level according to the Common European Framework of Reference (CEFR) in reading comprehension? This study took place in Universidad Estatal de Sonora (UES), México through a sequentialexplanatory mixed method research design which focused on a sample of 96 students who received 15 hours of instruction in Language Learning Strategies (LLS) by 6 teachers. A reading comprehension pre-test/post-test, a self-reported questionnaire in the use of cognitive and metacognitive strategies, a semi-structured interview and document analysis were used to gather data. For data analysis, a paired samples t-test technique and a phenomenological approach were conducted to analyze quantitative and qualitative data, respectively. The study showed contrasting results given that the reading comprehension test reflected low scores even though the students developed a better understanding of cognitive and metacognitive strategies and an improvement in their reading comprehension skills in class.