Question-Generation Strategy to Improve Students’ Reading Comprehension in an EFL Class: An Action Research Study

Abstract

This research study implemented Question Generation strategy to enhance reading comprehension. The research was applied at a public university in Azogues. The sample was 23 EFL students with an A2 English level according to the CEFR. This action research was supported by qualitative and quantitative instruments: pre and post-test, pre- post surveys, rubric, and interviews. Results demonstrated the impact of this innovation was Cohen d= 0.61 which indicates a positive impact for learning. Quantitative data showed that after the application of the innovation students improved their reading comprehension skills and their capacity to state question using ideas from the reading passages. Through the qualitative analysis of the interviews about students’ perspectives towards their Reading skills, they confirmed that the innovation was effective for comprehension of texts. Based on the results, it could be concluded that question-generation strategy was appropriate to improve students’ reading comprehension in an English as a Foreign Language (EFL) class in the Ecuadorian context. Implications of this study involve other English teachers who would like to improve reading in their classes in a context different to university levels