Enhancing ESL reading through reader strategy training

Abstract

The study attempts to sketch the general character of the concept of autonomy and its influence on the theories of second language teaching and learning of the last generation. The area selected for discussion is ESL reading through a learning-to-learn approach. An attempt is made to define the role of this pedagogical issue within the current Maltese educational context. This first part of the research forms the background to two related studies (Learner Profile Study and Learner Training Study) carried out with forty eight Maltese female students of English. Through the data gathered in the first study, a detailed profile of the students' ESL reading habits and preferences was drawn up. This was essential in selecting the reading strategies for the training programme of the second study. During this study, the Experimental Group underwent a four-week course of reading strategy training, aimed at enhancing the students' SL reading. Formal testing consisted of a pre- and a post-test and informal measures to gain information about the progress of the training programme included student diary entries. All measures were then analysed. The Experimental Group show significant gain scores between the pre- and post-tests, whereas the Control Group show a marginal decrease in their scores. Diary entry analysis reveals that the students had perceived that the training programme had been beneficial. Finally, a brief discussion of results and implications of a more autonomy-oriented language pedagogy is presented.