Examining the impact of Fix-Up strategies on EFL students’ reading comprehension in a senior secondary school: A quasi-experimental study
DOI:
https://doi.org/10.28918/erudita.v6i1.13655Abstract
Purpose — Although metacognitive reading strategies have been widely investigated, empirical evidence on Fix-Up strategies in secondary school contexts remains limited. To fill this void, this study examines the effect of Fix-Up strategies on senior secondary school EFL students' reading comprehension.
Design/methodology/approach — A quasi-experimental method with a matching-only pre-test–post-test control group design was employed. Sixty tenth-grade students in a private senior high school in South Sumatera, Indonesia, participated in the study. Data were collected using a 40-item multiple-choice reading test and analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests, and independent-samples t-tests.
Results — The results revealed a positive impact on the experimental group's reading comprehension achievement (p < .001, Cohen's d = 3.43, indicating a very large effect) and a significant difference in posttest scores between the experimental and control groups (p < .001, Cohen's d = 1.10, indicating a large effect). These results indicate that Fix-Up strategies had a significant impact on the students' reading comprehension.
Originality/value — This research contributes to the practical application of Fix-Up strategies in EFL instruction to foster students' metacognitive awareness. This assists the students in monitoring their comprehension, exploring reading difficulties, and applying appropriate repair strategies, thereby promoting more independent and strategic reading.
Keywords:
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