Effects of the Text Stucture-Based Reading Strategy on the Comprehension of EFL Classroom Text

This study examined the effects of instruction focusing on text structures on EFL students' comprehension for expository prose. Two classes of twelfth grade students in a Korean high school participated in this study. One of the classes was assigned to the experimental condition, in which a reading strategy based on text structure was taught, and the other to the control condition, in which a conventional reading lesson was given. To assess the instructional effect a pretest-posttest design was employed. The results of this study indicated that teaching text structures markedly improved the Korean students' reading comprehension of expository texts.