Empowering EFL Students’ Reading Proficiency via the Mediated Instruction of Text (MIT) Approach
Keywords:
reading comprehension, instructional strategy, EFL learners, English language teachingAbstract
This study investigated the effectiveness of the Mediated Instruction of Text (MIT) strategy in teaching reading comprehension to tenth-grade English as a Foreign Language (EFL) learners. Employing a pre-experimental one-group pre-test–post-test design, the research involved 36 students who received MIT-based instruction during a structured intervention. Reading comprehension was assessed using a multiple-choice test administered before and after the intervention. Data analysis, conducted using a paired samples t-test in SPSS 17, revealed a significant improvement in students’ reading performance. The mean pre-test score was 10.08, while the post-test mean increased to 14.94, indicating a notable gain. The t-test results, t(35) = 8.63, p < 0.05, confirmed the statistical significance of the difference, leading to the rejection of the null hypothesis. These findings demonstrate that the MIT strategy is an effective pedagogical approach to enhancing EFL learners’ reading comprehension. The study supports the incorporation of mediated strategies in EFL reading instruction to foster deeper engagement with texts and improved comprehension outcomes.
References
Abu-Rabia, S., & Siegel, L. S. (2017). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 46(5), 1085–1101. https://doi.org/10.1007/s10936-017-9494-2
Alshammari, M. (2021). The impact of scaffolded strategy instruction on EFL learners' reading comprehension. Journal of Language and Linguistic Studies, 17(1), 370–382.
Bai, B., & Wang, J. (2021). The role of metacognitive awareness and reading strategy use in Chinese EFL learners’ reading comprehension. System, 96, 102408. https://doi.org/10.1016/j.system.2020.102408
Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2020). Cognitive psychology and instruction (6th ed.). Pearson.
Brown, H. D. (2003). Language assessment: Principles and classroom practices. Longman.
Bulan, W., Nugroho, A. S., & Lestari, S. (2020). Developing metacognitive reading strategies for junior high school students. Journal of English Language Teaching and Learning, 7(2), 65–76. https://doi.org/10.33369/jeelt.7.2.65-76
Cahyono, B. Y., & Widiati, U. (2018). The teaching of EFL reading in the Indonesian context: The state of the art. Jurnal Ilmu Pendidikan, 24(2), 110–124. https://doi.org/10.17977/jip.v24i2.10583
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2006). Creating and enhancing cognitive modifiability: The Feuerstein Instrumental Enrichment Program. ICELP Publications.
Fisher, D., & Frey, N. (2021). The skill, will, and thrill of reading: Enhancing comprehension, engagement, and motivation for all learners. ASCD.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge. https://doi.org/10.4324/9780429398395
Mackey, A., & Gass, S. M. (2021). Second language research: Methodology and design (3rd ed.). Routledge.
Meniado, J. C. (2019). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. Reading Psychology, 40(3), 273–295. https://doi.org/10.1080/02702711.2019.1617532
Nation, I. S. P. (2020). Learning vocabulary in another language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108569054
Neale, D. C., & Langer, J. A. (1992). Promoting high literacy in the middle grades: Teaching reading and writing in challenging contexts. Educational Psychologist, 27(2), 177–190.
Rahmat, A. (2022). Exploring the barriers in EFL reading comprehension: An Indonesian context. Journal of Language and Education, 8(1), 45–54. https://doi.org/10.17323/jle.2022.12780
Rokhmat, J. (2021). Mediation and interaction in EFL reading classes: A case study in Indonesian senior high school. International Journal of Language Education, 5(3), 48–60. https://doi.org/10.26858/ijole.v5i3.23456
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory (2nd ed.). Springer. https://doi.org/10.1007/978-3-030-34327-0
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Van de Pol, J., Volman, M., & Beishuizen, J. (2019). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 31, 547–569. https://doi.org/10.1007/s10648-019-09465-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zaky Sumarsono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with EXEL agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors can enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as this can lead to productive exchanges and earlier and greater citations of published work.
EXEL is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
