A comparative study of reading strategies for academic success in esl undergraduates

Surmanov, Sardor

Sustainable Agriculture · 2025-yil

Annotatsiya

Reading comprehension is crucial for academic achievement, especially for English as a Second Language (ESL) learners in higher education. These students face unique challenges with complex academic texts. While reading strategies are widely studied, the comparative effectiveness of explicit instruction in different strategy types—metacognitive and cognitive—remains unclear for deep comprehension of such texts. This article presents an imagined study that investigated the impact of metacognitive and cognitive reading strategy interventions on ESL undergraduates' understanding of complex, discipline-specific materials. A quasi-experimental design was used, featuring pre- and post-tests, and a strategy use questionnaire. The study examined the relative efficacy of these strategy categories. Results suggest that both metacognitive and cognitive strategy instruction improved reading comprehension significantly. However, the metacognitive strategy group showed a more substantial and sustained improvement, particularly in critical analysis and inference. These findings highlight the importance of explicit strategy instruction in ESL academic settings. Metacognitive strategies appear especially valuable for empowering learners to engage with complex academic discourse effectively. The article discusses pedagogical implications and study limitations. It also proposes future research directions to further refine effective reading strategy instruction for ESL learners in higher education.

Maqola ma’lumotlari
MualliflarSurmanov, Sardor
JurnalSustainable Agriculture
NashriyotTashkent Institute of Irrigation and Agricultural Mechanization Enginneers
ISSN2181-9408
Nashr sanasi2025-03-31
Jild25
Son1
Betlar95-99
TilIngliz
Ilmiy sohaPedagogika
Indeksga qo‘shilgan2026-08-26

Maqolaning asl sahifasi

Kalit so‘zlar

Reading Comprehension, Metacognitive Strategies, Cognitive Strategies, Academic Texts, Strategy Instruction, Higher Education

Ilmiy soha

Pedagogika

Iqtibos keltirish

APASurmanov, Sardor (2025). A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES. Sustainable Agriculture, 25(1), 95-99. https://susagr.uz/index.php/ojs/article/view/83
GOST (OAK)Surmanov, Sardor A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES // Sustainable Agriculture. – 2025. – T. 25, № 1. – P. 95-99.
MLASurmanov, Sardor. “A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES.” Sustainable Agriculture, 25(1), 95-99, 2025. https://susagr.uz/index.php/ojs/article/view/83
ChicagoSurmanov, Sardor. “A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES.” Sustainable Agriculture, 25(1), 95-99 (2025). https://susagr.uz/index.php/ojs/article/view/83
HarvardSurmanov, Sardor (2025) ‘A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES’, Sustainable Agriculture, 25(1), 95-99. https://susagr.uz/index.php/ojs/article/view/83
BibTeX
@article{surmanovsardor2025,
  title = {A COMPARATIVE STUDY OF READING STRATEGIES FOR ACADEMIC SUCCESS IN ESL UNDERGRADUATES},
  author = {Surmanov, Sardor},
  journal = {Sustainable Agriculture},
  year = {2025},
  volume = {25},
  number = {1},
  pages = {95-99},
  url = {https://susagr.uz/index.php/ojs/article/view/83}
}

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