Strategies-Based ESP Instruction (SBI) of Reading Comprehension: Male vs. Female Students

The present study aimed at exploring the effect of a Strategies-Based Instruction (SBI) on improving male and female students' reading comprehension ability in an ESP context. The main assumption was that SBI would be more successful in developing reading comprehension of females compared to male students through using effective strategies and skills delivered in SBI method. The participants, within the age range of 18-22, included 24 male and 26 female students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using ANOVA to examine the effects of the independent variables, namely, method of instruction and gender. The results of the analysis showed that although the teaching intervention had a significant effect on students' reading comprehension, gender’s effect was not significant. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.

The present study aimed at exploring the effect of a Strategies-Based Instruction (SBI) on improving male and female students' reading comprehension ability in an ESP context. The main assumption was that SBI would be more successful in developing reading comprehension of females compared to male students through using effective strategies and skills delivered in SBI method. The participants, within the age range of 18-22, included 24 male and 26 female students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using ANOVA to examine the effects of the independent variables, namely, method of instruction and gender. The results of the analysis showed that although the teaching intervention had a significant effect on students' reading comprehension, gender’s effect was not significant. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.