Empowering Learners With Autonomous Learning Strategies in EFL Classroom Through Extensive Reading Strategy Training

This study aimed to investigate the effects of extensive reading strategy training (ERST) on autonomous learning strategies (ALSs) that English language learners use in an EFL context. Sixty-one undergraduate first-year social science university students participated study. These samples were assigned two modalities: a control group, which involved 31 students, and experimental 30 students. During experiment, participants group took only institute's regular communicative course, received ERST intervention addition existing procedures course. The focused integrated with learner autonomy framework induce them work ALSs. To conduct study, current researcher employed concurrent triangulation design collected data within ten week-period via questionnaire interview designed for comparable groups. By controlling any pre-existing differences analyzing quantitative data, one-way ANCOVA analyzed thematically. Finally, reveals potential increasing ALSs used by affords practical guidelines teachers how incorporate into classrooms.