Effects of Multi-Component Training of Text Structure Intervention and Self-Regulated Strategies on Iranian Upper-Intermediate EFL Learners’ Reading Comprehension

This experimental study attempted to examine the potential influence of multi-component training interference of text structure awareness along with self-regulated strategies on Iranian upper-intermediate foreign language learners’ reading comprehension. One hundred and twenty undergraduate students in the domains of English translation and English literature at the University of Rudbar, Iran were selected based on Oxford Placement Test scores and were classified into four groups at random (one control and three experimental groups). The instructional design was based on cognitive load theory. Treatment groups received text structure awareness, self-regulated strategies, and the combination of text structure awareness and self-regulated strategies that lasted for twelve weeks. The control group received a placebo. Data were obtained from a pretest and post-test of reading comprehension. One-way analysis of covariance showed that multi-component training intervention of text structure and self-regulated strategies was more beneficial in developing learners’ reading comprehension. Students’ knowledge of text structures and their ability to regulate their goal setting and learning facilitated their reading comprehension. Self-regulated strategy instruction can be combined with text structure awareness raising to remove the induced extraneous cognitive load and can be implemented in foreign language reading classes to support comprehension of texts.