The effectiveness of the SQ5R reading strategy in enhancing English reading comprehension among first-year students at MCU, Chiang Mai Campus
DOI:
https://doi.org/10.62819/jel.2026.2416Keywords:
EFL learners, English language teaching, higher education, reading comprehension, SQ5R reading strategyAbstract
This study aimed to identify the reading comprehension problems encountered by first-year students before the implementation of the SQ5R reading strategy, compare students’ reading comprehension scores before and after the implementation, and assess students’ perceptions of the strategy at Mahachulalongkornrajavidyalaya University, Chiang Mai Campus. The study employed a quasi-experimental one-group pre-test post-test design. The participants were 58 first-year English major students enrolled in the Structure in Reading Comprehension course during the 2025 academic year. The research instruments included a diagnostic test, pre-test, post-test, six-week SQ5R-based lesson plans, and a perception questionnaire. Data were analyzed using mean, standard deviation, and one paired-samples t-test. The findings indicated that students experienced difficulties in identifying main ideas, understanding vocabulary in context, making inferences, and critically analyzing texts during the diagnostic assessment. After the implementation of the SQ5R reading strategy, the mean post-test score (M = 28.07, SD = 2.99) was significantly higher than the mean pre-test score (M = 26.72, SD = 3.68), t(57) = −2.66, p = .01, indicating an overall improvement in students’ reading comprehension performance. Students also expressed positive perceptions toward the SQ5R reading strategy, reporting high levels of agreement regarding comprehension improvement, ease of applying the strategy, motivation and engagement, and overall satisfaction.
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