Improving freshman EFL reading comprehension and self-efficacy through hierarchical questioning

Abstract

Academic success fundamentally depends on reading comprehension; however, many EFL undergraduates struggle with critical text analysis. To address this deficiency, this study evaluated the impact of the Hierarchical Questioning Strategy (HQS) on the reading comprehension achievement and self-efficacy of English as a Foreign Language (EFL) students at a public university in Ethiopia. Employing a non-equivalent control group quasi-experimental design, the research compared a structured Literal-Inferential-Evaluative (L-I-E) instructional model against conventional phase-based pedagogy. Data from reading comprehension tests and self-efficacy questionnaires were analyzed using descriptive statistics, independent samples t-tests, and a one-way MANOVA. Pre-intervention measurements indicated baseline statistical equivalence between the groups (p > .05), but post-intervention analysis revealed a significant divergence. The experimental group (n = 53) substantially outperformed the control group (n = 54) in both reading comprehension achievement (M = 11.87 vs. 9.50) and self-efficacy (M = 4.27 vs. 3.65). A one-way MANOVA substantiated these gains (Wilks’ Lambda = .224, p < .001), with a remarkably high partial eta squared ηp2 = .776) indicating a large practical impact. These findings demonstrate that systematic cognitive scaffolding from factual decoding to critical analysis bridges the gap to higher-order reading comprehension while building learner confidence. EFL educators, therefore, should integrate progressive L-I-E questioning levels into standard instructional design to mitigate reading difficulties.