An experimental study on the impact of strategy-based instruction on enhancing first-year engineering ESL learners' reading and writing proficiency

Abstract

The majority of English as a Second Language (ESL) learners have ineffective approaches to learning and are unable to develop the adequate reading and writing proficiencies required for academic success. Hence, this study was aimed at determining cognitive, metacognitive, and socio-affective approaches used to improve ESL learners’ reading and writing skills. This study involved control and experimental groups that included 60 engineering students, in which the effectiveness of Strategy Enhancement Modules (SEM) was determined using an experimental design. The experimental group received interventions (cognitive, problem-solving, inferencing, metacognitive, self-regulation, planning, monitoring, socio-affective, collaboration, motivation). Pre- and post-test data were evaluated using a t-test to determine improvements in literacy skills. The results demonstrated that the experimental group had improvement across skills, whereas the control group did not. The statistical analysis indicated improvements following the intervention (t = 3.66 - 14.16, p < 0.001), while the effect sizes obtained (Cohen’s d = 2.14 - 4.80) supported the effectiveness of Strategy-Based Instruction. This study supported interventions in ESL learning, and its implications can guide educators and curriculum designers in designing strategies aimed at improving literacy skills. Furthermore, language proficiency can be enhanced by encouraging awareness, self-regulation, and social engagement. The results emphasized that innovations should be developed to bridge ESL literacy development and ensure success and language competence. However, the generalizability of the findings is limited, as the study was conducted with engineering students from an institution.