Reading approaches practiced in EFL classrooms: a narrative review and research agenda

Ali, Zulfiquar; Palpanadan, Sarala Thulasi; Asad, Muhammad Mujtaba; Churi, Prathamesh; Namaziandost, Ehsan

doi:10.1186/s40862-022-00155-4

Asian-Pacific Journal of Second and Foreign Language Education

Table 1 Review of IR approaches in EFL classrooms

From: Reading approaches practiced in EFL classrooms: a narrative review and research agenda

Study	Objective	Research design	Data analysis method	Results
Andrés, (2020)	To explore the effectiveness of IR to enhance reading comprehension	Design: mix methods action research Tool: questionnaire, diagnostic test, Teachers journal, Reading test Population and sample: 16 university students from Columbia	Statistical analysis Thematic analysis	IR strategies improved reading comprehension
Widyaasita et al., (2020)	To determine student perception about teachers teaching through the IR approach	Design: quantitative study Tools: survey questionnaire population and sample: 41 college students from Indonesia	Descriptive statistics	Eighty per cent of students said IR could increase their vocabulary, and students were happy with the teachers’ methodology of IR
Khazaal, (2019)	To investigate the impact of the IR approach on developing vocabulary	Design: experimental Tool: vocabulary pre-post test and questionnaire Population and sample: 40 College students from Iraq	Paired sample T-Test	IR approach had positive effects on students’ vocabulary. (p < 0.001)
Nuraini et al., (2019)	To improve the writing skills of learners through IR	Design: Qualitative study Tools: observation, interviews, writing tests Population and sample: 36 school students from Indonesia	Thematic analysis Descriptive statistics	IR approach improved the descriptive writing skills of the students
Rejeki and Kurnia, (2019)	To know students’ perceptions about IR and how it affects their writing abilities	Design: Qualitative study Tools: survey questionnaire population and sample: 8 university students	Thematic analysis descriptive statistics	Students showed positive feedback about IR activities and responded that IR had an impact on their writing abilities
Ebrahim, (2018)	To investigate reading problems and to explore the influence of IR activities on reading comprehension	Design: quantitative study Tool: survey questionnaire Population and sample: 30 school teachers from Sudan	Descriptive statistics	Reading difficulties can be solved through IR, and students improved their reading comprehension
Sevilla-Morales, (2017)	To explore the connection between IR and students’ performance in the reading exams	Design: explanatory sequential mixed methods Tools: classroom field notes Two reading tests Artifacts Population and sample: 12 school students from Costa Rica	Descriptive statistics	The study showed positive results on students’ reading performance
Chuenchaichon, (2011)	To investigate the impact of IR on paragraph writing	Design: experimental study Tools: writing pre-post test Population and sample: 54 Undergraduate students from Thailand	Descriptive statistics	Results showed improvement in the writing skills of the students
Mahmoudian et al., (2011)	To investigate the effects of IR on grammatical knowledge	Design: quasi-experimental Tools: grammar pre-post test Population and sample: 60 junior high students from Iran	Descriptive statistics	Students improved their grammar skills, and they had positive attitudes towards learning grammar through IR. (p < 0.05)

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