Questioning strategy and academic reading performance : a case study on less proficient readers

Reading strategies are related to good readers. However, how can we have good readers if teaching reading strategies is not a normal practice in Malaysian classroom setting? This research investigates on whether questioning strategy could affect the reading performance of less proficient readers. Focus were given to 1) determine metacognitive strategies used by the less proficient readers in reading, 2) determine students’ perceptions of questioning stategy in reading, and 3) determine whether questioning strategy could affect students’ reading performance. A total of sixty low proficiency students were purposively selected and assigned into two groups namely the Experimental Group and Control Group. The instruments used were questionnaire, a pre-test, a post-test, five weeks of reading lesson (using questioning strategy) and five open-ended questions for reflection session. Both groups had to answer the questionnaire, sit for a pre-test, participate in five weeks of normal reading lessons and sit for a post-test. Only the students in the Experimental Group had to participate in strategy training and reflection session. The findings revealed that non-proficient students were high reading strategy-users. The students in Experimental Group gave positive feedback regarding the use and effect of questioning strategy practiced in classroom. It was supported with the result from independent t-test and paired sample t-test which showed a significant difference,revealing the effectiveness of the strategy. These findings have direct implications on the teaching and learning English to less proficient learners. It shows that strategies are trainable and there are avenues for teachers to help these students.