Akademik Veri Yönetim Sistemi
Dil Eğitimi ve Araştırmaları Dergisi, cilt.11, sa.2, ss.859-890, 2025 (TRDizin)
This study examined the effects of an 8-week online strategy training program on reading comprehension of 8th-grade EFL learners in Türkiye. It also aimed to explore participants’ perceptions of the online strategy training program. The program introduced eight strategies across the pre-, while-, and post-reading stages, progressing in complexity. This study used a quasi-experimental, single-group pretest-post test design to investigate its effects. It involved 28 eighth-grade students and a trainer. Data was collected using a variety of methods including pre-, post-, and delayed post-tests, think-aloud protocols, diaries, and interviews. The findings showed significant improvement in reading comprehension, which was sustained over time. Think-aloud protocols revealed the students' metacognitive awareness and adaptability. The diaries identified areas for improvement, such as materials, engagement, and technical challenges. Interviews provided positive feedback while suggesting enhancements, including real-life content, better timing between learning and application. This study underscores the effectiveness of online strategy training in improving reading comprehension and highlights the need for further research to optimize its implementation.