The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy

To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: and control. While individuals who took part group received ERST treatment, those control merely conventional instruction. Data from both gathered using pre- post-intervention questionnaires, analysis covariance (ANCOVA) used to determine whether variations LA caused by therapy. also questionnaire on views toward ERST, descriptive statistics examine findings. Additionally, thematic done information through teacher-trainer interviews regarding treatment affected students' attitudes autonomy. Results demonstrated that as compared group, considerably increased their level ultimately displayed very positive attitude In general, findings showed encouraging led successful outcomes development autonomous English language learners. assist students become lifelong learners, teachers are expected provide strategies (ERS) integrating them with communicative courses.