Improving students’ reading comprehension through the intensive reading approach at a private high school in Cuenca.

Abstract

Strong literal reading comprehension is an essential component of successful English learning. However, there are various strategies that English teachers could implement to improve this skill. Therefore, this study aims to explore how the intensive reading approach (IRA) improves the students’ literal reading comprehension. The sample consisted of twenty-seven students in the 12th grade of high school in a private high school. Quantitative and qualitative instruments were employed to gather data through an exploratory action research study, including a Cambridge A2 reading test (KEY exam) as a diagnostic and summative test at the beginning and end of the research interventions to diagnose the level of literal reading comprehension of the students, as well observation by using a checklist and focus group discussion administered after the IRA implementation to collect information about the students’ perspectives. The findings demonstrated a significant improvement in EFL students' literal reading comprehension due to implementing the IRA, emphasizing its beneficial impact on literal reading comprehension abilities. Furthermore, it allowed for a significant increase in students' participation during these lessons.