The Impact of Instructing Self-Questioning in Reading Literary Texts

Abstract

This study sets up to address two research questions: 1) the effect of teaching students self-questioning strategy while reading literary texts on students’ ability to do so independently and 2) the effect of using this strategy on improving their comprehending of literary texts. To this end, 32 participants were taught self-questioning strategy using Dubravac and Dalle’s (2002) model of question types. Findings suggest that students were able to ask questions independently at the end of the experiment. Furthermore, a paired t-test showed significant difference between the pre-test and post-test means of the participants. The finding of this research can have some implications for teaching literature to ESL students.