Effects of self-questioning on EFL students’ engagement in literary reading = Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups, and (2) students generating questions while reading, and then reflecting through a free writing activity.
Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students´ reading engagement was measured by a written response to a short story and a questionnaire.
Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.