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Effects of Integrated Reading Approach on EFL Secondary School Students: Enhancing Reading Self-Efficacy and Motivation

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  • Ammanuel Berhanu Jarssa
  • Elias Woemego Bushisso
  • Taye Gebremariam Olamo

Abstract

Low levels of reading self-efficacy and motivation among secondary school students influence their reading engagement and ultimately affect academic performance. The present study investigated the effects of an integrated reading approach on these factors over 16 weeks. The study was conducted at Bariso Dukale Secondary School in Bule Hora Town, involving 106 Grade 11 students who were assigned to the experimental group ( n  = 54) and the comparison group ( n  = 52) using convenient sampling through a quasi-experimental design, along with an explanatory mixed-methods approach that uses qualitative data to support the quantitative results. The experimental group received 40 min of weekly integrated reading instruction encompassing an integrated reading approach with exposure to a varied range of reading materials. The comparison group continued with usual reading practices based on classroom textbooks. The effects were measured using pre-and post-tests of questionnaires on reading self-efficacy and motivation, and qualitative interviews. According to the analysis, significant improvements occurred in the reading self-efficacy and motivation of the experimental group ( p  = .000). Qualitative feedback revealed that students appreciated their experiences with the integrated approach. Overall, the results imply that the integrated reading instruction can build students’ reading self-efficacy and motivation, with future research required across different contexts.

Suggested Citation

  • Ammanuel Berhanu Jarssa & Elias Woemego Bushisso & Taye Gebremariam Olamo, 2025. "Effects of Integrated Reading Approach on EFL Secondary School Students: Enhancing Reading Self-Efficacy and Motivation," SAGE Open, , vol. 15(3), pages 21582440251, August.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251370451
    DOI: 10.1177/21582440251370451
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