The Impact of Instructing Self-Questioning in Reading Literary Texts

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