HOW TO IMPROVE B1 EFL STUDENTS’ READING COMPREHENSION IN MATCHING STATEMENTS.
Keywords:
MISMATCH Challenge Method (MCM), EFL learners, reading comprehension, matching statement tasks, quasi-experimental design, metacognitive strategies, vocabulary comprehension.Abstract
This study investigated the effectiveness of the MISMATCH Challenge
Method (MCM) in improving B1-level English as a Foreign Language (EFL) learners’
reading comprehension in matching statement tasks. The study employed a quasi
experimental research design involving two groups: an Experimental Group (n = 4)
and a Control Group (n = 5). Both groups were taught the same reading content;
however, the Experimental Group received instruction through the researcher
developed MCM, while the Control Group was taught using traditional instructional
methods. Data were collected through a 14-item reading comprehension post-test and
a learner perception questionnaire administered to the Experimental Group. The
findings revealed that students commonly experienced difficulties in vocabulary
comprehension, paraphrasing, and distractor recognition when completing matching
statement tasks. Quantitative results showed that the Experimental Group
outperformed the Control Group, achieving a higher mean score of 92% compared to
74%, representing an 18% improvement in favor of the MCM. Questionnaire results
further indicated that learners perceived keyword identification, teacher scaffolding,
and reflective analysis as highly beneficial strategies for improving reading
performance. Students also reported generally positive levels of confidence in
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