Enhancing EFL Reading Strategies Through UbD and Technology

Reading strategies are essential for enhancing comprehension among English as a Foreign Language (EFL) learners. However, they should not be seen merely as test-taking tools but as fundamental cognitive skills crucial for higher-level academic and professional engagement, particularly for English majors at the tertiary level in Taiwan. The Understanding by Design (UbD) model follows a backward design approach, beginning with desired learning outcomes, followed by assessment criteria, and then instructional planning (Wiggins & McTighe, 2005). When combined with technology, UbD fosters interactive, student-centered learning, facilitating reading strategy application and deep comprehension. This action research explores the implementation of UbD with technology in a freshman reading course, integrating flipped videos, Padlet, and Chatbot activities. The study investigates its impact on reading strategy use and comprehension, focusing on expository texts and novels among 29 English majors (CEFR B1–C1 levels). Quantitative and qualitative data were collected through TOEFL ITP and SORS reading strategy survey pre- and post-tests, classroom observations, student reflections, and semi-structured interviews. Findings indicate notable improvements in students’ strategy use, with a broader and more diverse application of reading strategies and a 50% reduction in uncertainty from the start of the course. Students also recognized these strategies’ relevance to their academic studies and demonstrated greater metacognitive awareness and flexibility in their application. However, despite these advancements, reading proficiency gains were not statistically significant, suggesting that while students developed stronger analytical and inferencing skills, these abilities were not fully reflected in their test scores—a limitation of the exam that students recognized. Additionally, students expressed a need for more reading practice and discussions to reinforce their strategy use and comprehension. This study provides pedagogical insights for EFL reading instruction, emphasizing how UbD and technology integration can foster deep comprehension and support academic success- both of which are not adequately assessed by exams.