This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced to the intervention class learners over a semester with the purpose of helping them develop essential skills for strategic and autonomous language learning. This article focuses on examining how explicit teaching of strategies in class affected learners’ reading scores and approaches to reading. It also observes the effects of SBI on learners’ perceptions of their ability to read English. Findings from the pre-, post- and delayed reading tests and think-aloud reading sessions showed significant increase in the intervention class learners’ reading test scores and their enhanced strategic approaches to reading. Group interviews further revealed learners’ positive attitudes towards English reading and increased confidence in their ability to manage their reading process independently. This article argues that explicit strategy instruction can help language learners develop essential strategic skills to process English texts. It also discusses how SBI can be effectively implemented in language classrooms.

本文报告了一个较大的研究项目的发现，该项目旨在通过基于策略的指导（SBI）促进泰国中学英语作为外语（EFL）的学习者的学习者自主性。该研究涉及干预班的30名学习者和比较班的32名学习者。在一个学期中，向干预班学习者介绍了九种策略，目的是帮助他们培养用于战略性和自主性语言学习的基本技能。本文重点研究班级中明确的策略教学如何影响学习者的阅读成绩和阅读方法。它还观察了SBI对学习者对其英语阅读能力的感知的影响。从之前的发现，后期阅读测试和延迟阅读测试以及具有思考能力的阅读课程表明，干预班学习者的阅读测试成绩显着提高，并且他们的阅读策略方法得到了增强。小组访谈进一步揭示了学习者对英语阅读的积极态度，并增强了他们独立管理阅读过程的能力的信心。本文认为，明确的策略指导可以帮助语言学习者发展处理英语文本的基本策略技能。它还讨论了如何在语言教室中有效实施SBI。小组访谈进一步揭示了学习者对英语阅读的积极态度，并增强了他们独立管理阅读过程的能力的信心。本文认为，明确的策略指导可以帮助语言学习者发展处理英语文本的基本策略技能。它还讨论了如何在语言教室中有效实施SBI。小组访谈进一步揭示了学习者对英语阅读的积极态度，并增强了他们独立管理阅读过程的能力的信心。本文认为，明确的策略指导可以帮助语言学习者发展处理英语文本的基本策略技能。它还讨论了如何在语言教室中有效实施SBI。