The Effects of the PRPS Strategy on the Reading Comprehension of Iranian EFL Freshmen in Higher Education Institutions

Abstract

Reading comprehension has long been a central focus in English as a Foreign Language (EFL) contexts, especially in countries like Iran, where reading serves as a primary source of language exposure in academic environments. As Iranian university students continue to face ongoing challenges in understanding reading materials, providing effective support strategies becomes more urgent. This study examined the effects of the PRPS strategy (a combination of REAP and Reciprocal Teaching strategies), which includes Predicting, Reading, Paraphrasing, and Summarizing (PRPS), on the reading comprehension performance of Iranian EFL freshmen at a higher education institution. A quantitative, quasi-experimental design was used to evaluate the strategy’s effectiveness. Data were analyzed using independent-samples t-tests and ANCOVA to account for baseline differences. Additionally, two validated questionnaires measured students’ engagement with each PRPS step and their overall perceptions of the strategy. While the independent samples t-test did not reveal a statistically significant difference, ANCOVA - controlling for pretest differences -demonstrated a significant positive effect of the PRPS strategy. These findings support the pedagogical value of the PRPS strategy as an effective, student-centered approach to enhancing reading comprehension in Iranian EFL university settings. The results have implications for EFL teaching methods, curriculum development, and teacher training.