Vol. 12/ Núm. 2 2025 pág. 1537
https://doi.org/10.69639/arandu.v12i2.1004
Improving Reading Skills in A2 Level Students
Mejoramiento de la competencia lectora de los estudiantes de nivel A2
Sandra Elizabeth Farinango Carvajal
elizabeth.farinango@educacion.gob.ec
https://orcid.org/0009-0005-2039-0493
Universidad Bolivariana del Ecuador
Durán -Ecuador
Johnny Segundo Campoverde López
jsjohnnysegundol@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Durán -Ecuador
Josue Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Durán -Ecuador
Artículo recibido: 10 marzo 2025 - Aceptado para publicación: 20 abril 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
Today, the use of English has become an essential tool to open many doors at a professional
level. According to the Common European Framework of Reference for Languages, there are
six proficiency levels that can facilitate teaching methods and assessment, regrouped in Basic
User, Independent User, and Proficient User. However, the model of the four skills (listening,
reading, speaking and writing) implies additional challenges for teachers in their classrooms
when dealing with students at the A2 level. Consequently, this article has the general objective
of analyzing different strategies and tips used to improve reading skills in A2 level students
according to the specialized literature and the data collected from instruments applied in the
analyzed context. In order to achieve this goal, research methods such as literature
systematization, deductive and inductive approaches in the study of international and national
authors, as well as surveys are used. The main authors and articles used for this literature review
have been selected from specialized journals and publications found in Scholar Google during
the period 2021-2025. The sample involved 36 participants, 31 students and 5 teachers selected
through a convenience sampling method. The results demonstrate that a combination of
structured reading techniques and interactive learning experiences effectively enhances reading
proficiency among A2 students.
Keywords: english language, reading skills, A2 students
Vol. 12/ Núm. 2 2025 pág. 1538
RESUMEN
Hoy en día, el uso del inglés se ha convertido en una herramienta esencial para abrir muchas
puertas a nivel profesional. Según el Marco Común Europeo de Referencia para las Lenguas,
existen seis niveles de competencia que pueden facilitar los métodos de enseñanza y la
evaluación, reagrupados en Basic User (usuario básico), Independent User (usuario
independiente) y Proficient User (usuario competente). Sin embargo, el modelo de las cuatro
destrezas (comprensión oral, comprensión escrita, expresión oral y expresión escrita) implica
retos adicionales para los profesores en sus aulas cuando tratan con alumnos de nivel A2. En
consecuencia, este artículo tiene como objetivo general analizar diferentes estrategias y consejos
utilizados para mejorar la competencia lectora en estudiantes de nivel A2 de acuerdo con la
literatura especializada y los datos recogidos de instrumentos aplicados en el contexto
analizado. Para alcanzar este objetivo, se utilizan métodos de investigación como la
sistematización de la literatura, enfoques deductivos e inductivos en el estudio de autores
internacionales y nacionales, así como encuestas. Los principales autores y artículos utilizados
para esta revisión bibliográfica han sido seleccionados de revistas especializadas y
publicaciones encontradas en Scholar Google durante el periodo 2021-2025. La muestra incluyó
36 participantes, 31 estudiantes y 5 profesores seleccionados mediante un método de muestreo
por conveniencia. Los resultados demuestran que una combinación de técnicas de lectura
estructuradas y experiencias de aprendizaje interactivo mejora eficazmente la competencia
lectora de los estudiantes de A2.
Palabras clave: inglés, competencias lectoras, estudiantes de A2
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
Hoy en día, el uso del inglés se ha convertido en una herramienta esencial para abrir muchas
puertas a nivel profesional. Según el Marco Común Europeo de Referencia para las Lenguas,
existen seis niveles de competencia que pueden facilitar los métodos de enseñanza y la
evaluación, reagrupados en Basic User (usuario básico), Independent User (usuario
independiente) y Proficient User (usuario competente). Sin embargo, el modelo de las cuatro
destrezas (comprensión oral, comprensión escrita, expresión oral y expresión escrita) implica
retos adicionales para los profesores en sus aulas cuando tratan con alumnos de nivel A2. En
consecuencia, este artículo tiene como objetivo general analizar diferentes estrategias y consejos
utilizados para mejorar la competencia lectora en estudiantes de nivel A2 de acuerdo con la
literatura especializada y los datos recogidos de instrumentos aplicados en el contexto
analizado. Para alcanzar este objetivo, se utilizan métodos de investigación como la
sistematización de la literatura, enfoques deductivos e inductivos en el estudio de autores
internacionales y nacionales, así como encuestas. Los principales autores y artículos utilizados
para esta revisión bibliográfica han sido seleccionados de revistas especializadas y
publicaciones encontradas en Scholar Google durante el periodo 2021-2025. La muestra incluyó
36 participantes, 31 estudiantes y 5 profesores seleccionados mediante un método de muestreo
por conveniencia. Los resultados demuestran que una combinación de técnicas de lectura
estructuradas y experiencias de aprendizaje interactivo mejora eficazmente la competencia
lectora de los estudiantes de A2.
Palabras clave: inglés, competencias lectoras, estudiantes de A2
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 2 2025 pág. 1539
INTRODUCTION
The use of English has become an essential tool to open many doors at a professional
level. Nowadays, English, as a the most globally used language, should be included in the
curriculum of many schools in order to create all the conditions needed to accomplish a
comprehensive education to face their future professional context.
In this sense, taking into account what the Common European Framework of Reference
for Languages (CEFR) (2025) establishes regarding proficiency, six proficiency levels can be
identified to facilitate teaching methods and assessment. These levels can be arranged in three
main groups: Basic User, Independent User, and Proficient User, which are subdivided
depending the needs of the local context.
Since most countries use this CEFR taxonomy, Ecuador is not an exception, and many
teachers and researchers have been concerned about how to adapt their teaching strategies and
approaches to meet the goals set by the European Framework and to improve the linguistic
needs of learners. Concerning the Basic User level, which is divided into A1 and A2, this
concern is of paramount importance, since these students should establish a strong linguistic and
intercultural foundation to continue developing communicative skills in the following
proficiency levels.
On the other hand, the traditional methodology including the four skills of the language
(listening, reading, speaking and writing) poses additional challenges for teachers in their
classrooms when dealing with Basic Users. Among the most common challenges teachers face
are students’ motivation, autonomy, and frustration, which can lead to a teacher-centered
classroom. These factors can be exacerbated when students begin their linguistic journey to
English, i.e. when they are Basic Users. As for students at the A2 level, the CEFR sets a general
frame as follows:
Has a repertoire of basic language which enables them to deal with everyday situations
with predictable content, though they will generally have to compromise the message
and search for words/signs.
Can produce brief, everyday expressions in order to satisfy simple needs of a concrete
type (e.g. personal details, daily routines, wants and needs, requests for information).
Has a limited repertoire of short, memorized phrases covering predictable survival
situations; frequent breakdowns and misunderstandings occur in non-routine situations.
(Council of Europe, 2025, p. 130)
The acquisition of a foreign language functions in a similar way to the acquisition of a
native language, so that people usually listen first and then speak, or read first and then write. In
this sense, developing receptive skills (listening and reading) from the first levels is a critical
strategy for teachers. Reception implies the reception and the process of information input,
INTRODUCTION
The use of English has become an essential tool to open many doors at a professional
level. Nowadays, English, as a the most globally used language, should be included in the
curriculum of many schools in order to create all the conditions needed to accomplish a
comprehensive education to face their future professional context.
In this sense, taking into account what the Common European Framework of Reference
for Languages (CEFR) (2025) establishes regarding proficiency, six proficiency levels can be
identified to facilitate teaching methods and assessment. These levels can be arranged in three
main groups: Basic User, Independent User, and Proficient User, which are subdivided
depending the needs of the local context.
Since most countries use this CEFR taxonomy, Ecuador is not an exception, and many
teachers and researchers have been concerned about how to adapt their teaching strategies and
approaches to meet the goals set by the European Framework and to improve the linguistic
needs of learners. Concerning the Basic User level, which is divided into A1 and A2, this
concern is of paramount importance, since these students should establish a strong linguistic and
intercultural foundation to continue developing communicative skills in the following
proficiency levels.
On the other hand, the traditional methodology including the four skills of the language
(listening, reading, speaking and writing) poses additional challenges for teachers in their
classrooms when dealing with Basic Users. Among the most common challenges teachers face
are students’ motivation, autonomy, and frustration, which can lead to a teacher-centered
classroom. These factors can be exacerbated when students begin their linguistic journey to
English, i.e. when they are Basic Users. As for students at the A2 level, the CEFR sets a general
frame as follows:
Has a repertoire of basic language which enables them to deal with everyday situations
with predictable content, though they will generally have to compromise the message
and search for words/signs.
Can produce brief, everyday expressions in order to satisfy simple needs of a concrete
type (e.g. personal details, daily routines, wants and needs, requests for information).
Has a limited repertoire of short, memorized phrases covering predictable survival
situations; frequent breakdowns and misunderstandings occur in non-routine situations.
(Council of Europe, 2025, p. 130)
The acquisition of a foreign language functions in a similar way to the acquisition of a
native language, so that people usually listen first and then speak, or read first and then write. In
this sense, developing receptive skills (listening and reading) from the first levels is a critical
strategy for teachers. Reception implies the reception and the process of information input,
Vol. 12/ Núm. 2 2025 pág. 1540
which is essential when learning a foreign language to get used with the appropriate linguistic
schemas for inferring meaning and approaching the communicative intention. Also, these skills
provide students with an appropriate linguistic model to reproduce later when speaking or
writing.
However, reading can be a real challenge for both teachers and A2 students, as teachers
often find it difficult to look for new and fresh strategies to make reading appealing to students.
The CEFR has also emphasized the importance of developing reading comprehension, which
includes both written and signed texts. The CEFR defines categories for reading that are “a
mixture between reading purpose and reading particular genres with specific functions”
(Council of Europe, 2025, p. 53). Additionally, A2 level students should develop general
reading understanding as follows:
Can understand short, simple texts on familiar matters of a concrete type which consist
of high-frequency every day or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary,
including a proportion of shared international vocabulary items. (Council of Europe,
2025, p. 54)
Considering the above, many researchers and teachers, such as Duke and Cartwright
(2021);Mutiara (2021); Smith et al. (2021); Zuhri et al. (2021); Erya and Pustika (2021);
Nabijanovna et al. (2021); Buñay et al. (2024); among others, have studied and proposed
different strategies to address this issue and improve the reading skills of Basic Users,
specifically A2 students.
Gastillo (2022), conducted a study to improve the English reading and writing skills of 48
A2 students from Loja, southern Ecuador. Her results demonstrated that employing Genially
games in classroom activities was essential to determine main ideas, support details, and other
elements of a text.
Ceyhan and Yıldız (2021) carried out a mixed experimental design in school of Turkey
with 62 second-grade students to demonstrate that reading understanding, motivation, and
fluency aspects significantly improved through the use of interactive reading aloud strategies.
Nabijanovna et al. (2021) state that reading is of paramount importance in most language
classrooms, which is why the selection and development of EFL reading materials should be a
carefully done task for teachers. The authors provide an overview of the development of reading
materials and the selection of authentic materials for designing tasks in English.
Technology has also been used to improve language skills, and reading is no exception.
For example, Korkmaz and Öz (2021) demonstrated that online games such as Kahoot could
enhance reading comprehension. They conducted a study with a total of 38 students to whom
they applied quizzes and questionnaires to find out that this technological tool can be an
effective way to motivate EFL learners and thus improve their comprehension skills. Novanti
which is essential when learning a foreign language to get used with the appropriate linguistic
schemas for inferring meaning and approaching the communicative intention. Also, these skills
provide students with an appropriate linguistic model to reproduce later when speaking or
writing.
However, reading can be a real challenge for both teachers and A2 students, as teachers
often find it difficult to look for new and fresh strategies to make reading appealing to students.
The CEFR has also emphasized the importance of developing reading comprehension, which
includes both written and signed texts. The CEFR defines categories for reading that are “a
mixture between reading purpose and reading particular genres with specific functions”
(Council of Europe, 2025, p. 53). Additionally, A2 level students should develop general
reading understanding as follows:
Can understand short, simple texts on familiar matters of a concrete type which consist
of high-frequency every day or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary,
including a proportion of shared international vocabulary items. (Council of Europe,
2025, p. 54)
Considering the above, many researchers and teachers, such as Duke and Cartwright
(2021);Mutiara (2021); Smith et al. (2021); Zuhri et al. (2021); Erya and Pustika (2021);
Nabijanovna et al. (2021); Buñay et al. (2024); among others, have studied and proposed
different strategies to address this issue and improve the reading skills of Basic Users,
specifically A2 students.
Gastillo (2022), conducted a study to improve the English reading and writing skills of 48
A2 students from Loja, southern Ecuador. Her results demonstrated that employing Genially
games in classroom activities was essential to determine main ideas, support details, and other
elements of a text.
Ceyhan and Yıldız (2021) carried out a mixed experimental design in school of Turkey
with 62 second-grade students to demonstrate that reading understanding, motivation, and
fluency aspects significantly improved through the use of interactive reading aloud strategies.
Nabijanovna et al. (2021) state that reading is of paramount importance in most language
classrooms, which is why the selection and development of EFL reading materials should be a
carefully done task for teachers. The authors provide an overview of the development of reading
materials and the selection of authentic materials for designing tasks in English.
Technology has also been used to improve language skills, and reading is no exception.
For example, Korkmaz and Öz (2021) demonstrated that online games such as Kahoot could
enhance reading comprehension. They conducted a study with a total of 38 students to whom
they applied quizzes and questionnaires to find out that this technological tool can be an
effective way to motivate EFL learners and thus improve their comprehension skills. Novanti
Vol. 12/ Núm. 2 2025 pág. 1541
and Suprayogi (2021) also demonstrated that the use of Webtoon for EFL students is efficient in
terms of vocabulary acquisition, which can also be useful for developing reading skills in Basic
Users. Webtoon is an e-comic application that could also be motivating for teenagers.
Alsan and Deneme (2021) emphasized that the cooperative learning method is more
effective on EFL learners’ success in reading comprehension than the traditional teacher-
centered method. The authors conducted an experimental study, using a pretest-posttest group
of 169 students, and designed techniques of student team performance divisions to validate their
findings.
Rahman (2022) also demonstrated the positive effects of using literature to improve
students’ reading comprehension. The author used multiple-choice reading tests to demonstrate
that the use of literature circles was more effective than the direct reading activity method.
Satriani et al. (2022) demonstrated through an experimental classroom that the use of the
direct reading thinking activity strategy helps students’ reading understanding of narrative
passages.
Buñay et al. (2024) conducted a quantitative study that suggested that energizing
students’ learning promotes their voluntary interest in reading. Therefore, the authors
implemented a Common Lit platform to determine academic progress and reading proficiency,
which proved to be effective in terms of implementing interactive activities, learning tools, and
a variety of interesting information.
Therefore, the general objective of this article is to analyze different strategies used to
enhance the reading skills of A2 level students according to the specialized literature and the
data collected from instruments applied in the analyzed context.
MATERIALS AND METHODS
In order to achieve the objective delineated in this paper, the present study employs a
non-experimental design, emphasizing the observation and measurement of variables without
direct intervention. The research follows a mixed-methodology approach, which uses qualitative
and quantitative research methods, thereby facilitating a general perception of the influence of
specific strategies on the reading skills of A2-level students (Taherdoo, 2022). Quantitative data
can provide quantifiable outcomes, while qualitative data can offer insights into student
experiences and perceptions.
Research Design
The independent variable of the study is the strategies found in the specialized literature
that can enhance the reading skills of A2-level students. The dependent variable is the reading
skills of A2 students at the María Angélica Idrobo High School. Both variables are studied
through instruments that gather qualitative and quantitative data.
and Suprayogi (2021) also demonstrated that the use of Webtoon for EFL students is efficient in
terms of vocabulary acquisition, which can also be useful for developing reading skills in Basic
Users. Webtoon is an e-comic application that could also be motivating for teenagers.
Alsan and Deneme (2021) emphasized that the cooperative learning method is more
effective on EFL learners’ success in reading comprehension than the traditional teacher-
centered method. The authors conducted an experimental study, using a pretest-posttest group
of 169 students, and designed techniques of student team performance divisions to validate their
findings.
Rahman (2022) also demonstrated the positive effects of using literature to improve
students’ reading comprehension. The author used multiple-choice reading tests to demonstrate
that the use of literature circles was more effective than the direct reading activity method.
Satriani et al. (2022) demonstrated through an experimental classroom that the use of the
direct reading thinking activity strategy helps students’ reading understanding of narrative
passages.
Buñay et al. (2024) conducted a quantitative study that suggested that energizing
students’ learning promotes their voluntary interest in reading. Therefore, the authors
implemented a Common Lit platform to determine academic progress and reading proficiency,
which proved to be effective in terms of implementing interactive activities, learning tools, and
a variety of interesting information.
Therefore, the general objective of this article is to analyze different strategies used to
enhance the reading skills of A2 level students according to the specialized literature and the
data collected from instruments applied in the analyzed context.
MATERIALS AND METHODS
In order to achieve the objective delineated in this paper, the present study employs a
non-experimental design, emphasizing the observation and measurement of variables without
direct intervention. The research follows a mixed-methodology approach, which uses qualitative
and quantitative research methods, thereby facilitating a general perception of the influence of
specific strategies on the reading skills of A2-level students (Taherdoo, 2022). Quantitative data
can provide quantifiable outcomes, while qualitative data can offer insights into student
experiences and perceptions.
Research Design
The independent variable of the study is the strategies found in the specialized literature
that can enhance the reading skills of A2-level students. The dependent variable is the reading
skills of A2 students at the María Angélica Idrobo High School. Both variables are studied
through instruments that gather qualitative and quantitative data.
Vol. 12/ Núm. 2 2025 pág. 1542
Data Collection Instruments
Quantitative Analyses
Surveys are conducted among A2 level students and teachers to gather data on students’
reading habits, attitudes toward reading, and perceived improvements in reading skills
concerning the implementation of certain strategies. This instrument includes Likert-scale items
to assess reading habits, enjoyment, and self-efficacy related to reading.
Qualitative Analysis
Systematization, as well as deductive and inductive approaches are used in the study of
international and national specialized literature on the topic. The primary authors and articles
utilized for this literature review have been selected from specialized journals and publications
found in Scholar Google during the period 2021-2025.
Population and Sampling
The population for this study consists of A2 level students, enrolled in language courses
at the María Angélica Idrobo Educational Unit. Teachers who instruct A2 level students reading
are also included in the study. The sample involved 36 participants, 31 students and 5 teachers
selected through a convenience sampling method, a practical method that ensures availability
and accessibility.
Ethical Consideration
Before applying the instruments designed, it was consulted with participants to ensure
voluntary participation and confidentiality. Data on instruments were gathered anonymously
and privately.
RESULTS Y DISCUSION
The findings from the literature review and the surveys conducted among A2-level
students and teachers at María Angélica Idrobo Educational Unit provide valuable insights into
the effectiveness of various reading strategies. The results highlight key trends in students’
engagement, preferences, and progress in reading comprehension.
Students Survey Results
The students survey responses to the 10 questions proposed provide relevant information
into students' attitudes toward reading in English, engagement in classroom activities, and the
effectiveness of different learning strategies. For example, as Figure 1 shows, although a
majority of students feel comfortable, a significant portion of them still experience difficulties,
indicating the need for additional reading support strategies.
Data Collection Instruments
Quantitative Analyses
Surveys are conducted among A2 level students and teachers to gather data on students’
reading habits, attitudes toward reading, and perceived improvements in reading skills
concerning the implementation of certain strategies. This instrument includes Likert-scale items
to assess reading habits, enjoyment, and self-efficacy related to reading.
Qualitative Analysis
Systematization, as well as deductive and inductive approaches are used in the study of
international and national specialized literature on the topic. The primary authors and articles
utilized for this literature review have been selected from specialized journals and publications
found in Scholar Google during the period 2021-2025.
Population and Sampling
The population for this study consists of A2 level students, enrolled in language courses
at the María Angélica Idrobo Educational Unit. Teachers who instruct A2 level students reading
are also included in the study. The sample involved 36 participants, 31 students and 5 teachers
selected through a convenience sampling method, a practical method that ensures availability
and accessibility.
Ethical Consideration
Before applying the instruments designed, it was consulted with participants to ensure
voluntary participation and confidentiality. Data on instruments were gathered anonymously
and privately.
RESULTS Y DISCUSION
The findings from the literature review and the surveys conducted among A2-level
students and teachers at María Angélica Idrobo Educational Unit provide valuable insights into
the effectiveness of various reading strategies. The results highlight key trends in students’
engagement, preferences, and progress in reading comprehension.
Students Survey Results
The students survey responses to the 10 questions proposed provide relevant information
into students' attitudes toward reading in English, engagement in classroom activities, and the
effectiveness of different learning strategies. For example, as Figure 1 shows, although a
majority of students feel comfortable, a significant portion of them still experience difficulties,
indicating the need for additional reading support strategies.
Vol. 12/ Núm. 2 2025 pág. 1543
Figure 1
I feel comfortable reading in English
Besides, Figure 2 demonstrates that even though the reading activities are generally
engaging, with 22.2% either disagreeing or neutral, improvements in variety and interactivity
may be beneficial.
Figure 2
The reading activities we do in class are interesting
Data from Figure 3 shows that short stories are effective, but a considerable portion
(25%) disagrees, meaning adjustments in story selection and integration may be needed.
Figure 3
Using short stories improves my reading skills
As can be observed in Figure 4, group work is beneficial, but alternative learning styles
should be considered for students who prefer individual reading strategies.
Figure 1
I feel comfortable reading in English
Besides, Figure 2 demonstrates that even though the reading activities are generally
engaging, with 22.2% either disagreeing or neutral, improvements in variety and interactivity
may be beneficial.
Figure 2
The reading activities we do in class are interesting
Data from Figure 3 shows that short stories are effective, but a considerable portion
(25%) disagrees, meaning adjustments in story selection and integration may be needed.
Figure 3
Using short stories improves my reading skills
As can be observed in Figure 4, group work is beneficial, but alternative learning styles
should be considered for students who prefer individual reading strategies.
Vol. 12/ Núm. 2 2025 pág. 1544
Figure 4
I prefer to work in groups when we do read activities
Moreover, Figure 5 demonstrates that active reading techniques have positive effects,
but a large portion (36.1% disagrees), suggesting the need for better training in these methods.
Figure 5
Reading strategies (such as highlighting or taking notes) help me understand texts better
In Figure 6, it can be identified that gamified learning is valuable, but it needs further
exploration to engage students who remain neutral or disagree.
Figure 6
Games and interactive activities make reading more fun
Figure 7 demonstrates that feedback is clearly beneficial, but methods to make it more
actionable and engaging should be explored.
Figure 4
I prefer to work in groups when we do read activities
Moreover, Figure 5 demonstrates that active reading techniques have positive effects,
but a large portion (36.1% disagrees), suggesting the need for better training in these methods.
Figure 5
Reading strategies (such as highlighting or taking notes) help me understand texts better
In Figure 6, it can be identified that gamified learning is valuable, but it needs further
exploration to engage students who remain neutral or disagree.
Figure 6
Games and interactive activities make reading more fun
Figure 7 demonstrates that feedback is clearly beneficial, but methods to make it more
actionable and engaging should be explored.
Vol. 12/ Núm. 2 2025 pág. 1545
Figure 7
Receiving feedback on my reading helps me improve my skills
As can be seen from Figure 8, this approach benefits many students, but others may
need alternative comprehension exercises.
Figure 8
Reading aloud helps me understand texts better
Data from Figure 9 indicates that expanding reading material variety (e.g., articles,
digital texts, real-world content) could enhance engagement.
Figure 9
The variety of reading materials (articles, books, stories) in class motivates me to read more
Besides, in Figure 10, while many students feel progress, targeted intervention is
needed for those who still struggle.
Figure 7
Receiving feedback on my reading helps me improve my skills
As can be seen from Figure 8, this approach benefits many students, but others may
need alternative comprehension exercises.
Figure 8
Reading aloud helps me understand texts better
Data from Figure 9 indicates that expanding reading material variety (e.g., articles,
digital texts, real-world content) could enhance engagement.
Figure 9
The variety of reading materials (articles, books, stories) in class motivates me to read more
Besides, in Figure 10, while many students feel progress, targeted intervention is
needed for those who still struggle.
Vol. 12/ Núm. 2 2025 pág. 1546
Figure 10
I feel my reading skills have improved this year
These results show that blended learning strategies, interactive activities, and diversified
reading materials positively impact student engagement and comprehension. However, further
personalization of teaching methods, considering students who prefer individual work, struggle
with reading strategies, or require additional motivation, can optimize learning outcomes.
Teachers Survey Results
On the other hand, teacher perceptions regarding reading activities, strategies, and
student engagement, give an additional insight into the studied issue. For example, in Figure 11,
although no respondents strongly disagreed, nearly half remain neutral, suggesting that reading
activities may need further customization or increased engagement to fully captivate all
students.
Figure 11
My students enjoy the reading activities I implement in class
In addition, as it can be observed from Figure 12, short stories are generally beneficial,
but 28.6% remain neutral, meaning some students may require alternative or supplementary
reading approaches to improve comprehension.
Figure 10
I feel my reading skills have improved this year
These results show that blended learning strategies, interactive activities, and diversified
reading materials positively impact student engagement and comprehension. However, further
personalization of teaching methods, considering students who prefer individual work, struggle
with reading strategies, or require additional motivation, can optimize learning outcomes.
Teachers Survey Results
On the other hand, teacher perceptions regarding reading activities, strategies, and
student engagement, give an additional insight into the studied issue. For example, in Figure 11,
although no respondents strongly disagreed, nearly half remain neutral, suggesting that reading
activities may need further customization or increased engagement to fully captivate all
students.
Figure 11
My students enjoy the reading activities I implement in class
In addition, as it can be observed from Figure 12, short stories are generally beneficial,
but 28.6% remain neutral, meaning some students may require alternative or supplementary
reading approaches to improve comprehension.
Vol. 12/ Núm. 2 2025 pág. 1547
Figure 12
Using short stories is an effective strategy for improving my students' reading skills
Figure 13 demonstrates that collaborative reading appears to enhance comprehension,
but 14.3% are neutral, suggesting that individual-based strategies should also be considered for
students who may not thrive in group settings.
Figure 13
Encouraging group work during reading increases my students' comprehension
Data collected from Figure 14 indicates that integrating gamification and interactive
exercises to maintain engagement and reinforce reading comprehension is positive.
Figure 14
Fun activities (games, interactive activities) facilitate my students' reading learning
In Figure 15, it can be appreciated that regular feedback is crucial in helping students
refine reading skills, and implementing structured feedback sessions could significantly benefit
learning outcomes.
Figure 12
Using short stories is an effective strategy for improving my students' reading skills
Figure 13 demonstrates that collaborative reading appears to enhance comprehension,
but 14.3% are neutral, suggesting that individual-based strategies should also be considered for
students who may not thrive in group settings.
Figure 13
Encouraging group work during reading increases my students' comprehension
Data collected from Figure 14 indicates that integrating gamification and interactive
exercises to maintain engagement and reinforce reading comprehension is positive.
Figure 14
Fun activities (games, interactive activities) facilitate my students' reading learning
In Figure 15, it can be appreciated that regular feedback is crucial in helping students
refine reading skills, and implementing structured feedback sessions could significantly benefit
learning outcomes.
Vol. 12/ Núm. 2 2025 pág. 1548
Figure 15
Providing frequent feedback on reading activities is essential for my students' progress
Furthermore, Figure 16 demonstrates that while variety is generally seen as
motivational, some students might still prefer familiar or structured materials to guide their
reading.
Figure 16
Students show greater interest in reading when provided with a variety of materials
In addition, in Figure 17, teachers indicated that oral reading practices should continue
as a prominent instructional method, reinforcing pronunciation and fluency.
Figure 17
Reading aloud in class is an effective practice for developing reading skills
Data from Figure 18 illustrates that while progress is recognized, the neutral responses
suggest a need for further monitoring of student reading development.
Figure 15
Providing frequent feedback on reading activities is essential for my students' progress
Furthermore, Figure 16 demonstrates that while variety is generally seen as
motivational, some students might still prefer familiar or structured materials to guide their
reading.
Figure 16
Students show greater interest in reading when provided with a variety of materials
In addition, in Figure 17, teachers indicated that oral reading practices should continue
as a prominent instructional method, reinforcing pronunciation and fluency.
Figure 17
Reading aloud in class is an effective practice for developing reading skills
Data from Figure 18 illustrates that while progress is recognized, the neutral responses
suggest a need for further monitoring of student reading development.
Vol. 12/ Núm. 2 2025 pág. 1549
Figure 18
My students have shown improvement in their reading skills throughout the course
Moreover, Figure 19 shows that active reading techniques like annotating and
highlighting should be strengthened and taught explicitly for maximum benefit.
Figure 19
The use of reading strategies (underlining, note-taking) is helpful for my students
In Figure 20, it can be appreciated how teachers overwhelmingly agree on the
importance of reading instruction, emphasizing its role in overall student success.
Figure 20
I believe that reading education is fundamental to my students' learning process
The teachers survey data indicates positive trends in reading engagement,
comprehension strategies, and student improvement. Gamification, collaborative learning,
personalized feedback, and active reading techniques emerge as effective tools, but further
individualization of teaching methods can optimize outcomes for students who may still
struggle.
These survey results reaffirm findings from specialized literature, which emphasize the
need for multifaceted approaches to support A2 learners in their reading development. The data
suggests that traditional methods alone may not fully engage students, whereas blended
Figure 18
My students have shown improvement in their reading skills throughout the course
Moreover, Figure 19 shows that active reading techniques like annotating and
highlighting should be strengthened and taught explicitly for maximum benefit.
Figure 19
The use of reading strategies (underlining, note-taking) is helpful for my students
In Figure 20, it can be appreciated how teachers overwhelmingly agree on the
importance of reading instruction, emphasizing its role in overall student success.
Figure 20
I believe that reading education is fundamental to my students' learning process
The teachers survey data indicates positive trends in reading engagement,
comprehension strategies, and student improvement. Gamification, collaborative learning,
personalized feedback, and active reading techniques emerge as effective tools, but further
individualization of teaching methods can optimize outcomes for students who may still
struggle.
These survey results reaffirm findings from specialized literature, which emphasize the
need for multifaceted approaches to support A2 learners in their reading development. The data
suggests that traditional methods alone may not fully engage students, whereas blended
Vol. 12/ Núm. 2 2025 pág. 1550
strategies, such as integrating digital resources, storytelling, and interactive exercises, create a
more stimulating learning environment.
One of the key challenges identified is student motivation, particularly when reading
longer or complex texts. Teachers who incorporated diverse reading materials, including short
stories, magazines, and digital content, reported an increase in student interest and willingness
to participate actively. Additionally, reading aloud emerged as a practical method to improve
fluency and pronunciation, strengthening comprehension skills.
Overall, the results demonstrate that a combination of structured reading techniques and
interactive learning experiences effectively enhances reading proficiency among A2 students.
Future research could further explore how personalized learning platforms and adaptive reading
exercises can optimize student performance and confidence in English literacy.
CONCLUSION
The literature review allowed to identify different strategies to approach reading in
Basic Level Users, among which it can be mentioned the use of literature, short stories,
cooperative learning, task-based approach, and the use of digital tools. The majority of these
strategies are aimed at enhancing students’ motivation and creating a relaxed and meaningful
learning environment for developing reading skills. In addition, with the help of quantitative
research methods, a survey applied to 36 participants, 31 students and 5 teachers, showed
important insights regarding the issue in the context analyzed. The results of these surveys show
the main attitudes towards reading skills, the strategies used and the relevance students’ give
them.
strategies, such as integrating digital resources, storytelling, and interactive exercises, create a
more stimulating learning environment.
One of the key challenges identified is student motivation, particularly when reading
longer or complex texts. Teachers who incorporated diverse reading materials, including short
stories, magazines, and digital content, reported an increase in student interest and willingness
to participate actively. Additionally, reading aloud emerged as a practical method to improve
fluency and pronunciation, strengthening comprehension skills.
Overall, the results demonstrate that a combination of structured reading techniques and
interactive learning experiences effectively enhances reading proficiency among A2 students.
Future research could further explore how personalized learning platforms and adaptive reading
exercises can optimize student performance and confidence in English literacy.
CONCLUSION
The literature review allowed to identify different strategies to approach reading in
Basic Level Users, among which it can be mentioned the use of literature, short stories,
cooperative learning, task-based approach, and the use of digital tools. The majority of these
strategies are aimed at enhancing students’ motivation and creating a relaxed and meaningful
learning environment for developing reading skills. In addition, with the help of quantitative
research methods, a survey applied to 36 participants, 31 students and 5 teachers, showed
important insights regarding the issue in the context analyzed. The results of these surveys show
the main attitudes towards reading skills, the strategies used and the relevance students’ give
them.
Vol. 12/ Núm. 2 2025 pág. 1551
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teaching/index
Nabijanovna, A., Khamitovna, G., & Xikmatullayevna, A. (2021). Creating Authentic Reading
Materials for EFL Learners in Uzbekistan. Psychology and Education, 58(1), 2730-
2742. Retrieved from www.psychologyandeducation.net
Novanti, E., & Suprayogi, S. (2021). Webtoon's Potencial to Enhance EFL Student's
Vocabulary. Journal of Research on Language Education , 2(2), 83-87.
REFERENCE
Alsan, Ü., & Deneme, S. (2021). The effect of Cooperative Learning on EFL Learner's Success
of Reading Comprehension: An Experimental Study Implementing Slavin's STAD
Method . The Turkish Online Journal of Educational Technology , 20(4), 90-100.
Buñay, E., Bajaña, M., Campoverde, J., & Bonilla, J. (2024). The Influence of the CmmonLit
Platform on the Development of Reading Skills as an Academic Reinforcement for A2
Students . Arandu-Revista Científica Internacional , 11(2), 496-509. Retrieved from
https://doi.org/10.69639/arandu.v1 1i2.281
Ceyhan, S., & Yıldız, M. (2021). The Effect of Interactive Reading Aloud on Student Reading
Comprehension, Reading Motivation and Reading Fluency . International Electronic
Journal of Elementary Education , 13(4), 421-431.
Council of Europe. (2025). Common European Framework of Reference for Languages
(CEFR). Retrieved February 27, 2025, from https://www.coe.int/en/web/common-
european-framework-reference-languages/level-descriptions
Duke, N., & Cartwright, K. (2021). The Science of Reading Progresses: Communicative
Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56(1),
25-44. Retrieved from https://doi.org/10.1002/rrq.411
Erya, W., & Pustika, R. (2021). Students' Perception Towards the Use of Webtoon to Improve
Reading Comprehension Skill. Journal of English Language Teaching and Learning ,
2(1), 51-56. Retrieved from http://jim.teknokrat.ac.id/index.php/english-language-
teaching/index
Gastillo, L. (2022). Using Genially Games for Enhancing EFL Reading and Writing Skills in
Online Education . International Journal of Learning, Teaching and Educational
Research, 21(1), 340-354.
Korkmaz, S., & Öz, H. (2021). Using Kahoot to Improve Reading Comprehension of English as
a Foreign Language Learners . International Online Journal of Education and Teaching
, 8(2), 1138-1150.
Mutiara, Y. (2021). The Correlation between Cognitive Reading Strategies and Students'
English Proficiency Test. Journal of English Language Teaching and Learning, 2(2),
95-100. Retrieved from http://jim.teknokrat.ac.id/index.php/english-language-
teaching/index
Nabijanovna, A., Khamitovna, G., & Xikmatullayevna, A. (2021). Creating Authentic Reading
Materials for EFL Learners in Uzbekistan. Psychology and Education, 58(1), 2730-
2742. Retrieved from www.psychologyandeducation.net
Novanti, E., & Suprayogi, S. (2021). Webtoon's Potencial to Enhance EFL Student's
Vocabulary. Journal of Research on Language Education , 2(2), 83-87.
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Rahman, A. (2022). The Effect of Literature Circle on Varied Reading Comprehension .
Journal of Teaching and Education for Scholars , 1(1), 7-14.
Satriani, Zulfiana, Hikmah, & Fahira. (2022). Students Reading Comprehension Strategy:
Directed Reading Thinking Activity. Indonesian Journal of Research and Educational
Review , 1(3), 423-432.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in
Reading Comprehension: A Critical Review . Reading Psichology, 42(3), 214-240.
Retrieved from https://doi.org/10.1080/02702711.2021.1888348
Taherdoo, H. (2022). What are Different Research Approaches? Comprehensive Review of
Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and
Limitation. Journal of Management Science & Engineering Research, 5(1), 53-63.
Zuhri, S., Anwar, K., & Maruf, N. (2021). The Correlation Between Extensive Reading, Critical
Reading, and Self-Esteem in Students' Reading Abilities . Budapest International
Research and Critics Institute-Journal , 4(3), 5180-5186. Retrieved from
https://doi.org/10.33258/birci.v4i3.2306
Rahman, A. (2022). The Effect of Literature Circle on Varied Reading Comprehension .
Journal of Teaching and Education for Scholars , 1(1), 7-14.
Satriani, Zulfiana, Hikmah, & Fahira. (2022). Students Reading Comprehension Strategy:
Directed Reading Thinking Activity. Indonesian Journal of Research and Educational
Review , 1(3), 423-432.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in
Reading Comprehension: A Critical Review . Reading Psichology, 42(3), 214-240.
Retrieved from https://doi.org/10.1080/02702711.2021.1888348
Taherdoo, H. (2022). What are Different Research Approaches? Comprehensive Review of
Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and
Limitation. Journal of Management Science & Engineering Research, 5(1), 53-63.
Zuhri, S., Anwar, K., & Maruf, N. (2021). The Correlation Between Extensive Reading, Critical
Reading, and Self-Esteem in Students' Reading Abilities . Budapest International
Research and Critics Institute-Journal , 4(3), 5180-5186. Retrieved from
https://doi.org/10.33258/birci.v4i3.2306