EFL Reading Strategy Mediation Study Data from Kotebe University

A 2026 study at Kotebe University of Education in Addis Ababa, Ethiopia, investigated the impact of teacher mediation on cognitive and metacognitive strategies for autonomous English reading learning. Sisay Bezabih authored this dataset, which includes results from a quasi-experimental design with 80 freshman students split into experimental and control groups. Data were gathered via proficiency tests, questionnaires, and observations, analyzed with descriptive and inferential statistics.

Use Cases

• Compare reading proficiency outcomes based on experimental mediation versus traditional instruction.
• Analyze the relationship between cognitive/metacognitive strategy use and reading performance.
• Evaluate the effect size of teacher mediation interventions using Cohen's d statistics.
• Study the development of self-regulation and independent learning in EFL contexts.

Strengths

• Dataset is based on a structured quasi-experimental design with 80 participants.
• Analysis includes descriptive statistics (means, standard deviations, percentages) and inferential statistics (t-tests).
• Effect size is quantified using Cohen's d, indicating a large effect.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• The dataset is very small (5.5 KB), indicating limited scope.

Provenance

Source

Sisay Bezabih via figshare.

Collection Method

Data gathered via reading proficiency tests, questionnaires, and classroom observations.

Freshness

Last updated 2026-04-16 17:35:27; freshness should be verified.

Geography

Kotebe University of Education, Addis Ababa, Ethiopia.