Developing Cognitive Ability and Vocabulary Among EFL Students Using Reading Comprehension Techniques

Abstract

This research intends to determine the significant impact of using cognitive tactics in place of conventional ways on vocabulary and reading as a transition for the current high school institutions. The present investigation set out to interrogate the effects of utilising cognitive approaches on reading and vocabulary learning accomplishment over gender in order to spark the attention of cooperating instructors who are unaware of distinctions between male and female potential. The Nelson Proficiency Test was used to homogenize 50 male and female subjects from a total of 87 intermediate respondents into four classes with 25 experimental and 25 control groups. While the control groups experienced standard training based on their handbook, the experimental groups followed the instructions about each of the cognitive learning methods (summarising, note-taking, and rereading). The Wilcoxon performed on the acquired values disproved the study's null hypothesis, which claimed that cognitive methods had no bearing on EFL learners' vocabulary and reading comprehension and that there is no gender disparity. The findings suggest that the investigators found it useful to investigate how cognitive methods can bridge the gap between vocabulary and reading comprehension.