Contextualization Strategies and Reading Comprehension: An Investigation among IELTS Test-Takers

Abstract

Contextualized Teaching and Learning (CTL) is known to have a great impact on the students’ academic performance. It promotes positive learners’ engagement and improves learning skills among learners. Berns and Ericson (cited in Center for Student, Research and Planning Group, & Academic Senate for California, 2009) define contextualization as the notion in teaching and learning which relates the lesson or the content of a subject matter into a real-world setting. The study aims to find out and evaluate the reading skills and comprehension performance of the IELTS test-takers and the effectiveness of the contextualized learning materials. It tries to determine the effects of Contextualized Teaching and Learning on the reading comprehension performance of the learners and uncover the essence of readers’ lived experiences and perceptions regarding the importance of contextualization in reading comprehension. It also seeks to explore how readers make meaning, engage with texts, and interpret information within various contextual frameworks. The current study used a qualitative methodology to elicit data from my students preparing for the IELTS exam. More particularly, IELTS students aim to improve their reading comprehension skills. To select participants, specific inclusion criteria are established. Participants must be IELTS test-takers with a minimum English proficiency level of B2(intermediate), as confirmed by their most recent IELTS or equivalent test scores. After securing informed consent from the participants, I selected a diverse sample of 15 individuals comprising different age groups and English language proficiency levels within the B2 to C1. This approach ensures a comprehensive and representative group for examining how contextualized reading materials impact reading comprehension among IELTS students preparing for the test.