Development of English Reading Comprehension Using Context Clues for Grade Ten Students at Minywa High School in Hmawbi, Myanmar

Abstract

This research explores the impact of using context clues as a strategy to improve English reading comprehension among grade ten students at Minywa High School in Hmawbi, Myanmar. English language instruction in Myanmar has undergone various transformations over time, especially due to shifts in language policy and access to quality education. Despite curriculum reforms emphasizing communication and comprehension, many students still face challenges in reading English texts, primarily due to limited vocabulary and exposure. To address this, the study implemented a context clues strategy to enhance vocabulary acquisition and overall reading comprehension. Using a quasi-experimental design, the researcher administered pre-tests and post-tests to evaluate students' progress across three phases: needs analysis, context clue strategy development, and implementation. The instructional approach incorporated five types of context clues—definition, restatement, example, comparison, and cause-effect—delivered through five structured lesson plans. Findings indicate significant improvement in students’ reading comprehension, vocabulary acquisition, and confidence when interacting with English texts. Students demonstrated greater independence in inferring word meanings and understanding textual content. These results suggest that context clues can serve as an effective, low-cost instructional tool in improving reading comprehension, especially in low-resource educational settings. The study contributes to the literature on reading pedagogy and vocabulary development in EFL contexts and supports the integration of inferencing strategies into national curricula. Recommendations are made for wider application of context clue instruction across Myanmar’s schools and for further research into long-term impacts of this approach.