Effect of the Use of Exit Slips on Reading comprehension, Self-reflection, and Learner autonomy of EFL Omani Students in a Higher Education Institution

Abstract

The study focused on examining the effect of exit slips, known as short reflections that students complete at the end of a lesson, on level 1 students' reading comprehension, self-reflection, and learner autonomy. The study was conducted in a preparatory studies center of a higher educational institute in Oman. Data were collected from 34 students studying in level 1 through a pre- and post-test and sixteen exit slips over a four-week intervention period. Frequency distribution and descriptive statistics were used to analyze the sixteen exit slips, and a paired t-test was used to compare the pre- and post-test scores. The results from the sixteen exit slips showed students' progression from the lower-order reading strategies to the higher-order comprehension, and pre- and post-test scores showed a statistically significant improvement in reading comprehension (M = 13.59 to M = 16.12, p = .001). In addition, the findings also showed that exit slips contributed to students' self-reflection and learner autonomy. The study underscores the value of integrating exit slips into English language learning contexts to enhance students' reading comprehension, self-reflection and learner autonomy. The study has implications for administrators, policy makers, and teachers.