The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy Yenenesh Yerukneh English Language Department, Wollega University, Nekemte, Ethiopia Tamiru Olana English Language Department, Wollega University, Nekemte, Ethiopia Mekuria Zewdie English Language Department, Wollega University, Nekemte, Ethiopia Abstract—To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: experimental and control. While individuals who took part in the experimental group received ERST treatment, those who took part in the control group merely received conventional instruction. Data from both groups were gathered using pre- and post-intervention questionnaires, and an analysis of covariance (ANCOVA) was used to determine whether group variations in the degree of LA were caused by the ERST therapy. The experimental group also received a post-intervention questionnaire on views toward ERST, and descriptive statistics were used to examine the findings. Additionally, a thematic analysis was done on the information gathered through teacher-trainer interviews regarding how the treatment affected the students' attitudes and degree of autonomy. Results demonstrated that as compared to the control group, participants in the ERST treatment considerably increased their level of autonomy. Additionally, the experimental group ultimately displayed a very positive attitude regarding the therapy. In general, the study's findings showed that encouraging autonomy through ERST led to successful outcomes in the development of autonomous English language learners. To assist students to become lifelong autonomous learners, EFL teachers are expected to provide training on extensive reading strategies (ERS) by integrating them with communicative language courses. Index Terms—attitude, extensive reading strategy, ERST, level of learner autonomy, reader autonomy I. INTRODUCTION It is undeniable that an ER plays a crucial role in developing independent learners because today's society is more sensitive than ever to independence in all parts of their lives. One of the first definitions offered when ER is in question is reading a lot of specially crafted texts quickly for general understanding while paying close attention to the meaning in the target language (Bamford & Richard, 2004). The use of ER in the classroom is more effective in boosting learning than the conventional approach, which focuses mostly on intensive reading, according to a significant body of research on the topic. Teachers had positive perspectives about the development of LA in language learning as facilitators, counselors, and helpful resources in ER education (Duong & Seepho, 2014). Students are pleased with the LA philosophy's implementation since it allows them to direct their learning (Balcikanli, 2010; Tok, 2011). According to teacher candidates, finding one's learning strategies and developing one's explanations are two of the most suitable instructional tasks for boosting LA (Tok, 2011). A small amount of LA can encourage students to read for a variety of purposes and to develop into independent readers who will enjoy reading on their outside of the classroom (Hedge, 2003). The significance of ER in language learning has been argued for by Day and Bamford (2002), Channuan (2012), Yamashita (2013), and Beglar and Hunt (2014). However, adapting the ideas to practice and observing their impact on the ground is still debatable in a distinct EFL learning culture, such as Ethiopia. Therefore, it is crucial to comprehend how to use ER in the process of teaching and learning languages in the classroom to best provide learners with autonomy. II. REVIEW OF LITERATURE A. Learner Autonomy ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 13, No. 5, pp. 1087-1095, May 2023 DOI: https://doi.org/10.17507/tpls.1305.01 © 2023 ACADEMY PUBLICATION