Abstract
The purpose of this study was to investigate if the implementation of question-generating approach instruction, where students develop their questions, may enhance the reading comprehension skills and proficiency in English tenses of undergraduate learners studying English as a Foreign Language (EFL). The design of this study conducted a pre-and post-test study with two groups: a control group and an experimental group. The participants were 30 undergraduate students who had enrolled in the Basic English course during the first semester of the academic year 2021. The selection of participants was done using a purposive sample method.
