Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Alshenqeeti, Hamza; Alrahaili, Musaad

doi:10.24093/awej/vol11no3.26

Cited by 3 publications

(3 citation statements)

References 28 publications

(60 reference statements)

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“…So, learner mentoring, training, and practices are needed to help learners take control of their learning, improve educational equity, and support learning throughout life (Alshenqeeti & Alrahaili, 2020).…”

Section: Autonomous Learning: Approaches To Learner Autonomy (La)mentioning

confidence: 99%

Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

Sheerah¹,

Yadav²

2022

rupkatha

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Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students’ level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub’s learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners’ autonomy could be achieved practically. The writing exercises practiced at writing classes; ‘Writing hub’ proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students’ role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners’ autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.

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Section: Autonomous Learning: Approaches To Learner Autonomy (La)mentioning

confidence: 99%

Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

Sheerah¹,

Yadav²

2022

rupkatha

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“…Many of these studies have been focused on EFL reading, addressing the difficulties confronting EFL learners in reading comprehension and ways of improving their reading performance, in particular considering the unique nature of EFL teaching and learning in Saudi Arabia. A point of interest arising in the literature is the broad agreement that CALL systems can be useful in improving the reading skills of EFL learners in Saudi universities (Alharbi, 2018;Alshenqeeti & Alrahaili, 2020;Gutiérrez-Colón, Frumuselu, & Curell, 2020;Khan, Ibrahim, Kassim, & Khan, 2019;Khojah & Thomas, 2021). Khojah and Thomas (2021) have noted that over the last decade there has been increasing interest in the use of technology-mediated task-based language teaching (TBLT) in the Middle East.…”

Section: Literature Reviewmentioning

confidence: 99%

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

Omar

Alluqmani

2021

JLLS

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Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15-20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through insessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in EFL reading instruction.

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“…This is also true to the research efforts that addressed the digital learning applications to the development of the reading comprehension skill. This body of research, with its breadth and width, has especially highlighted the unique usefulness of CALL systems in leveraging reading comprehension among the EFL university learners in Saudi Arabia [36][37][38][39][40].…”

Section: Literature Reviewmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.

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Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Cited by 3 publications

References 28 publications

Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

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