Performance of Saudi English Language Teachers in Reading Comprehension Classes

Masadeh, Thouqan Saleem Yakoub

doi:10.1177/2158244015621598

Cited by 5 publications

(10 citation statements)

References 8 publications

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“…Students are not involved in group discussions and usually they are not permitted the opportunity to communicate and interact with their peers and teachers. Similarly, Masadeh (2015) argues that in the Saudi schools, most of the teachers support neither fluent readers nor struggling ones.…”

Section: Research Problemmentioning

confidence: 99%

Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

Keezhatta¹,

Omar²

2019

IJEL

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This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

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Section: Research Problemmentioning

confidence: 99%

Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

Keezhatta¹,

Omar²

2019

IJEL

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“…Saudi EFL teachers also struggle to teach English reading skills and precise reading comprehension adequately (Al-Abiky, 2014;Masadeh, 2015). According to Hazaea and Alzubi (2016), in Saudi English reading classes, teachers direct the reading process, and students generally are passive or marginalized.…”

Section: Overview Of Saudi Efl Teachers' Approaches To Teaching Reading Skillsmentioning

confidence: 99%

“…Overall, in a study examining the performance of Saudi English reading teachers with reference to the processes, procedures, or techniques they employ in English reading classes, Masadeh (2015) found that Saudi EFL teachers (a) consider reading as the decoding of words into speech and as students reading isolated words, instead of making sense of the text; (b) do not equally distribute reading activities between bottom-up and top-down skills, and (c) are not successful in leading productive reading discussions, particularly due to their misconceptions of the questions for text discussion and the timing of the questions asked.…”

Section: Overview Of Saudi Efl Teachers' Approaches To Teaching Reading Skillsmentioning

confidence: 99%

Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills

Al-Seghayer¹

2021

IJEL

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A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.

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“…On the other hand, most of the previous researchers conducted their studies in order to find out what the difficulty that were facing the students and teachers in reading (Masadeh, 2015) and what teachers' perception on reading method (Ness, 2016). As well as some of them found that reading strategies will help students in improving their reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

English teachers’ methods in teaching reading comprehension of procedure text

Yusmalinda

Astuti

2020

ELTF

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This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

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Performance of Saudi English Language Teachers in Reading Comprehension Classes

Cited by 5 publications

References 8 publications

Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills

English teachers’ methods in teaching reading comprehension of procedure text

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