Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

Abstract

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

Investigating Reading Challenges Faced by EFL Learners at Elementary Level

“…Likewise, Saudi EFL learners also face problems in reading skills and their reading competency is not at the desired stage (Al Asmari & Javid, 2018). Most of the learners in the region even face problems in recognizing the basic words of the English language (ElNaggar, 2020).…”

Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

“…Al Asmari and Javid (2018) investigated the English language teachers' perception of Saudi EFL students' reading comprehension and the importance of content schemata in learning. This study explored the practical classroom approaches employed by English language teachers that enable content schemas and can improve the students' reading comprehension.…”

“…As gaps in the literature, the researcher noticed that, although there are several studies conducted in the foreign language context about the issues of English reading skills, mostly the researchers have focused on measuring reading strategies and the students' performances in reading comprehension (Al-Qahtani, 2016;Al-Jahwari & Al-Humaidi, 2015;Bakhshalinezhad, Nikou & Bonyadi, 2015;Fitrisia, Tan & Yusuf., 2015;Han & Choi, 2018;Rajab & Al-Sadi, 2015). Few studies have investigated the foundational knowledge and beliefs of teachers about reading strategies (Al Asmari & Javid, 2018). The researcher noticed the need to conduct similar study to investigate the students' foundational knowledge and their beliefs regarding reading strategies.…”

Understanding Reading Strategies of EFL Saudi Students

“…In using content schema as a mean to improve students' reading strategies, Al Asmari and Javid (2018) suggest that having background about what is going to be read help significantly in improving the reading speed and understanding of a text for Saudi EFL university students. The study suggests that brainstorming ideas around the topic and discussing in the classroom help the students to activate their schemata.…”