The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy

Abstract

The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors’ reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading self-efficacy? (3) What is the relationship between enhancing students’ reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups’ mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students’ reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.

Technological learning resources to develop A1 students English reading skills

“…The second, with the foreign language teaching methodology "Presentation-Practice Production" (PPP), specifically oriented for the development of reading skills in the English language, with which the PPP stands out as a concrete teaching method oriented to the apprentice as an entity with real communication that needs in daily life, prioritizing the guidelines of the Common European Framework of Reference, because this has become an essential guideline for the teaching of the foreign language (Alreshoud & Abdelhalim, 2022).…”

“…Technological tools are programs and applications that are free of charge and also paid (Alreshoud & Abdelhalim, 2022). These tools help people interaction and are also designed to facilitate work and study; furthermore, they allow resources to be used efficiently by exchanging information and knowledge inside and outside an institution.…”

“…Regarding English language teaching, for students to achieve better development and performance in English, skills should follow the other advice given by experts (Ali & Razali, 2019). It is necessary to mention that the reading skill, due to its complexity, should be given greater importance in its teaching (Alreshoud & Abdelhalim, 2022). Knowing the English language allows access to various opportunities for success and entrepreneurship; for this reason, it is necessary to tend to the learning of the foreign language through the application of technological tools, which allow to improve and deepen the knowledge that leads the student to develop the skill of writing.…”

Effectiveness of presentation, practice and production method on the development of speaking fluency

“…No matter what profession a person may have, English improves the opportunities to succeed in any field. Newton and point out that when someone is learning a language it is imperative to focus on fluency when speaking it (Alreshoud & Abdelhalim, 2022)two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental. For instance, it is vital to manage meaningful input and output in the English learning classrooms to acquire a good level of fluency from the beginning.…”

“…One of the methodologies that have emerged from the communicative approach is Presentation, practice, and production method. According to Alreshoud & Abdelhalim (2022)two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental, this method has a basic sequence that helps students to concentrate and acquire knowledge since the first stage. That's why in this presentation stage many activities such as gestures, audio, and drawing are included.…”