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

2021 ◽  
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

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

2021 ◽  
Vol 12 (1) ◽  
pp. 339-356
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

scholarly journals Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Al-Jarrah ◽  
Nur Salina binti Ismail
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Conceptual Knowledge ◽  
Cultural Knowledge ◽  
Higher Learning ◽  
Comprehension Strategies ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Reading Materials ◽  
Learning Institutions

A variety of reading strategies are required to comprehend reading materials. Without effective reading strategies, students mostly face reading comprehension difficulties. This study aims to investigate reading comprehension strategies among English foreign language (EFL) learners in higher learning institutions. The study employed qualitative method and 10 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were interviewed. Inductive thematic approach was used to analyze data. The findings indicates that the most commonly used reading strategies among the EFL learners are logical knowledge (under linguistic schema), formal construction (under formal schema), cultural knowledge (under cultural schema), and prior knowledge and conceptual knowledge (under content schema). This study concludes that reading strategies help the EFL learners in understanding English reading materials. To improve reading strategies for EFL learners, there is a need for collective effort of English language teachers, curriculum designers, educationists, education policy makers, and the EFL learners themselves.

scholarly journals STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT

2019 ◽  
Vol 11 (1) ◽  
pp. 126
Author(s):  
Utami Dewi ◽  
Maryati Salmiah
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Research Design ◽  
Reading Strategies ◽  
Qualitative Approach ◽  
Comprehension Strategies ◽  
Top Down ◽  
Bottom Up ◽  
Reading Comprehension Strategies

Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts

scholarly journals Development of reading comprehension strategies for the high school Icfes (Supérate) tests, eleventh grade

Sophia ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 31-47
Author(s):  
Alejandro Toro Criollo ◽  
Rosana Ramírez Toro
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Positive Performance ◽  
Post Test ◽  
First Time ◽  
The City ◽  
Teresa De Jesus

This article presents the results of an action research entitled “Development of Reading Comprehension Strategies for the high school Icfes (Supérate) tests, eleventh grade.” This pre-experimental research was carried out with a group of eleventh grade of the Santa Teresa de Jesús school in the city of Armenia, Quindío. The students had a poor level of comprehension of texts in English. This type of study requires a pre-test and a post-test, the former served as a means to evaluate the performance of the students in real tests, followed by a training course on more convenient reading strategies for the type of questions used in the high school Icfes (Supérate) tests, eleventh grade (ISG11, for its initials in Spanish)*. The post-test measured their performance after having finished their training in reading strategies. The purpose of this research was to improve their performance in the analysis of English texts, and to measure how training affects the performance of students in the ISG11 tests. It is concluded from this study that the reading workshops improved the students’ ability to understand readings as well as the degree of familiarity with the English section of the ISG11 tests. This research provides a guide to train students in how to answer this type of test. It was demonstrated that with the training in reading comprehension and recognition of the type of items present in the English session of the ISG11 tests, students are better prepared to overcome their difficulties. As a result of this, the students had a positive performance in the real ISG11 tests, raising for the first time in five years the level of English in the institution.

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN STRATEGI PEMAHAMAN BACAAN DIRECTED READING THINKING ACTIVITY (DRTA) PADA SISWA KELAS XI SMA NEGERI 2 BINJAI

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Jeniwati . ◽  
Busmin Gurning
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Reading Skill ◽  
Comprehension Strategies ◽  
Student Interest ◽  
Test Results ◽  
Reading Comprehension Strategies ◽  
Average Value ◽  
English Reading ◽  
Directed Reading

Abstrak: Penelitian ini bertujuan untuk: (1) Meningkatkan pemahaman bacaan siswa kelas XI SMA dengan menggunakan strategi Directed Reading Thinking Activity (DRTA), (2) Meningkatkan keaktifan siswa setelah mengikuti pembelajaran pemahaman bacaan yang menggunakan strategi DRTA. Hasil analisis data menunjukkan bahwa terdapat peningkatan yang signifikan dalam pemahaman bacaan siswa. Ini dapat dilihat dari rata-rata hasil test siswa ; Nilai rata-rata kelas pada Pre-test adalah 65,92, nilai rata-rata kelas pada siklus I adalah 72,19 dan nilai rata-rata kelas pada siklus II adalah 78,33 . Faktor utama dari peningkatan hasil belajar ini adalah ketertarikan siswa dalam pembelajaran pemahaman membaca dengan penerapan strategi DRTA Berdasarkan data ini, maka dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi DRTA dapat meningkatkan pemahaman bacaan siswa dan proses pembelajaran lebih menyenangkan. Diharapkan hasil penelitian ini bisa menjadi masukan bagi guru-guru bahasa Inggris dalam memilih dan mengembangkan media dan strategi pembelajaran yang tepat terkait dengan pembelajaran ketrampilan membaca (Reading Skill) di Sekolah Menengah Atas. Kata Kunci: bahasa inggris, strategi pemahaman bacaan directed reading thinking activity Abstract: This study aimed to: (1) Improve reading comprehension class XI student of SMA using strategies Directed Reading Thinking Activity (DRTA), (2) Increase the involvement of the student after attending a reading comprehension lesson using the strategy DRTA. The results of data analysis showed that there were significant increases in students' reading comprehension. It can be seen from the average student test results; The average value of the pre-test grade was 65.92, the average value of the class in the first cycle was 72.19 and the average value of the class on the second cycle is 78.33. The main factor of this learning outcome is student interest in learning to read with comprehension strategy implementation DRTA Based on this data, it can be concluded that learning by using strategies DRTA can improve students' reading comprehension and learning process more fun. We hope this research can be input for teachers of English in selecting and developing media and appropriate learning strategies related to learning reading skills (Reading Skill) in high school. Keywords: English, reading comprehension strategies directed reading thinking activity

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