Examining the Effectiveness of Pre-reading Strategies on Saudi EFL College Students’ Reading Comprehension

This study aims at investigating Iraqi EFL college learners’ attitudes toward using cooperative Learning approach on developing reading comprehension skill. The study is restricted to third– year college students of the English language in Misan Governorate during the second term of the academic year 2015–2016. The number of the whole population is (200) which is distributed into two types: pilot and main. The sample of the study consists of 40 students. To achieve the aim of the study, students' questionnaire consisting of (46) items is applied as an instrument. In order to get required data, a t-test analysis shows a statistically significant difference about learners’ attitudes toward using cooperative learning approach on developing reading comprehension skill. The obtained results are that: which refer to (Cooperative learning helps everyone reach the goal equally) from cooperative learning and (Reading in English is difficult for me) form Reading comprehension. Gain the low effectiveness. They got a weighted mean 56% and 40%. Items number (11, 29, 37, 43) which refer to (Cooperative learning requires much more time to study) & (I think reading the texts is easier if I study within a group) from cooperative learning and (I forward to coming to my reading class.)& (I m a afraid of making mistakes in my reading class) form Reading comprehension. All got (96%).

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The Interactive Strategic Discussion (ISD) Approach to Improving Taiwanese EFL College Students’ Reading Comprehension

The International Journal of Literacies ◽

10.18848/2327-0136/cgp/v22i04/48849 ◽

2015 ◽

Vol 22 (4) ◽

pp. 45-62

Author(s):

Fu-Yuan Shen

Keyword(s):

College Students ◽

Reading Comprehension ◽

Efl College Students

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Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Journal of Education and Learning ◽

10.5539/jel.v8n4p169 ◽

2019 ◽

Vol 8 (4) ◽

pp. 169

Author(s):

Samah Zakareya Ahmad

Keyword(s):

College Students ◽

Reading Comprehension ◽

Control Group ◽

Regular Instruction ◽

Efl Students ◽

Efl College Students ◽

Experimental Group

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

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