āđāļāļāļāļēāļĢāļāļąāļāļāļīāļāļāļĢāļĢāļĄāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļāļēāļĄāļĢāļđāļāđāļāļ PPP Unit: Career Topic: Future Career M3Tharinee Japhimai
The effects of reading method on the comprehension performance of saudi efl students
1.
2. The effects of reading method on the
comprehension performance of Saudi EFL students
Yousif Alshumaimeri
King Saud University, Saudi Arabia
Abstract
The relative effects of different reading method
(oral, silent and subvocalizing) on comprehension performance
of Saudi EFL 10th grade male students. Oral reading had the
greatest effect on comprehension performance and it helps in
memorizing words and texts, concentration, and practicing
words for real world encounters.
3. āļāļĨāļāļĩāđāļĄāļĩāļāđāļāļ§āļīāļāļĩāļāļēāļĢāļāđāļēāļ
āđāļāļāļēāļĢāđāļŠāļāļāļāļāļāļāļķāļāļāļ§āļēāļĄāđāļāđāļēāđāļāļāļāļāļāļąāļāđāļĢāļĩāļĒāļāļāļēāļāļļāļāļī EFL
Yousif Alshumaimeri
King Saud University, Saudi Arabia
āļāļāļāļąāļāļĒāđāļ
āļāļĨāļāđāļēāļāļāļ§āļēāļĄāļŠāļąāļĄāļāļąāļāļāđāļāļāļāļ§āļīāļāļĩāļāļēāļĢāļāđāļēāļāļāļĩāđāđāļāļāļāđāļēāļāļāļąāļ(āļāļēāļĢāļāđāļēāļāđāļāļāļāļāļāđāļŠāļĩāļĒāļ,
āļāļēāļĢāļāđāļēāļāđāļāļāđāļāļĩāļĒāļāđāļĨāļ° āļāļēāļĢāļāđāļēāļāđāļāļāļāļāļāđāļŠāļĩāļĒāļāļāđāļ§āļĒāļāļēāļĢāļāļĒāļąāļāļāļĨāđāļēāļĄāđāļāļ·āđāļāļāļēāļāđāļĨāļ°āļĨāļēāļāļāđāļāļĒāļāļĩāđāđāļĢāļē
āđāļĄāđāļĢāļđāđāļāļąāļ§) āļāļĩāđāđāļŠāļāļāļāļķāļāļāļ§āļēāļĄāđāļāđāļēāđāļāļāļāļāļāļąāļāđāļĢāļĩāļĒāļāļāļēāļĒāļāļēāļāļļāļāļī EFL āđāļāļĢāļ 10 āļāļĩāđāđāļŦāđāđāļŦāđāļāļ§āđāļēāļāļēāļĢāļāđāļēāļ
āđāļāļāļāļāļāđāļŠāļĩāļĒāļāđāļāđāļāļ§āļīāļāļĩāļāļĩāđāļāļēāđāļŦāđāđāļāļīāļāļāļ§āļēāļĄāđāļāđāļēāđāļāļĄāļēāļāļāļĩāđāļŠāļļāļāđāļĨāļ°āļĒāļąāļāļāđāļ§āļĒāđāļāļāļēāļĢāļāļāļāļēāļāļēāļāļđāļāđāļĨāļ°
āļāđāļāļāļ§āļēāļĄ āļāļēāđāļŦāđāļāļąāļāđāļĢāļĩāļĒāļāđāļāļīāļāļāļ§āļēāļĄāļāļąāđāļāđāļ āđāļĨāļ°āđāļāđāļāļāļēāļĢāļāļķāļāļāļēāļĻāļąāļāļāđāļāļĩāđāļāļ°āļāđāļāļāđāļāļāđāļāļŠāļāļēāļāļāļēāļĢāļāđāļāļĢāļīāļ
4. Introduction
Oral reading is often viewed as a dated
methodology and discouraged by EFL/ESL
teachers. The potential benefits can be gained
from various oral reading techniques that allow
for oral proof reading, pronunciation practice,
and conversational fluency.
6. Introduction
Second language learning situations oral
reading is the best way to teach pronunciation and
word recognition during the early stages of
second/foreign language acquisition, but reading
comprehension is better strengthened by reading
silently which is the way to train pupils to read on
their own. The relationship between reading methods
and reading comprehension is needed in order to
enhance EFL teaching methodologies and improve
learning outcomes.
8. Oral vs. Silent Reading Methods
Silent reading is usually with the idea of
reading for comprehension. Teachers and learners
were using oral reading in a variety of ways, the
primary reasons for using the method were for
practicing pronunciation and intonation. Both oral
and silent reading activities were necessary for
effective reading instruction.
10. Oral Reading and Comprehension
Reading comprehension is about knowledge
from long-term memory and use schema knowledge
and interpret new information. Oral reading by
teachers help readers discover units of meaning and
arise from multi-word phrases rather than meaning
from individual words. Poor readers are better at
comprehension when reading orally as compared to
reading silently. Oral reading fluency were found to
have better reading comprehension.
12. Oral reading, Culture and Environment
Oral reading has limited benefit to learners in
different social and cultural backgrounds of students.
Readers read silently comprehend because they both
read and think. However, students are incapable of
thinking while reading orally and the studentâs
attenuation to the social environment when they are
reading they would have a greater bearing on her
ability to concentrate than their inability to do both at
once.
14. Method Research Design
Comprehension performance was determined
from the studentsâ comprehension scores on
multiple-choice test. Three different passages
were selected from McCall-Crabbs Standard Test
Lessons in Reading, Book D (1979).
16. Method Research Design
Each group read each passage using one of
the three reading methods (oral, subvocalization,
and silent) and the study participants always read
passage 1 first, and then passage 2 and 3. After
reading each passage and taking the reading test
for that passage the students were asked to fill out
a feedback slip asking about their preferred
reading method and the reason behind their
preference.
18. Participants
Participants were 145 Saudi male students with
an average age of 16 years in the first year of 10th grad
in a secondary school in Riyadh, Saudi Arabia. Students
were expected to be fairly representative of the target
population of Saudi learners in items of ability, interest
and age.
20. Passages
Three passages were selected from McCall-Crabbs
Standard Test Lesson in Reading, Book D (1979).
Multiple choice questions are the most commonly used
format in standardized reading comprehension tests. A
reliability analysis was computed for each test using
test/retest method.
22. Feedback
The feedback slip was a small piece of paper that was
given to each student after completing each reading test
(three feedback slips were collected per participant). The
purpose of the feedback slips was to help in understanding
the effects of the different reading methods and to know
which reading methods students prefer in everyday life.
24. Procedure
The research was taught on a regular school
day during the extra-curricular activity time (the
last two periods of one day per week). The time
for testing was 110 minutes and each reading test
was about 20 minutes followed by 5-7 minutes for
filling out the feedback slips.
26. Procedure
Each group read passage using each of the
three different reading methods. There were 3
teachers, one for each group to help and explain
the procedure clearly. Analysis of variance (ANOVA)
was used to test the differences between the
reading methods and measured the scores from
the multiple-choice questions.
28. Result
The feedback slip showed the studentsâ responses
to the question (Does reading method assist you in
understanding the passage?) The result showed the oral
reading 57% of the students thought that oral reading
helped them better comprehend the passage, whereas
26% and 17.9%, silent reading and subvocalization. The
greatest positive effect on comprehension was oral reading
with a mean value 9.65. These results indicate that oral
reading helped students better understand passages.
30. Result
- The Studentsâ Responses for Reasons for Preferring
Oral Reading help in memorizing and remembering
new words.
- The Studentsâ Responses for Reasons for Preferring
Silent Reading they can read silently for leisure not
for study.
- The Studentsâ Responses for Reasons for Preferring
Subvocalization make students concentrate more and
understand the text.
32. Discussion
There is a significant difference between the Saudi
students in comprehension performance according to
reading method. Oral reading can be a beneficial reading
method when used in the L2 classroom.
34. Conclusion
The relative effects of different reading methods on
the comprehension performance of Saudi EFL 10th grade
students, the result showed the oral reading had the
greatest positive effects on the comprehension
performance of the study sample
36. Conclusion
Oral reading was the most preferred reading method
and was perceived by students to aid in memorization
and concentration. Oral reading was beneficial in the L2
classroom.
38. References
Albar, M. A. (1996). Human Development. Saudi
publishing & distributing house, Jeddah, Saudi Arabia. Al-
Qurashi, K., Watson, M., Hafseth, J., Hickman, D,. & Pond,
R. (1995). âEnglish For Saudi Arabia: first year
secondary, Teacherâs bookâ .Ministry Of Education Press,
Riyad, Saudi Arabia.
Alshumaimeri, Y. (2005). Is reading aloud a faulty habit.
Paper presented at the second international conference:
Language, culture and literature, Minia University, Egypt.
39. References
Carrell, P. L. (1991). Second language reading: Reading
ability or language proficiency? Applied
Linguistics, 12(2), 159-79.
Anderson, R.C. & Pearson, P.D. (1984). A schema-
theoretic view of basic processes in reading
comprehension. In P.D. Pearson (Ed.), Handbook of
Reading Research (pp. 255-292). New York: Longman.
Grabe, W. & Stoller, F. L. (2002). Teaching and researching
reading. London: Longman.