A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

Abstract

Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15–20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through in-sessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers, and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in the EFL reading instruction.