Improving Reading Skills of Saudi English Learners

Abdulwahab Alamat Alsharari

doi:10.47191/ijsshr/v4-i11-35

Abstract

This study aimed at investigating the underlying reasons that can cause Saudi EFL learners to have lower English performance. This study follows a qualitative method through interviewing three college students at Jouf University and one professor. The self-constructed interviews were basically targeted four items; 1) students’ related issues, 2) teachers’ related issues, 3) curricula- related issues, and 4) assessment related issues. The finding of this study have indicated that the primary reasons of Saudi EFL learners were due to their lower internal and intrinsic motivation. The conceptualized learning English as an academic course to pass, and not an actual language communication. The recommendations suggested by this study were trimmed into the following: increasing English language practice, learning authentic communicative language.

Highlights

Reading is one of the most important skills in acquiring any language
As a foreign language taught in our schools as a core subject and in our universities as a major or an additional subject, learners of English as a foreign language (EFL) in Saudi Arabia still face an increasing number of challenges and learning difficulties(Abker, 2020; Alkhaleefah, 2017; Alshammari, 2021; Alzinaidi & Latif, 2019)
Learners of English as a foreign language (EFL) in Saudi Arabia, even if they have been exposed to English for more than six years, still perform less than expected

Summary

Introduction

Reading is one of the most important skills in acquiring any language. When learning a foreign language (FL), the focus on reading skill must be intense because of its importance in building a solid foundation in language learning and proper practice. Most of the previous search results were related to the following; students-related; teachers-related; curricula and assessment-related issues This current study attempts to bridge the research gap as it explores the difficulties of learning reading comprehension for learners of English as a foreign language in Saudi Arabia based on the revealed perceptions form language instructors as well as language learners. This study attempts to shed some light on the classroom’s practices that could be consulted in improving Saudi EFL learners This current study tries to highlight that even we have increased number of studies(Abker, 2020; Alkhaleefah, 2017; Alshammari, 2021) who investigated poor reading skills of Saudi EFL learner, the dilemma continues, and the problem is expanding rather vanishing

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Conclusion