Abstract
<p>Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students’ reading attitude towards reading English materials. To achieve this objective, the data was collected from pre-and post-questionnaires of reading attitude. Additionally, the data was collected based on an interview and an observation. 20 students selected purposively from level one of an English proficiency course, Department of English, Faculty of Arts, Ibb University, Yemen in this study. All participants answered the pre- and post- reading questionnaires, and five of them were further interviewed. The study used both quantitative and qualitative analyses of the data including descriptive statistics of the responses from the questionnaires and thematic analysis of responses from the interviews. The results revealed that all participants showed their positive attitudes toward reading English materials especially after they joined the class of reading via CAREY program. In addition, it was found that CAREY program positively affected the participants’ attitudes towards reading English materials.</p>
Highlights
Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process
The results revealed that all participants showed their positive attitudes toward reading English materials especially after they joined the class of reading via CAREY program
I believe CAREY program has some positive effects on my 20 reading attitude
Summary
Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. Nasr (2011:25) stated that “the methods used for teaching reading in Yemen schools so far are inappropriate, and the teachers use the old method instead of using the appropriate technology and techniques of teaching reading”. In this perspective, Iman (2008) and Balfakeh (2009) among other studies carried out in Yemen argued that Yemeni secondary school students and Sana’a University’s students have problem in the process of texts’ comprehension as they did not realize the importance of reading strategies in texts’ comprehension. The students just read the materials without paying attention to what they are reading, and they sometimes encounter a new word or a complex sentence www.ccsenet.org/elt
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