The Enhancement of Face-To-Face Reading skill at the University of Tabuk Using Internet-Based Reading Activities

Turky E Alshaikhi

doi:10.32996/ijllt.2021.4.8.18

Abstract

This study aimed to investigate how far internet-based reading activities can enhance learners’ reading skills in face-to-face learning experience at the faculty of education and arts, University of Tabuk in Saudi Arabia, for the Academic Year 2021. This study also examined students' learning preferences, experiences, and participation in traditional and non-traditional classrooms as blended learning has come in vogue at the university due to Covid19 restrictions. This quantitative research consisted of 90 university EFL learners from the faculty of education and arts at Tabuk University. The study employed descriptive statistics to analyze learners’ responses. The findings showed that internet-based reading activities and peer moderated discussions could enhance learners’ reading skills in the face-to-face EFL classes at the university. Internet-based reading activities also led to greater language output in the other three language skills viz., speaking, listening and writing when these are undertaken in the physical mode. However, gaps exist in their application to student learning preferences and whether they match student preferences for reading activities. Limited literature is existed on following up internet-based reading activities with physical learning in traditional classrooms. A single overarching research question guided this study: How far can the innovative method of internet-based reading enhance learners’ reading in face-to-face learning environments. The results proved encouraging drills as the previously challenging reading drills were perceived as engaging by the learners after the brief intervention. However, whether the results are temporal or reliable can only be ascertained with larger samples and varied learning environments.

Highlights

1 It is an old notion that reading is an activity that is valuable in itself as it adds a worthy dimension to every individual’s personality and engages the reader in critical thinking
This study aimed to investigate how far internet-based reading activities can enhance learners’ reading skills in face-to-face learning experience at the faculty of education and arts, University of Tabuk in Saudi Arabia, for the Academic Year 2021
The findings showed that internet-based reading activities and peer moderated discussions could enhance learners’ reading skills in the face-to-face EFL classes at the university

Summary

Introduction

The consequence is that few learners acquire any substantial amount of interest in this essential skill. We call it essential as it gives the status of English, as the most popular international and library language, academic and professional success in the higher echelons of knowledge where learners are more or less autonomous, and their deficiency in reading skills can seriously hamper learners’ success. Even in second or foreign language environments, English reading skills will be the most useful and enduring skill that ought to acquire. Reading in a foreign language requires the learner to be familiar with L2 phonology, vocabulary, morphology and grammar (Geva, 2006). Research indicates that language-specific orthographic differences and growth of developmental pathways that have to do with reading development are likely to follow different stages in different languages (Geva, 2000)

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