Timed reading activity for developing EFL students' reading skills in mixed-ability classes

Sultan Saleh Ahmed Almekhlafy,Abduljalil Nasr Hazaea

doi:10.1108/lthe-01-2021-0006

Sultan Saleh Ahmed Almekhlafy, Abduljalil Nasr Hazaea

Open Access

https://doi.org/10.1108/lthe-01-2021-0006

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Abstract

PurposeStudents of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.Design/methodology/approachA classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.FindingsThe results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.Originality/valueThe results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.

Highlights

Mixed-ability classes where students of a wide range of English proficiency attend the same class, is considered a challenge for educators and instructors in English as foreign language (EFL) contexts (Al-Subaiei, 2017; Bolli, Renold, & W€orter, 2018; Khamdamovna & Karimovna, 2020; Naddafi, Vosoughi, & Kowsary, 2019; Wroblewski & Majerova, 2019; Zakarneh, Al-Ramahi, & Mahmoud, 2020)
Some students scored low in their reading comprehension and reading rate and others had much higher reading comprehension scores compared to their reading rate
Regarding the effect of the Timed reading activity (TRA) on the reading rate of mixed-ability students, this study revealed that the TRA led to a significant improvement in EFL students’ reading rate

Summary

Introduction

Mixed-ability classes where students of a wide range of English proficiency attend the same class, is considered a challenge for educators and instructors in English as foreign language (EFL) contexts (Al-Subaiei, 2017; Bolli, Renold, & W€orter, 2018; Khamdamovna & Karimovna, 2020; Naddafi, Vosoughi, & Kowsary, 2019; Wroblewski & Majerova, 2019; Zakarneh, Al-Ramahi, & Mahmoud, 2020). The situation becomes complex and unmanageable when most students have different levels of proficiency, learning ability and pace. In mixed-ability classes the higher-level students tend to dominate and deprive low-proficiency students of the possibility for full participation (Harmer, 2015; Scrivener, 2012). Every student has the right to learn according to his/her abilities and learning pace. According to Al-Shammakhi and Al-Hamadi (2015), in order to ensure all students in a mixed-ability class attain the required reading skills, educators try to find strategies that

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