This paper investigates the extent to which a Saudi Arabian university English majors' meet the standards in reading skills and compares the reading proficiency of freshmen and graduates to measure the difference between them that can be attributed to their reading curriculum. The sample of the study consisted of 336 freshmen/graduates and male/female students enrolled in the department of English. It is found that the reading program presented to English majors at the university requires professionals and stakeholders to pay good attention to the important areas where participants showed a drastically low level. Detailed results were obtained based on standards and indicators shed more light on areas where female surpass male students, and vice versa. Recommendations for improving the quality of the reading program were suggested.

This research study examines the competence of EFL teachers about language assessment types and strategies. A random sample of 49 teachers at the preparatory year program at Taibah University has taken a questionnaire that tests language assessment competences (i.e., diagnostic, progress, placement, proficiency, and achievement) and its correlation with their gender, native language, qualification, years of experience, and non-academic training. Overall, female teachers had better competence of achievement assessment over male teachers, but not in other types of assessment. Both English native speaking teachers and non-English native speaking teachers have less competence in language proficiency assessment competence. Also, it is seen that higher degrees help better in the achievement assessment competence, but not in general. Regardless of the number of years of experience, less competence occurred with proficiency assessment. Finally, in terms of non-academic training, there was a significant difference in the competence of progress assessment and proficiency assessment.