The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

Alharbi, Bader

doi:10.5539/elt.v11n3p153

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…Varol and Erçetin [47] compared the use and non-use of glosses and hyperlinks at the lexical and topic levels and found out that this technological intervention helps significantly with word recognition, but that effect was not observed for reading comprehension. Alharbi [36] conducted a study on Saudi undergraduate EFL students in Qassim University and came to similar results concerning relation between reading and glossing. Similarly, Ali [48] compared a computer based instruction with the teacher based instruction as for their effect on three reading specific skills, namely speed, vocabulary acquisition and comprehension.…”

Section: Literature Reviewmentioning

confidence: 74%

“…This is also true to the research efforts that addressed the digital learning applications to the development of the reading comprehension skill. This body of research, with its breadth and width, has especially highlighted the unique usefulness of CALL systems in leveraging reading comprehension among the EFL university learners in Saudi Arabia [36][37][38][39][40].…”

Section: Literature Reviewmentioning

confidence: 99%

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A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.

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Section: Literature Reviewmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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“…He argues that presenting students with glossed texts help reduces linguistic obscurity and increases students' comprehension. Through the experiment that was reported in the study, Alharbi (2018) suggests that students who were exposed to glossed texts were able to score much higher in recalling ideas than those students who did not get exposed to similar texts. The results of the study also suggest that students feel that they like to read such glossed materials as it helps improving their comprehension greatly.…”

Section: Research On Reading Strategiesmentioning

confidence: 91%

“…In a study about ways in which glossed texts are used as ways to facilitate and improve reading comprehension, Alharbi (2018) argues that glossed texts that provides within it definitions, synonym or translation for unfamiliar linguistic items encourages students to use range of reading strategies. He argues that presenting students with glossed texts help reduces linguistic obscurity and increases students' comprehension.…”

Section: Research On Reading Strategiesmentioning

confidence: 99%

Understanding Reading Strategies of EFL Saudi Students

Roomy¹,

Alhawsawi²

2019

ELT

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In many contexts around the world, English has become a major means of daily communication and a language for research and technology. Reading in English plays a key role in students’ academic learning in many higher education contexts where English is the principal medium of instruction. This study measured reading strategies use as well as reading habits for everyday reading practices of EFL Saudi university students. For collecting data, Students completed a questionnaire and were interviewed by the two researchers. The quantitative and qualitative results yielded positive results that students were categorized as high users of reading strategies. Students employed different strategies to approach the complexity of reading texts. In addition, results indicated that there was a relationship between students’ motivation toward reading, reading habits of reading practices and the way students implement different reading strategies.

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“…Many of these studies have been focused on EFL reading, addressing the difficulties confronting EFL learners in reading comprehension and ways of improving their reading performance, in particular considering the unique nature of EFL teaching and learning in Saudi Arabia. A point of interest arising in the literature is the broad agreement that CALL systems can be useful in improving the reading skills of EFL learners in Saudi universities (Alharbi, 2018;Alshenqeeti & Alrahaili, 2020;Gutiérrez-Colón, Frumuselu, & Curell, 2020;Khan, Ibrahim, Kassim, & Khan, 2019;Khojah & Thomas, 2021). Khojah and Thomas (2021) have noted that over the last decade there has been increasing interest in the use of technology-mediated task-based language teaching (TBLT) in the Middle East.…”

Section: Literature Reviewmentioning

confidence: 99%

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

Omar

Alluqmani

2021

JLLS

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Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15-20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through insessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in EFL reading instruction.

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The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

Cited by 7 publications

References 18 publications

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Understanding Reading Strategies of EFL Saudi Students

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

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