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Impact of Related Activities on Reading Comprehension of EFL Students

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  • Ali S. Alghonaim

Abstract

This experimental study reported in this article is casual research since it aims to improve reading comprehension of EFL students by means of applying pre-related reading activities. The study is quantitative. It used two instruments- (1) Reading Engagement Scale developed by Whitaker (2003) to determine the efficacy of pre-related reading activities and (2) pretest/posttest to measure comprehension level after implementing related reading activities. The subjects, Saudi EFL learners, were students in an English college in Buraidah city. The research used two groups- experimental and control groups. The subjects in the control group (27 students) were receiving a regular reading instruction, whereas those in the experimental group (24 students) did some pre-related reading activities at home and before the class. Multiple statistical tests were used to find out reliability, regression, and pearson correlation. The result of the study showed that the difference between the two groups was statistically significant. The students in the experimental groups far outperformed those in the control group. The study suggests that EFL learners' comprehension level increases with reading engagement that is related to the class reading. Recommendation of this finding for EFL reading environment is discussed.

Suggested Citation

  • Ali S. Alghonaim, 2020. "Impact of Related Activities on Reading Comprehension of EFL Students," English Language Teaching, Canadian Center of Science and Education, vol. 13(4), pages 1-15, April.
    • Handle: RePEc:ibn:eltjnl:v:13:y:2020:i:4:p:15
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    References listed on IDEAS

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    1. Joel Meniado, 2016. "Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students," English Language Teaching, Canadian Center of Science and Education, vol. 9(3), pages 117-117, March.
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    Cited by:

    1. Francisco, Decereh R & Allorda, Althea I & Cruda, Chris Laurence M & Cruda, Zarena Nikka F & Dejado, Shainne Evanrose F & Dela Cruz, Cherry Mae S & Opisan, Anesa C & Pateǹo, Gian Vincent G. & Quirino, 2024. "The Influence of Parental Involvement and Socioeconomic Status on Academic Achievement among Special Science Class Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2380-2390, April.
    2. Juneila A. Bongcawil & Amal B. Taratingan & Analyn S. Clarin & Stephanie Jane S. Garduce & Lovelie Balambao & Juby H. Vallejo, 2024. "Students’ English Language Exposure in Relation to Their Interpretative and Application Reading Comprehension Skills," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 474-490, May.

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