عنوان

Reading Comprehension Instruction in English as a Foreign Language Classrooms:

Number

TLpq2437841892

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Reading Comprehension Instruction in English as a Foreign Language Classrooms:

General Material Designation

[Thesis]

First Statement of Responsibility

Alshehri, Sarah Jaber

Title Proper by Another Author

Exploring Saudi English as Foreign Language Secondary School Teachers' Classroom Practices and the Challenges Encountered

Subsequent Statement of Responsibility

Ambe, Elizabeth Bifuh

Name of Publisher, Distributor, etc.

University of Massachusetts Lowell

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

189

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

University of Massachusetts Lowell

Text preceding or following the note

2020

Text of Note

English has become an influential language in the Saudi Arabian educational system and the Saudi government has launched various initiatives to improve both the quality of English language teaching and learning at secondary and college levels. However, Saudi English Foreign Language (EFL) students are still facing many challenges, especially in the area of reading comprehension. This mixed method study investigates literacy instruction in Saudi Arabian secondary schools, with particular focus on Comprehension. The study explores public secondary school EFL teachers' instructional practices and the challenges encountered when teaching reading comprehension. Quantitative data were collected through a 46 -item Likert-type survey administered to Saudi English teachers who work in public secondary schools. The survey received 387 complete responses and 208 partial responses. Qualitative data were collected through interviews, classroom observations, and artifacts (e.g., lesson plans) from a purposeful sample of 8 teachers). SPSS was employed to analyze the questionnaire. The quantitative data were analyzed by conducting frequency distributions, descriptive statistics, reliability tests and one-way ANOVA tests. Qualitative data were analyzed through thematic and content analyses. Results indicated that although Saudi EFL teachers apply a variety of instructional practices, these are limited to developing students' lower level reading skills, rather than higher critical thinking skills that employ metacognitive strategies. Instructional challenges include factors such as: lack of teachers knowledge, English language assessment policy, and a mandated curriculum that leaves little room for pedagogical flexibility. Findings of this study provided some directions for professionals and policy makers to improve pre-service teachers' training and provide in-service teachers' professional development programs that can improve practice.

English as a second language--ESL

Middle Eastern studies

Reading instruction

Secondary education

Alshehri, Sarah Jaber

Ambe, Elizabeth Bifuh

Electronic name

p

[Thesis]

276903

a

Y