Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context
This study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those...
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| Format: | Article |
| Language: | English |
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Castledown Publishers
2025-02-01
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| Series: | Australian Journal of Applied Linguistics |
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| Online Access: | https://www.castledown.com/journals/ajal/article/view/1689 |
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| author | Abduljalil Hazaea |
| author_facet | Abduljalil Hazaea |
| author_sort | Abduljalil Hazaea |
| collection | DOAJ |
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This study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those of getting a driving license. The study employs a quasi-experimental design among preparatory year (PY) students at Najran University. The control group consists of 1628 students enrolled in 2023. The quasi-experimental group consists of 1218 students enrolled in 2024. In this intervention, the syllabus breakdown was modified to serve TR. Both language instructors and the students of the experimental group were oriented and trained on the techniques of TR. The data was collected from the course portfolios of 2023 and 2024 for a quantitative report of the results. The results showed that TR has positively enhanced students’ reading achievement. The average achievement level of the course learning outcomes of the experimental group reached 84% compared with 70.49 % in the control group. As for the reading strategies, the experimental group outperformed those of the control group in terms of vocabulary building (+22.05%), inferring meaning between the lines (+23.45%) skimming and scanning (+14.92%). However, the control group outperformed the quasi-experimental group (-1.10 %) in paragraph understanding. This study has insights into the feasibility and benefits of TR in EFL reading instruction, with implications for curriculum development and language learning strategies in Saudi Arabia and beyond.
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| format | Article |
| id | doaj-art-c506b8e451c9454d8bd95471ce6a58fe |
| institution | Kabale University |
| issn | 2209-0959 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Castledown Publishers |
| record_format | Article |
| series | Australian Journal of Applied Linguistics |
| spelling | doaj-art-c506b8e451c9454d8bd95471ce6a58fe2025-02-11T23:55:47ZengCastledown PublishersAustralian Journal of Applied Linguistics2209-09592025-02-018110.29140/ajal.v8n1.1689Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL contextAbduljalil Hazaea 0Najran University This study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those of getting a driving license. The study employs a quasi-experimental design among preparatory year (PY) students at Najran University. The control group consists of 1628 students enrolled in 2023. The quasi-experimental group consists of 1218 students enrolled in 2024. In this intervention, the syllabus breakdown was modified to serve TR. Both language instructors and the students of the experimental group were oriented and trained on the techniques of TR. The data was collected from the course portfolios of 2023 and 2024 for a quantitative report of the results. The results showed that TR has positively enhanced students’ reading achievement. The average achievement level of the course learning outcomes of the experimental group reached 84% compared with 70.49 % in the control group. As for the reading strategies, the experimental group outperformed those of the control group in terms of vocabulary building (+22.05%), inferring meaning between the lines (+23.45%) skimming and scanning (+14.92%). However, the control group outperformed the quasi-experimental group (-1.10 %) in paragraph understanding. This study has insights into the feasibility and benefits of TR in EFL reading instruction, with implications for curriculum development and language learning strategies in Saudi Arabia and beyond. https://www.castledown.com/journals/ajal/article/view/1689EFL readingfoundation programsreading licensereading skillstimed readingtraining |
| spellingShingle | Abduljalil Hazaea Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context Australian Journal of Applied Linguistics EFL reading foundation programs reading license reading skills timed reading training |
| title | Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context |
| title_full | Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context |
| title_fullStr | Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context |
| title_full_unstemmed | Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context |
| title_short | Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context |
| title_sort | enhancing reading achievement through a timed reading approach a quasi experimental study in the saudi efl context |
| topic | EFL reading foundation programs reading license reading skills timed reading training |
| url | https://www.castledown.com/journals/ajal/article/view/1689 |
| work_keys_str_mv | AT abduljalilhazaea enhancingreadingachievementthroughatimedreadingapproachaquasiexperimentalstudyinthesaudieflcontext |