A Computer-Based Model to Improve the Performance of Struggling EFL Readers in Lifelong and Continuous Learning Programs in Saudi Universities

Autor/inn/en	Omar, Abdulfattah; Alluqmani, Sarah Saleem
Titel	A Computer-Based Model to Improve the Performance of Struggling EFL Readers in Lifelong and Continuous Learning Programs in Saudi Universities
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021) 1, S.517-528 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Omar, Abdulfattah) ORCID (Alluqmani, Sarah Saleem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Computer Assisted Instruction; Reading Instruction; Reading Skills; Reading Difficulties; Instructional Effectiveness; Performance Factors; English (Second Language); Second Language Learning; Lifelong Learning; Continuing Education; Universities; Barriers; Foreign Countries; Teacher Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Leseunterricht; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Leistungsindikator; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Life-long learning; Lebenslanges Lernen; Weiterbildung; University; Universität; Ausland; Lehrerverhalten; Saudi-Arabien
Abstract	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 in sessional 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. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01