Research topic: Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly important in formal communication. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In prompting their fluency in reading, the two methods is applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment in done on every stage acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading (Williams, 2013). Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
There are many ways of enhancing fluency reading skills. These skills can better be improved during younger ages of the reader. However, fluency in reading can be improved by training children to read aloud. These provide a clear model for fluent reading during elementary periods of learning ( Chang,2010) . Fluency can also be enhanced when learners listens to an audio recording and systematically listening along the audio. It can also be attained through practice sight words using playful activities.
Learners can enhance their reading fluency through training and performance in reading theaters or spoken word competitions. ( Al-Otaibi, 2004), choral reading is a practice by which the teacher reads an enlarged text several time until the leaner’s master the text and can fluently read it on their own. This is also another way of improving fluency reading( Kuhn , 2015 ). The prime purpose in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem of the study
EFL students have a comprehensive reading difficulty hindering them from social interaction with other international fluent English speaking communities. Most non-English speaking countries around the globe can hardly acquire best business, job and other opportunities due to poor English (Arishi, 2001). Others are stigmatized in regard to social barrier as a result ineloquence in English speaking is a significant effect in improving their reading fluency comparing the use of paired and repeated reading practice methods.
Research questions that will used
1. Is there any significant effect for EFL students learning fluency reading using repeated and paired reading methods?
2. What are the comparable factors leading to the effectiveness of each method in learning reading fluent?
3. I there any significant effect in counteracting both methods in the learning experience?
Significance of the study
The significance contribution of repeated or paired reading methods in enhancing fluency English reading significantly influence the social and academic life of the EFL students in Saudi
Methodology
A systematic reading technique involves designed reading criteria in which the population on study will be subjected to the two reading techniques periodically at interval.
Research Participants
Participants from this study will involve 25 EFL students from two public University Saudi Arabia learning English as their foreign language. The students will be selected on basis of gender and willingness. The volunteers will selectively group in mixed gender; at least 3 male and 2 female in each group. They should also be at least 18 year and above and have at least traveled to foreign countries.
Research instruments
1. Repeated reading texts; this material will taken from the RR program managed by TOEFL. The books are accredited by the United State immigration regulation authority
2. Vocabulary overlap book; the book contains high degree of vocabulary systematically arranged for overlap reading technique
3. Stopwatch; a stopwatch will be used to measure the time taken for reading each text. Each text will be timed basing on vocabulary content and the length of the text
4. Reading screen; the reading text will be projected on the screen for group reading
Procedure
The research project will be conducted in 12 learning weeks with periodic assessment during learning processing. During the session, the participants were encouraged to practice reading on their own before being subjected to the reading test. In every group each participant was given the reading material. A reading screen was sited within the group having the same reading test materials. Each practice session will be in following procedural format.
1. Each student in the group to read each test text material independently. This will be done silently
2. The test session will have each of the students reading the each material in his/her level of speed in front of other participants. The reading period is timed using a stopwatch.
3. Students in each group will then read the materials projected on the screen at intervals. The time was also measure using a stopwatch
4. Procedure 2 and 3 will be repeated in a silent mode while observing eye tracking skills on the content
5. The student will then finally write a report for their experience.
References
Alkhatnai, M. (2011). Learning Styles of Efl Saudi College-Level Students in on-Line andTraditional Educational Environments.
Al-Otaibi, G. N. (2004). Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation.
Arishi, A. Y. (2001). A study of EFL teachers' behavior in EFL classes in Saudi Arabia.
Chang, A. C.-S. (April 01, 2012). Improving Reading Rate Activities for EFL Students: Timed Reading and Repeated Oral Reading. Reading in a Foreign Language, 24, 1, 56-83.
Gorsuch, G., & Taguchi, E. (June 01, 2008). Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam. System: an International Journal of Educational Technology and Applied Linguistics, 36, 2, 253-278.
Kuhn, M. R., & Levy, L. (2015). Developing fluent readers: Teaching fluency as a foundational skill.
Williams, C. (2013). A Comparative Learning Style overview: A Learning Style Comparison of Beginner and Intermediate Saudi EFL Preparatory Year Students. Saarbrücken: LAP LAMBERT Academic Publishing.