elt.ccsenet.org English Language Teaching Vol. 13, No. 4; 2020
24
5. Conclusion
5.1 Conclusion
English has become an international language and it is widely used in academic and professional contexts. The
students need to attain comprehension skills in order to achieve better academic and professional prospects. The
current study provides evidence regarding the efficacy of related pre-reading activities that improve the level of
comprehension among EFL students in the Saudi Arabia. However, the sample size is limited as the sample size
does not represent diverse demographics to indicate the effectiveness of the related pre-reading activities.
Furthermore, the sample size represents students from one college and hence, the findings cannot account for the
total population of EFL students.
Recommendations
It is essential that the course content for EFL students should be enhanced to include related pre-reading activities
in the home assignments and warm-up activities in the classroom. It is essential that language instructors use
adequate reading strategies to keep the learners highly motivated and engaged as a means to increase the extent
of comprehension in reading. It is also required that EFL educators take proactive measures to keep their students
intrinsically motived to participate in pre-reading activities as it can lead towards better engagement levels among
the students. It is suggested that the significance to acquire a new language should be communicated with the
students so that they can understand its association with better career and academic prospects and become
intrinsically motivated based on their individual learning objectives. Furthermore, the future research should focus
on addressing a broader sample size to attain consistent findings in order to represent the total population of EFL
students in the Saudi Arabia.
References
Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement: Effects
of a proposed instructional strategy. Theory and Practice in Language Studies, 7(1), 37-48.
https://doi.org/10.17507/tpls.0701.05
Alenizi, M. A. K. (2019). Understanding of Reading among Teachers and Learners: A Descriptive Study of
Pre-university English Language Teaching/Learning in Saudi Arabia. Arab World English Journal, 10.
https://doi.org/10.2139/ssrn.3418530
Alfallaj, F. S. S. (2017). Reading Competence of the Saudi EFL Learner: Empowering the Teachers through
Linguistics. Advances in Language and Literary Studies, 8(3), 12-17.
https://doi.org/10.7575/aiac.alls.v.8n.3p.12
DeBruin-Parecki, A., Van Kleeck, A. & Gear, S. (2015). Developing early comprehension: Laying the
foundation for reading success. Paul H. Brookes Publishing Co.
Glenberg, A. M. (2017). How reading comprehension is embodied and why that matters. International
Electronic Journal of Elementary Education, 4(1), 5-18.
Gorsuch, G., Taguchi, E. & Umehara, H. (2015). Repeated reading for Japanese language learners: Effects on
reading speed, comprehension, and comprehension strategies. The Reading Matrix: An International Online
Journal, 15(2), 18-44.
Ismail, N. M. & Tawalbeh, T. E. I. (2015). Effectiveness of a Metacognitive Reading Strategies Program for
Improving Low Achieving EFL Readers. International Education Studies, 8(1), 71-87.
https://doi.org/10.5539/ies.v8n1p71
Ismail, S. A. M. M., Petras, Y. E., Mohamed, A. R. & Eng, L. S. (2015). Compensatory Reading among ESL
Learners: A Reading Strategy Heuristic. English Language Teaching, 8(8), 46-55.
https://doi.org/10.5539/elt.v8n8p46
Javed, M., Eng, L. S. & Mohamed, A. R. (2015). Developing Reading Comprehension Modules to Facilitate
Reading Comprehension among Malaysian Secondary School ESL Students. International Journal of
Instruction, 8(2), 139-154. https://doi.org/10.12973/iji.2015.8211a
Jiang, X. (2016). The role of oral reading fluency in ESL reading comprehension among learners of different
first language backgrounds. Reading Matrix: An International Online Journal, 16(2), 227-242.
Jingblad, J. & Johansson, H. (2017). How to Create an Environment in which Students are Self-Motivated to
Read Fiction in English in the ESL-classroom: A Quantitative Study from Students' Point of View Analyzed
with the Self-Determination Theory.