Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

Abstract

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

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