Effects of Reading Strategy Instruction in English as a Second Language on Students’ Academic Reading Comprehension: A Study in Jordan

Authors

  • Ahmad Masri Al-Zaytoonah University of Jordan
  • Noor Al-Abdullah Irbid National University
  • Yasmin Al-Qasim Jadara University
  • Tariq Al-Zahran Philadelphia University

DOI:

https://doi.org/10.62583/rseltl.v1i5.26

Keywords:

reading strategy instruction, ESL, reading comprehension, ESL/EFL learners, academic reading, Jordan

Abstract

The study focuses on the effects of reading strategy instruction on reading comprehension in English among Jordanians. Even though English is used in academic and social life in Jordan, it is always a thorn to the flesh of the learners. More importantly, reading English emerges as a key skill towards the development of academic proficiency, where most students find problems in understanding what is read due to lack of instruction and cultural diversities. Though most of the educational literature tends to find effective impact reading strategies have in order to better comprehension, more research in the Jordanian context is necessary. Hence, this research study focuses on bridging this gap and, thereby, aims to elucidate upon "specific reading strategies that can be implemented, the methods of instruction that needs to be followed, and the possible impact it may have on the academic performance of the students. This, in turn, would contribute further to improving the English reading comprehension skills of students in Jordan by helping educators, policymakers, and stakeholders obtain actionable insight that provides a nuanced understanding that could bring about big changes in the teaching and learning of English in the region.

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Published

08.11.2023

How to Cite

Masri, A., Al-Abdullah, N., Al-Qasim, Y., & Al-Zahran, T. (2023). Effects of Reading Strategy Instruction in English as a Second Language on Students’ Academic Reading Comprehension: A Study in Jordan. Research Studies in English Language Teaching and Learning, 1(5), 243–254. https://doi.org/10.62583/rseltl.v1i5.26

Issue

Vol. 1 No. 5 (2023): Issue 5

Section

Articles

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Copyright (c) 2023 Ahmad Masri, Noor Al-Abdullah, Yasmin Al-Qasim, Tariq Al-Zahran

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