"EAP Reading Comprehension and Strategies of Saudi Arabian Learners: A Comparative Study in EFL and ESL Contexts" by Abdulkhaleq A. Al-Qahtani investigates the impact of learning environment on the reading proficiency and strategy use of Saudi Arabian English language learners. The study compares learners in English as a Foreign Language (EFL) contexts in Saudi Arabia to those in English as a Second Language (ESL) contexts in the United States.
The research aims to examine potential differences in reading comprehension achievement and use of metacognitive reading strategies between EFL and ESL learners. It also explores possible relationships between reading comprehension and strategy use in each context. The study employed a quantitative methodology, using a standardized reading test and a survey of reading strategies with 141 Saudi college students - 70 in the EFL group and 71 in the ESL group.
Key findings indicate no statistically significant difference in reading test performance between the two groups. However, the ESL group reported higher use of global reading strategies compared to the EFL group. No significant relationship was found between reading comprehension and strategy use for the EFL group, while a positive correlation was found between problem-solving strategies and reading comprehension for the ESL group.
The study concludes that the traditional distinctions between ESL and EFL contexts may be diminishing due to increased access to English through technology. It suggests the learning environment may have less impact on reading skills compared to other language areas. The author recommends emphasizing reading importance and quantity for EFL learners and enhancing strategy instruction for both groups to improve reading proficiency.
This research contributes to understanding the role of learning context in second language reading development. The findings have implications for English language teaching approaches in different environments, particularly regarding strategy instruction and reading emphasis. Further research with learners from diverse cultural backgrounds is suggested to expand on these results.