The paper titled "Interpretive Reading as a Strategy to Construct Meaning in EFL Reading Comprehension: A Case Study at King Khalid University" focuses on investigating interpretive reading as a strategy to improve reading comprehension among beginner-level English as a Foreign Language (EFL) students at King Khalid University in Saudi Arabia. The study aims to examine the effectiveness of interpretive reading techniques in enhancing students' ability to construct meaning from texts and to provide suggestions for instructors on incorporating this strategy into their teaching.
The research employs an experimental design with pre-test and post-test control groups to assess the impact of interpretive reading on students' reading comprehension skills. The methodology involves selecting experimental and control groups of Level 1 students enrolled in a reading course. The experimental group receives training in interpretive reading techniques from EFL instructors over an eight-week period, while the control group uses traditional reading methods. A proficiency test is administered at the end to evaluate and compare student performance.
The study's key findings reveal that the experimental group, which practiced interpretive reading techniques, showed significant improvement in their average test scores compared to the control group. The mean score for the experimental group was 73.11, while the control group's mean score was 67.5. Additionally, the experimental group demonstrated less variation in their scores and a higher level of achievement overall.
The researchers conclude that interpretive reading has a positive effect on students' reading comprehension abilities, particularly for beginner-level EFL learners. The study suggests that interpretive, loud, or lively reading techniques are more effective for this level of students compared to silent reading methods. The authors recommend incorporating interpretive reading strategies into EFL reading courses and conducting further research to validate these findings across different contexts and student levels.
This study contributes to the field of EFL instruction by providing evidence for the efficacy of interpretive reading as a pedagogical approach. It offers practical implications for language instructors and curriculum designers in enhancing reading comprehension skills among Saudi EFL students.