[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590047-105":59,"doc-detail-590047-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessing-the-reading-skills-of-the-saudi-elementary-stage-efl-learners","Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners","","This research investigates current practices for assessing L2 reading skills among Saudi EFL elementary-stage learners and aims to propose more effective assessment tools. Observations were conducted across 30 elementary-stage EFL classes, and 15 teachers were interviewed. Qualitative coding and interpretation were applied to the collected data. Results show exam-driven reading instruction, strong reliance on bottom-up approaches, and neglect of extracurricular materials, with assessment measures influenced by weak teaching and learning practices. Improving teaching first is implied as necessary to upgrade assessment tools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-the-reading-skills-of-the-saudi-elementary-stage-efl-learners/590047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-the-reading-skills-of-the-saudi-elementary-stage-efl-learners/590047.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To examine current practices for assessing L2 reading skills in Saudi EFL elementary-stage learners and to explore more effective assessment tools than those currently used.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"The study observed 30 elementary-stage EFL classes and interviewed 15 teachers. Collected data were recorded, organized, coded, analyzed, and interpreted qualitatively.",{"name":119,"@type":110,"acceptedAnswer":120},"What key problems were found in reading assessment practices?",{"text":121,"@type":113},"Most learners and instructors emphasized exams, used more bottom-up approaches, and focused on assigned materials while ignoring extracurricular activities. The assessment measures were also affected by poor teaching and learning practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590047,1792921620,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners\u003Cbr>Hammad Ali Alshammari*\u003Cbr>English Department, Jouf University, Saudi Arabia\u003Cbr>Corresponding Author: Hammad Ali Alshammari, [E-mail: ksa.usa.h@hotmail.com](E-mail: ksa.usa.h@hotmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The purpose of this research was to investigate the current practices of assessing L2 reading skills of Saudi EFL elementary stage learners. The research also attempted to offer more effective assessment tools of L2 reading skills than the current ones. For this purpose, a sample of (30) elementary stage EFL classes were observed, and (15) teachers of these classes were interviewed. The collected data were recorded, organized, coded, analyzed, and interpreted qualitatively. The findings revealed that most EFL learners and their instructors practice learning/ teaching L2 reading skills driven by exams, focus more on bottom-up approach, and committed to the assigned reading materials ignoring extracurricular ones. Almost all the observations and interviewees’responses indicated that the assessment measures are affected by the poor learning/ teaching practices ofthe L2 reading skills. It was implied that in order to improve the assessment tools ofthe L2 reading skills, the teaching practices must be improved first. |\n| Article history\u003Cbr>Received: November 23, 2020\u003Cbr>Accepted: January 21, 2021\u003Cbr>Published: February 28, 2021\u003Cbr>Volume: 12 Issue: 1\u003Cbr>Advance access: February 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>L2 Reading Skills,\u003Cbr>Assessment Tools,\u003Cbr>Top-down Approach, Bottom-up Approach, EFL Learners, Extracurricular Activities |  |\n\nINTRODUCTION  \nAssessing reading ability in one’s first language (L1) is inherently challenging and is even more so in a second language (L2) (Alderson et al., 2015, as cited in Brevik et al., 2016) . L2 reading involves not only knowledge of the L2 but also intersects with one’s L1 literacy (Koda, 2007) . Ina literate world, reading is a vital part of learning a language. Educators need to understand the importance of L2 reading to impart this understanding to their students. Simply through reading, L2 learners can improve their overall language performance; the more they read, the more learners are exposed to intra- and inter-sentential consistency. Reading can also increase vocabulary, text familiarity, self-esteem, and self-confidence, enhancing operational and cognitive processes. Educators should also teach L2 learners the importance of improving their reading skills beyond simply storing and recalling information. Good readers should be expected to play an active role by interacting with a text and using their experience, skills, and knowledge to draw authentic meaning from the text.  \nHowever, these ideal perspectives regarding addressing the reading abilities of EFL learners remain more theoretical than realistic until solid effective teaching practices and valid  \nassessment measures take place. In practice, many countries have invested in L2 support to achieve political, educational, scientific, and economic goals; nevertheless, studies have indicated that L2 English learning, especially reading, often falls below expectations (Al-Karroud, 2005; Alshammari & Ahmed, 2019; Alshammari, 2013) . Middle Eastern countries, in general, and Saudi Arabia, in particular, are all not an exception. For example, these countries have shown a discrepancy between national and international (e.g., TOEFL, IELTS) assessment of L2 proficiency. In fact, poor L2 reading performance in Saudi classrooms can be attributed to several reasons. Most students often read so that they can only pass exams because they lack authentic or attractive reading tasks. The reading materials they are exposed to are often so similar that they fail to challenge learners with","cbCaioWpfjb84xK5","https://ap.wps.com/l/cbCaioWpfjb84xK5","pdf",115683,"English","# Introduction\n## Rationale for L2 reading assessment\n# Background\n## Focus on theory-practice gaps\n## Need for valid and reliable tools","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To examine current practices for assessing L2 reading skills in Saudi EFL elementary-stage learners and to explore more effective assessment tools than those currently used.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The study observed 30 elementary-stage EFL classes and interviewed 15 teachers. Collected data were recorded, organized, coded, analyzed, and interpreted qualitatively.\"},{\"question\":\"What key problems were found in reading assessment practices?\",\"answer\":\"Most learners and instructors emphasized exams, used more bottom-up approaches, and focused on assigned materials while ignoring extracurricular activities. The assessment measures were also affected by poor teaching and learning practices.\"}]","Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners | PDF",1792068679]