Reading Competence of the Saudi EFL Learner - Empowering the Teachers through Linguistics

Oct 15, 2026

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The study examines how reading instruction in KSA EFL contexts often follows “Standards Based Proficiency” rather than “Real World Reading Requirements,” creating a major learning gap. It evaluates linguistics as a practical way to empower EFL teachers to address Saudi learners’ reading failures. Results indicate that basic linguistics training can meaningfully improve learners’ reading proficiency by strengthening comprehension, vocabulary growth, and real-life language use across educational settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Introduction

Research questions

Literature Review

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 8 No. 3; June 2017 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | | | | | Flourishing Creativity & Literacy | | | | | | Reading Competence of the Saudi EFL Learner: Empowering the Teachers through Linguistics Fahad Saleh Suleiman Alfallaj College of Sciencce and Arts, Methnab, Qassim University, Saudi Arabia [E-mail: parsi.gh862@gmail.com](E-mail: parsi.gh862@gmail.com) Doi:10.7575/aiac.alls.v.8n.3p.12 URL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.12](http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.12) Received: 03/03/2017 Accepted: 08/05/2017 Abstract The trend in the Reading class in KSA has been what is called ‘Standards Based Proficiency’ as opposed to the more desirable ‘Real World Reading Requirements’. This is also where the greatest gap occurs. Whereas white collar jobs may require more reading, blue collar jobs may invariably involve reading of technical manuals and scripts where a single error can lead to disastrous results. Reading is a skill that is very much related to the real life language use by FL learners. Can this gap be closed in our educational institutions? The answer is yes as concluded by the current study that evaluates the role of Linguistics in empowering the teachers of EFL to successfully tackle the reading failure of the KSA EFL learners. Our results show that with basic training in the field teachers can bring about much change in the reading proficiency of the learners. Keywords: Reading, Proficiency, Real life use, Linguistics, Morphology, Semantics, Syntax, Semiotics, Lexis 1. Introduction Pilot studies of the EFL classrooms in Saudi Arabia have revealed that Reading is treated in an ad hoc manner with repetition taking up a large part of class time, the burden to train learners in reading being solely on the teacher and students having no opportunity to analyze their reading proficiency. At the pre university level, having taught their EFL learners the English alphabet and corresponding sounds, English teachers on the Saudi Arabian EFL canvas take their reading skills for granted. The fact that gets overlooked is that, technically speaking, one who cannot read is ‘illiterate’! Further, reading is the foundation supporting instruction in all aspects of foreign language learning, whether vocabulary enrichment, picking up grammar skills, or using CALL. Moving ahead from here, there are many other reasons to know reading. We list them here: 1. Job situations will typically demand of our learners (when they look for employment), the ability to read and comprehend e mails, ‘to do’ lists, memos, notices and other inter and intra office correspondence. If they are not equipped with a wide array of vocabulary along with an understanding of the same, professional accomplishment will surely elude them. 2. Comprehensive reading, silent as well as aloud, helps one master the phonetics and enriches the word bank. 3. Comprehensive reading is a professional tool that empowers the EFL learners. For instance, inability to read and comprehend fully, simple instructions in the workplace can cost them their jobs while the contrary can ensure professional development and work satisfaction. 4. Reading helps the EFL learners’ language faculty to grow in multiple directions. When they read silently for instance, they actually ‘speak’ the written word while another faculty ‘listens’. Thus, three skills are enriched simultaneously in reading. 5. Finally, reading embeds possible writing patterns in the learners’ minds. Now coming to the Saudi Arabian EFL class reading scenario. In a reading class, we find that most teachers help their students reach the right answer by matching words in the question with those in the text. The reading class meant in this study is the reading course taught to intermediate level whether college graduates or not. Therefore, the type of

FAQs

What gap does the study identify in KSA reading classes?

Reading classes in KSA are described as following “Standards Based Proficiency,” not “Real World Reading Requirements,” and this is where the greatest gap occurs between classroom reading and real-life needs.

How does the study propose linguistics can help EFL reading?

It concludes that teachers can successfully tackle reading failure when empowered through linguistics, and that basic training in linguistics can bring significant change to learners’ reading proficiency.

What research questions guide the study?

The study asks how linguistics can influence reading instruction for EFL learners, what difficulties Saudi students face in reading, and whether the reading curriculum can be modified and how.

Oct 15, 2026

Uploaded by Cipher