Week 6 Lesson

Week-6
Topic: Prediction Reading project proposals
The students should be given some project proposal headings and asked them to
predict:
For example, the following heading will be given to the students and they have to
predict what this proposal is going to explain about Early Childhood Reading
Skills. After getting their ideas, full proposal can be given to them to read and ask
them to check whether their predictions and the facts in the proposal are same or
not. This task can be done as a group work.
Sample Proposal Headings
1. Project Proposal on “Literacy Empowerment: Targeting Early Childhood

Reading Skills”
2. Project proposal on difficulties undergone by the O/L students in Learning

Tenses in English- A Survey Based on the O/L Students at Mukarramah
International School
3. A RESEARCH PROPOSAL ON ENGLISH READING COMPREHENSION TEXT

LEVEL DIFFICULTIES AMONG SAUDI SCIENCE STUDENTS
Sample proposal-1
Project Proposal on “Literacy Empowerment: Targeting Early
Childhood Reading Skills”
This project proposal aims to promote literacy empowerment by

targeting early childhood reading skills. The goal is to create a strong
foundation for literacy development among young children, ensuring
they have the necessary skills and support to become proficient readers
in the future. By focusing on early childhood education, we can address
literacy gaps at an early stage, leading to long-term positive outcomes
for individuals and communities.
Objectives:
▪ Enhance early childhood reading skills: Implement evidence-

based strategies to improve children’s reading abilities, including
phonics, vocabulary development, comprehension, and fluency.
▪ Increase access to quality reading materials: Establish libraries
and reading corners in schools, community centers, and homes,
providing children with a wide range of age-appropriate books and
resources.
▪ Engage parents and caregivers: Conduct workshops and awareness
campaigns to educate parents and caregivers about the importance of
early literacy, and provide them with practical strategies to support
their children’s reading development.
▪ Train educators: Provide professional development opportunities
for teachers and early childhood educators, equipping them with
effective instructional techniques to foster early reading skills.
▪ Monitor and evaluate progress: Establish a robust monitoring and
evaluation framework to track the progress of children’s reading
skills, ensuring the effectiveness of interventions and making
necessary adjustments as needed.
Target Beneficiaries:
The primary beneficiaries of this project are children between the ages
of 3 and 6, along with their parents, caregivers, and educators. The
project will primarily focus on underserved communities where access
to quality early childhood education and literacy resources is limited.
Project Activities:
▪ Early Childhood Reading Programs:

▪ Develop and implement evidence-based reading programs that
target key reading skills, including phonemic awareness, phonics,
vocabulary, comprehension, and fluency.
▪ Collaborate with local schools, community centers, and early
childhood education institutions to integrate these programs into
existing curricula.
▪ Provide ongoing training and support to educators to ensure
effective implementation of the programs.
▪ Establish Libraries and Reading Corners:
▪ Set up libraries and reading corners in schools, community
centers, and other accessible locations.
▪ Procure age-appropriate books, educational materials, and digital
resources to cater to diverse reading levels and interests.
▪ Train librarians and volunteers to facilitate reading activities and
support children in selecting appropriate books.
▪ Parent and Caregiver Engagement:
▪ Conduct workshops and awareness campaigns to educate parents
and caregivers about the importance of early childhood reading.
▪Provide guidance on fostering a literacy-rich environment at
home and offer practical strategies for engaging children in
reading activities.
▪ Establish parent support groups to encourage knowledge-sharing
and peer support.
▪ Educator Training and Professional Development:
▪ Organize workshops and training sessions for teachers and early
childhood educators, focusing on effective instructional
techniques for early reading skill development.
▪ Foster collaboration and sharing of best practices among
educators to enhance their skills and knowledge.
▪ Provide resources, such as teaching guides and instructional
materials, to support educators in their daily practice.
▪ Monitoring and Evaluation:
▪ Develop a comprehensive monitoring and evaluation framework
to assess the progress of children’s reading skills.
▪ Regularly collect and analyze data on reading proficiency,
attendance, and parental engagement.
▪ Use evaluation findings to make informed decisions, improve
program effectiveness, and identify areas for intervention.
Budget:
A detailed budget outlining the necessary resources, including

personnel, training materials, books, infrastructure, and monitoring
tools, will be developed during the project planning phase. Funding for
this project will be sought through grants, corporate sponsorships, and
partnerships with philanthropic organizations.
Timeline:
The project is envisioned to be implemented over a period of three years,

with specific activities and milestones identified within each year. A
detailed project timeline will be developed during the planning phase,
taking into account the specific needs and context of the target
communities.
Sustainability:
To ensure the sustainability of the project, efforts will be made to build

local capacity through training and knowledge transfer. Collaboration
with local stakeholders, including government agencies, educational
institutions, and community organizations, will be sought to integrate the
project into existing systems and secure long-term support for early
childhood literacy initiatives.
Conclusion:
By focusing on early childhood reading skills, this project proposal aims

to empower children with the foundational literacy skills necessary for
their future success. By engaging parents, caregivers, and educators, we
can create a supportive environment that nurtures a love for reading and
lifelong learning. Through sustained efforts and partnerships, we can
make a significant impact on literacy levels and contribute to the overall
development of communities.
Proposal 2
Difficulties undergone by the O/L students in Learning Tenses in
English- A Survey Based on the O/L Students at Mukarramah
International School
1. INTRODUCTION
The teaching and learning of any language is vital for the improvement of human knowledge.
Through a language there comes new thinking and novel ideas. Human beings are learning new
ideas, new words and new things through language in everyday life. Accordingly English language
is playing a significant role in communication across the world and a source of information in this
modern era of science and technology. So that it is need of the time to teach and learn accurate and
correct English especially the English grammar. The learners of English language need to learn
the basic grammatical rules in order to practice good writing as well as communication skills.
Grammatical knowledge of English language is more significant for a foreign language learner
than to a native language leaner. It is because in acquiring language the native of the language has
naturally internalized the grammar of the same language whereas the foreign language learner
intentionally makes an effort to master the rules of language. So understanding of tense is the key
to mastering any language. Therefore, the tenses have become a major component in English
language learning.
In English grammar, tense is the most important part and one cannot deny that it is also the most
difficult part. Non-native learners have to spend much time to understand and use it correctly and
properly and that is one of the reasons why tenses have been given a considerable attention at
school. The lack of grammar knowledge in tenses within the school students has been a major
issue in most of the international schools. It is found how students are struggling with the tenses
during their written as well as spoken activities. Therefore, the prime objective of this study was
to investigate the Sri Lankan O/L students’ difficulties to learn tenses in English language and
thereby proposed findings and solutions improve English language learning and teaching and
which will fill the gap and enhance the abilities of the teachers for better teaching and help the
students in better learning.
2. BACKGROUND
Main aim of the study is to explore and analyze the learning difficulties undergone by ordinary
level students in learning tense at Mukarramah International School. It is known fact that learning
of English tense varies in different context. The problem is when the students learn the past tense
and he/she does not differentiate between the irregular and regular verbs, for instance when you
ask them, what is the past tense of the verb speak ,they directly reply (speaked) with the addition
of (ed) to use the generalization of the irregular verbs or in the case of present tense when third
person subject such as (Ravi play football), they don’t add suffix 's' to the end of the verbs or they
neglect to add 'es' in the case of the verbs that are end with voiceless (ch, sh, s, o).
It is expected that the students still make grammatical mistakes but we must to know how to help
them in good way to avoid these errors and mistakes in the future and make the suitable suggestions
and solutions to overcome the odd and grow their confidence. Any teacher may find this
phenomenon in O/L students. This study attempts to find out the difficulties by analyzing with the
help of descriptive statistics and then establishes significant solutions. There are many reasons
which contribute to the students’ low level achievement. It is because of the students themselves,
teachers, environment, educational curriculum or other mean, hence, it is the biggest role is of a
teacher, he or she is responsible for finding solution and alternatives to solve the problem and not
lose sight of the student's role as the center of educational process.
3. OBJECTIVES
The basic objectives of the present study are in the following lines;
1. To identify the various problems of learning tenses in English grammar to O/L students.
2. To explore the ways and means for the improvement of tenses in English grammar to O/L
students.
3. To sort out the solutions for the problems that hinder in learning tenses in English grammar to
O/L students.
4. RESEARCH QUESTIONS
1. What are the various problems of learning tenses in English grammar to O/L students?
2. What are the ways and means for the improvement of tenses in English grammar to O/L
students?
3. What are the solutions for the problems that hinder in learning tenses in English grammar to
O/L students?
5. LITERATURE REVIEW
Different scholars and different linguists described tenses in their own ways, especially English
grammar. The Behaviorist learning theory advocates that old habits contribute in the way of
learning new habits (Ellis, 1990). In the context of learning a second language, the grammar
programmed into the mind as the first language will interfere with the smooth acquisition of the
second language. The interference happens as the result of what is called as proactive inhibition
where the way in which previous learning inhibits the learning of new habits. In second language
acquisition, the first and second language share a meaning but express it in different ways, an error
is likely to arise in the second language because the learner will transfer the realization device from
his first language into the second (Ellis, 1990). Grammar is the system of rules governing the
conventional arrangement and relationship of words in a sentence (Brown, 2001).
The grammar is not merely a collection of forms but rather involves the three dimensions of what
linguists refer to as morph syntax, semantics and pragmatics (Murcia, 1999). Grammatical
structure does not only have a morphosystactic form and it deals with questions of how is it
formed? (Accuracy), It is also used to express meaning (semantics) to answer question of what
does it mean? (Meaningfulness) and in context-appropriate use to answer questions of when/why
is it used? For appropriateness (Pragmatics) these three dimensions are often called as: form,
meaning and use. They are interrelated where a change in one will involve a change in another
Tense and Aspect
Over the years, the important distinction between tense and aspect has become blurred. Instead of
3, English has been said to have 12 “tenses”. Tense actually relates to times, they are: present, past
and future. On the other hand, Aspect has to do with the internal structure of the action occurring
at any time. There are four aspects namely: simple (sometimes called zero aspect), perfect,
progressive, and their combination, perfect progressive (Murcia, 1999). The illustrations of the
tense-aspect combinations are given below with the irregular verb write and the regular verb walk
(Murcia, 1999). In 1974 SP. Corder spelled out and elaborated some procedures needed for Error
Analysis. The complete procedures proposed by Corder are as follows: (1) A corpus of language
is selected,(2) The errors in the corpus are identified(3) The errors are classified(4) The errors are
explained and (5) The errors are evaluated.
Related Studies and Previous Researches on Difficulties Made With Respect to The Use of
Tenses.
On their research titled Error Analysis of Form Four English Compositions, RosliTalif and
Malachi Edwin from UniversitiPertanian Malaysia found out that the highest percentage of errors
in the combined data of rural and urban schools is in the use of verb forms. In the research,
It is interesting to note that the simple present tense has the lowest percentage of errors (14%) and
the simple past tense has the second lowest percentage of errors (36%).
In her research in 2002 titled A Study of Error Analysis of the Most Common Grammatical Error
in Constructing Sentences by Form 4 Malay Students At a Selected Schools in Klang, Norhayati
Haji MohdWahi from the Faculty of Languages, UPSI found some grammatical errors from 40
compositions scripts written by 40 Form 4 Malay students. The sequences of their errors were as
follows: Verb-tenses (36.6 %), Subject-Verb Agreement (26.6 %), Articles (18.6 %), Pronouns
(10.4 %), Preposition (5.8%) and Conjunction (2.0%).
A research carried out by Rohayu Ahmad from UniversitiPendidikan Sultan Idris in 2001 titled
The Students’ Performance of Error in The Use of Past Tense: An Analysis in a Selected School
found out that the learners face many problems and a lot of difficulties to master the language.
Most of the time, they had problems in English grammar, especially in the use of English tenses.
Chan (1988) in his study An Error Analysis of English Compositions Written by Law
Matriculation Students in UKM (as cited in Rohayu Ahmad’s The Students’ Performance of Error
in The Use of Past Tense) studied the errors found in 50 compositions made by 25 UKM Law
students who had studied 4 semesters of matriculation course. The researcher found that the
subjects made common errors in the use of past tense. Among the errors committed, the simple
past tense was the most frequent as it was wrongly used in place of present tense and present
perfect tense forms
Geraldine (1990) in her study An Error Analysis of ESL Compositions Written by Mandarin
Speaking Students in Private Community College (as cited in Rohayu Ahmad’s The Students’
Performance of Error in The Use of Past Tense) studied the errors made by male and female
students whose age ranged from 17-20 years old. They were enrolled in the American university
program and produced in 50 compositions when the study was carried out. The errors found were:
tenses (30.4%), articles (23. 1%), prepositions (12.1%), spelling (9.5%), and wrong choice of
words (6.7%), singular and plural forms (5.9%) and agreement (5.2%)
Lastly, LiewPui Yan in her study titled A Study of Simple Past Tense Errors and Its Sources among
Form 2 Students in Lower Secondary School found that the respondents produced three types of
errors, namely: addition, omission and misinformation. The findings of the study also showed that
the main source of errors was the respondents’ lack of knowledge in the simple past tense.
6. RESERCH METHODOLOGY
Research Design
The study uses the quantitative method. The researcher collects the appropriate data from exam
sheets and analyses the data by using descriptive statistics analysis method. The target population
is the students in ordinary level at Mukkaramah International School to find out the factors that
cause difficulties in learning English tenses, 15 students are selected for the present study. The
analysis is done on their exam sheets where the researcher observes the errors that they make.
This descriptive research which involves a collection of techniques used to specify, or describe
naturally occurring phenomena. This research uses data that are collected from a firsthand source
that is Mukkaramah International School ordinary level students’ written work. Document
Analyses are conducted that focuses on content or context of the language produced through
written work. This involves the use of English grammar rules, especially in dealing with the simple
present tense and the simple past tense
This research is carried out to shed light on some errors committed by Mukkaramah International
School ordinary level students in their English compositions. The students are required to answer
exam sheets. The completed tasks are analyzed using error analysis method, thus the most common
problems were expected to be revealed and subsequently remedial effort could be made to solve
the problems
Data Analysis Procedures
The present data analysis is based on the descriptive statistics method. In conducting this research,
the researcher identifies all related and needed elements to make sure the research conducted can
meet the purposes and needs of the study. A thorough and detailed procedure is made by tallying
and synchronizing with the underlying theory used, which is derived from SP. Corder’s Error
Analysis.
Error Analysis is considered as a process. As a process, there must be a kind of procedures that
must be followed as a guideline. This procedure consists of several stages. In this research, the
procedure used in analyzing the data is derived from a procedure suggested by SP Corder in 1974
known as The Error Analysis Method. The complete procedures are as follow:
1) Choosing the language corpus
2) Identifying errors in the corpus,
3) Classifying errors,
4) Explaining errors
5) Evaluating errors
7. REFERENCE
[1]. Gloria, C., & Romero, R. (2012, January 12).ERRORS IN THE USE OF ENGLISH
TENSES. Retrieved February 15, 2020, from
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322012000300006
[2]. Bishop, D. V. M. (2013, December 9). Problems with tense marking in children with
specific language impairment: not how but when Retrieved January26, 2020, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3866428/
[3]. Souriyavongsa, Thongma & Rany, Sam & Jafre, Mohamad & Mei, Leong.(2013).Factors
Causes Students Low English Language Learning: A Case Study in the National University of
Laos. English in Education 1 179-192. 10.5296/ijele.v1i1.3100
[4.] Dunsmore, L. (2019, 3).A Summary of All English Tenses for ESL Teachers and
Learners. Retrieved January 13, 2020, from https://www.teflcourse.net/blog/a-summary-of-all-
english-tenses for-
Esl-teachers-and-learners-ittt-tefl-blo
Action Research Proposal 1
Home > Blog > Research Paper > Research Paper Example
The Effects of Immediate Feedback Devices in High School Chemistry Classes
Marc W. Stephenson
California State University, Northridge

CHAPTER I: INTRODUCTION
On January 8, 2002, President George W. Bush signed the No Child Left Behind
Act of 2001 (NCLB), a reauthorization of The Elementary and Secondary Education Act,
into law (No Child Left Behind, retrieved April 23, 2007). NCLB “established
requirements for the standards and assessment systems of states” (Standards, Assessment,
and Accountability, 2007). This requirement led to the development of the California
State Standards as assessed each year by the California Standards Test. Scores from
these tests are used to determine accountability scores for schools in the state, which need
to meet predetermined levels each year.
Due to this federal and state accountability, school districts and ultimately schools
have been pressured into improving student education with the goal of increasing test
scores. In the past Saugus High School (Saugus, California) has been able to meet its
level of accountability required by the state of California (California Department of
Education, 2006). However, as the sliding scale for meeting the standards increases it
has become more difficult to achieve an appropriate score from the state. In the most
recent available year Saugus achieved a base score of 790 out of 1,000 (California
Department of Education, 2007). The score required in that year, however, was an 800.
In order to improve the scores of chemistry students at Saugus, it is important to
find a way to motivate students to learn. If students feel motivated they are more likely
to take an active role in their own learning, which in turn can lead to better knowledge
acquisition. For example, students in my chemistry classes struggle with the
mathematical portions of chemistry and can easily get discouraged. It is extremely

important that I find a way to improve student motivation with the hope that achievement
will also increase.
Purpose Statement
The purpose of this paper will be to examine the usage of immediate feedback
devices in my high school chemistry classes. The specific research questions addressed
in this paper will be the following: 1) What is the effect of using immediate feedback
devices on student motivation? 2) What is the effect of using immediate feedback devices
on student achievement? The paper will also present a potential way to utilize these
feedback devices in high school chemistry classes.
Importance of the Study
The information will be of value to chemistry teachers working in a similar socio-
economic school setting to that of Saugus High School in Saugus, California. Hopefully
the results will allow these teachers, as well as those at Saugus, to improve their teaching
in such a way as to ultimately improve the state testing scores required by NCLB.
Another purpose is to allow science teachers, and especially chemistry teachers, to
improve the motivation of their students.
Definition of Terms
1) Immediate Feedback Device (IFD) – An interactive remote control device that allows
students to provide responses to questions posed by the instructor in such a way that only
the student and the instructor know. The student is receives immediate feedback
reflecting the accuracy of their response. The specific devices used here will be the
Classroom Performance System (CPS) from Pearson Education, Inc. (Classroom
Performance System (CPS) - Student Response Pads, 2007).

CHAPTER II: LITERATURE REVIEW
In an attempt to answer the research questions in this paper I am going to focus on
motivation, feedback, and survey design. The first two, motivation and feedback, are an
integral part of my project as they relate directly to the wording of my two research
questions. The third is an important tool in my methodology. Without an appropriate
survey design any results that I may obtain could be flawed.
Motivation
One of the many aspects that can help to promote better achievement by students
in the classroom is motivation (Slavin, 2003). Robert Slavin (2003) defined motivation
as “what gets you going, keeps you going, and determines where you want to go” (Slavin,
2003, p.329). Brookhart, Walsh, and Zientrarski (2006) defined motivation as a
“disposition towards something” (p.156). Many researchers agree that motivation is a
key component in reaching a high level of student achievement (Brookhart et al., 2006;
Palmer, 2005; Mazer, Murphy, & Simonds, 2007).
Providing a distinct set of goals can also help motivate students. Martin (2006)
suggested that if students have predetermined goals they will strive for personal bests
with a higher level of motivation. In a world where students see personal bests “lauded
by elite athletes [that] they hold in high esteem” (p.820), Martin argued that if students
set meaningful goals that are attainable students will progressively achieve higher results.
According to Mazer et al. (2007), the instructor can play a large role in
determining the motivation level of the students in the class. They studied the effects of
teacher self-disclosure on student motivation using the Facebook web-based software as
the medium for disclosure. They found that students were more motivated when their
instructor shared some personal information about themselves. However, there were
some drawbacks to this self-disclosure when they found that too much self-disclosure did
not elicit the same motivation (Mazer et al., 2007)
Feedback
Feedback is an important part of the education process (Brawdy & Byra, 1994;
Clariana & Koul, 2006; Slavin, 2003). Students need to be given a chance to see their
progress prior to assessment in order to better their achievement. Clariana and Koul
(2006) stated that the use of a multiple feedback method was preferable to both a delayed
feedback method as well as single-try knowledge of correct response (KCR) method in
the promotion of fuzzy-trace memory. Students exposed to a multiple feedback method
scored much better when assessed using questions that only paraphrased subject material
that the students studied. They also showed, however, that delayed feedback as well as
KCR were better at promoting verbatim-trace memory.
Although Clariana and Koul (2006) showed that in certain instances delayed
feedback could be useful, Kulik and Kulik (1988) emphasized the importance of
immediate feedback (as cited in Slavin, 2003). If students are not able to see the
connection between the completed task and the feedback offered to them, then the
“informational and motivational value of the feedback will be diminished” (Slavin, 2003,
p.353). The students might continue to make the same errors on related tasks in the
future (Slavin, 2003).
It is also important for students to receive frequent feedback. Slavin (2003) states
that “frequent rewards are more effective incentives than are large, infrequent ones”
(p.353-354). He suggested that if students are assessed more frequently and with shorter
assessments, they will perform better and be better able to see the connection to the
feedback being offered. He also suggested that frequent feedback can lead to a better
metacognition.
Survey Design
Surveys are one of many ways to effectively determine the viewpoints of students
on various topics (Felstad et al., 2005; Porter, 2006; Timmerman, 2002; Wang &
McNamara, 1997). There are many ways to administer surveys in the education field. It
One possibility is to use paper surveys administered in person and another is to
administer online web-based surveys (Timmerman, 2002). Whether the traditional paper
survey or the more modern survey is used, there are a few important factors to take into
account. Timmerman (2002) suggested that it is important to address coverage error,
sampling error, and non-response error when designing surveys. Coverage error refers to
the inability of the survey to include the entire population, while the sampling error refers
to not surveying a sample that is representative of the population. Non-response error
refers to the error caused by participants not answering all of the questions present in the
survey. She showed that it is possible to use the physical design of a web-based survey to
account for some of these survey errors.
CHAPTER III: METHODOLOGY
Participants
This study will be performed using four classes of high school students enrolled
in a general chemistry class at Saugus High School. The students enrolled in these
classes will range from the tenth grade to the twelfth grade. The majority of the students
will be sophomores with a decreasing percentage being juniors and seniors respectively.
The makeup of these classes should be comparable to this year’s statistics where 43.4
percent of the students are male, while 56.6 percent of the students are female. As a
prerequisite for enrollment in the general chemistry class at Saugus, all of the students
will have completed first-year algebra.
Saugus High School is located in Santa Clarita, California at the northern edge of
Los Angeles County and primarily serves residents of the Saugus and Valencia
communities. Santa Clarita is the 24th largest city in California and is the fourth largest in
Los Angeles County. Currently the population of Santa Clarita is growing faster than any
other city in Los Angeles County (City of Santa Clarita – Demographics, 2003). Saugus
has a current enrollment of 2,593 students as is 67 percent Caucasian, 20.9 percent
Hispanic, 5.1 percent Asian/Pacific Islander, 2.4 percent African America, and 0.02
percent Filipino. 71 percent of the parents of Saugus students have completed at least
some college, while 11 percent hold post-graduate degrees (Spansel, Fricke, &
Hamburger, 2007).
Materials
The Immediate Feedback Devices (IFD) being used in this particular study consist
of a classroom set of Classroom Performance System (CPS) remotes produced by
Pearson Education, Inc. The devices are remote controls that use infrared or radio signals
to communicate with a receiver attached to the instructor’s computer. The instructor
displays multiple-choice questions using a portable projector or some other display
method. The instructor has the choice of including pictures or graphics in the display of
the question. The students use the remote control to key in their answer without any of
their classmates knowing what their answer is. Only the student in question and the
teacher will know whether or not the student’s answer is correct.
In order to determine the students’ opinion of the IFDs and how they are used a
pre-survey and a post-survey will be administered. The survey will consist of
approximately ten to fifteen questions using a likert scale. The questions on the survey
will ask the students to rate their confidence in their ability to do well on the assessments
before using the IFDs and then a second time after using them.
Another way of collecting data on student motivation will be through the use of
field notes taken during the period the IFDs are used. Student interviews will also be
used to help elaborate on the data collected in the surveys.
Procedure
In order to determine the effect of the IFDs on achievement, the average of the
students’ scores on tests will be compared with the scores of students from the prior two
years on the same tests. Quiz scores will also be compared in a similar fashion. The
instructor for the chemistry classes for all three years will be the same.
Another method for determining achievement will be the percentage of students
completing homework assignments. In the past the author noted that one of the main
reasons students did not complete their homework was due to the fact that they were not
able to fully comprehend the subject matter. If students during the study turn in their
homework significantly more than in previous years, then the claim can be made that
their achievement has increased.
The study period will consist of approximately one month, during which time
there will be roughly three different chapter tests as well as two quizzes. The IFD’s will
be used twice per chapter, once in the middle in order to review the first portion of the
chapter as well as once at the end of the chapter as a review for the exam. The field notes
will be taken the day the IFDs are used as well as the day the quiz and test scores are
returned. The surveys will be given at the beginning of the one-month study period, once
in the middle, as well as at the end of the study period. The interviews will take place
after the first and last survey. The students for the interviews will be determined by
randomly selecting surveys. A minimum of three students will be interviewed each time.
References
Brawdy, P. & Byra, M. (1994, April). A Comparison of Two Supervisory Models in
Preservice Teaching Practicum. Paper present at the Annual Meeting of the
American Educational Research Association, New Orleans, LA. (ERIC Document
Reproduction Services No. ED 372065).
Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The Dynamics of
Motivation and Effort for Classroom Assessments in Middle School Science and
Social Studies. Applied Measurement in Education. 19(2), 151-184.
California Department of Education (2006). 2005-06 Accountability Progress Reporting
(APR) for Saugus High School. Retrieved April 30, 2007 from
http://api.cde.ca.gov/APIBase2006/2005BaseSch.aspx?allcds=19651361931740.
California Department of Education (2007). 2006-07 Accountability Progress Report
(APR) for Saugus High School. Retrieved April 30, 2007 from
http://api.cde.ca.gov/AcntRpt2007/2006BaseSch.aspx?allcds=19651361931740.
City of Santa Clarita, CA - Demographics (2003). Retrieved April 30, 2007, from
http://www.santa-
clarita.com/cityhall/cd/ed/community_profile/demographics.asp.
Clariana, R. B., & Koul, R. (2006). The effects of different forms of feedback on fuzzy
and verbatim memory of science principles. British Journal of Educational
Psychology. 76, 259-270.
Classroom Performance System (CPS) - Student Response Pads. (2007). Retrieved April
24, 2007, from http://formative.pearsonassessments.com/cps/index.htm.

Felstead, A., Fuller, A., Unwin, L., Ashton, D., Butler, P., & Lee, T. (2005). Surveying
the scene: learning metaphors, survey design and the workplace context. Journal
of Education and Work. 18(4), 359-383.
Martin, A. J. (2006). Personal bets (PBs): A proposed multidimensional model and
empirical analysis. British Journal of Educational Psychology. 76, 803-825.
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Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation,
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A Research Proposal onEnglish Reading Comprehension Text Level Difficulties among Saudi Science PJAEE, 17 (7) (2020)
Students
A RESEARCH PROPOSAL ONENGLISH READING

COMPREHENSION TEXT LEVEL DIFFICULTIES AMONG SAUDI
SCIENCE STUDENTS
Muhammad Khalid Mehmood Sajid

Ph.D. Scholar, Centre for Modern Languages, Universiti Malaysia Pahang, Malaysia
English Language Lecturer, College of Applied Medical Sciences,
King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia
Email: [email protected]
Dr. Hafizoah Kassim

Associate Professor
Deputy Dean Research
Centre for Modern Languages & Human Sciences, Universiti Malaysia Pahang, Malaysia
Dr. Abdullah Al Fraidan

Associate Professor,
English Language Department,
College of Arts, King Faisal University, Alhasa, Saudi Arabia
Dr. Ghassan Adnan Hasan

Assistant Professor,
English Language Centre,
Preparatory Year Deanship, King Faisal University, Alhasa, Saudi Arabia
Dr. Zafar Iqbal

Associate Professor
College of Applied Medical Sciences,
Dr. Khaled Aljarrah

Associate Professor
College of Applied Medical Sciences,
King Saud bin Abdulaziz University for Health Sciences,
Al Ahsa, Saudi Arabia
Dr. Nawaf Al Anazi

Assistant Professor
Dean, College of Applied Medical Sciences,
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Muhammad Khalid Mehmood Sajid, Dr. Hafizoah Kassim, Dr. Abdullah Al Fraidan, Dr.
Ghassan Adnan Hasan, Dr. Zafar Iqbal, Dr. Khaled Aljarrah, Dr. Nawaf Al Anazi, A
Research Proposal onEnglish Reading Comprehension Text Level Difficulties among Saudi
Science Students -Palarch’s Journal Of Archaeology Of Egypt/Egyptology 17(7),ISSN 1567-
214x
Abstract:
The overall objective of the project was to evaluate the issues of the English
reading comprehension text level among Saudi Science students at the King
Faisal University English Language Centre to improve the reading
comprehension of science students with reading text problems. In relation to
the multiple text level problems students have in reading comprehension, the
literature of the prescribed material was chosen for text levels. The research
explored the unique problems in the text of the learning material affecting
these students. The participants were 120 Saudi science students at ELC with
reading problems who had to participate in this study. In the proposal for
convenience sampling, a mixed approach was proposed. SPSS program was
also suggested by the researcher to evaluate the quantitative date that included
questionnaire and an experimental study.However, Atlas ti 7 was
recommended to analyze qualitative themes of the interview. Within three
years, the planned PhD research had to be carried out. The main objective of
the study was to evaluate the difference between difficulties in reading text
level and strategies used to resolve the King Faisal University ELC among
Saudi students.
Keywords
Reading comprehension; text level difficulties; text problems; and reading
strategies
1.1 Research Background:
According to Alsamadani (2008), reading plays an essential role in the

lives of children. It is so much a part of everyday living that one can hardly
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think of life without it. In the age of information and the internet revolution,
reading retains its significance as an important skill for any language learner.
For most of them, it is anessential skill to master to ensure success in
learning.As referred to by Koda (2007), reading is a process, and its goal is to
build the meaning of thetext based on visually encoded data. However,
reading is a composite cognitive task. Ovando (2005) has stated that in thefirst
language reading, readers use only a single language, whereas, in a second
language reading, learners have at least two languages to manage with.
Reading a text in aforeign or second language with comprehension becomes a
complex and challenging and sophisticated method. Pugh et al. (2000) have
stated that reading is regarded to be an essential skill for survival in life and,
as such,a fundamental skill forsuccessin academics. Moreover, with the social
media expansion and interconnectedness of foreign, mastering sufficient
reading comprehension level in English is becoming much essential. There
has been a continual reduction in theaverage ability of reading of college-aged
students. Jubani et al. (2012) have mentioned that reading is the key to
learning. Knowledge and learning are the basisof education. Reading history
is relatedto the invention of writing. It isasimilarknowledge that no one is born
knowing how to write or read because these two things must be taught.
Reading is of enormous importance in human life; therefore, it is the primary
factor in acquiring knowledge and expertise. Reading is a translation of
spoken words and written symbols and the relationship between the meaning
and the written character. That means reading is a complicated method
between the tongue, mind, and eyes. Al-jarf (2007) has stated that teaching
reading is to manage readers to read to acquire the information efficiently and
perceive what has been read. This is known as reading comprehension.
Reading comprehension means the capability to read thetext and perceive the
intent of thewriter. It includes using prior knowledge, making predictions, and
drawing out valuable information, among other factors. There are various
reading ways to develop comprehension, such as reading silently or aloud.
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McNamara (2007) has stated that Saudi Arabia is a small country with
only 20 million people. The educators of Saudi Arabia examine something
worrying teachers, and many students do not prefer to read books, histories,
stories, or textbooks. This hasa negative influence on academic achievement
and the improvement of students. Walczyk and Griffith Ross (2007) provided
a theory on developing comprehension involving the skills of reading. This
theory focuses on the mastery of reading and grabbing readers' attention to
establish reading with weak readers. Vacca (2002) has stated that reading
comprehension is the essential skill that a child learns. Learning to be a
systematic, strategic, and active reader is crucial to success in all content
areas. The learning of literacy in adolescents between the ages of 10 and 18 is
essential in preparing for life in and out of school.
The reading skill excellence with understanding is one of the

significantessential skills to obtain knowledge and prosper. Several learners
may never handle to read well. Hence, they face specific reading issues owing
to weakened confidence in their ability. Reading in students can be regarded
as an essential skill in Saudi Arabia and is of most important. The curriculum
of Saudi Arabia emphasizes reading as asignificant skill to be developed by
learners from intermediate to graduate level and in preparatory year courses.
Instructors nowadays face an essential issue in reading and comprehension
among the students at the university level in Arab nations. Many students
could be accounted well for as disabled, judging by their reading difficulties,
an issue that may reflect poor performance in their educational activities.
Reading can be regarded as one of the usual ways of obtaining information in
society and academic settings. It may be considered that the individual who is
not capable of reading well will face severe issues, particularly in what is
deemed educational and, consequently, opportunities fora job. McLaughlin
and Allen (2002) have mentioned that good readers use comprehension
strategies to enhance meaning construction. These strategies involve
skimming, scanning, understanding vocabulary in the present context,
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summarizing, predicting, and evaluating, making connections, self-

questioning, monitoring, and visualizing, etc. These strategies help readers to
become metacognitive readers.
Gold and Gibson (2001) revealed that 4th to 6th-grade students who read
loudly continuously during a time duration of 7 months accomplished certain
gains in reading comprehension, vocabulary, and decoding skills. Reading
loudly is the foundation of literacy growth. They have also mentioned that
reading aloud represents the relation between the meaning, so reading aloud
and printed word makes complex thoughts much accessible to perceive for the
reader. Gray (2010) has mentioned that in Saudi Arabia, elementary schools
use standardized basic readers to teach reading to entire students in the 1st to
6th grades. In 1st to 3rdgrade, the students learn to read and read for
comprehension in 4th to 6th grade. The program of reading in elementary
schools in Saudi Arabia emphasizes vocabulary acquisition, word recognition,
and comprehension. Most of the elementary school students in Saudi Arabia
are not better readers. This hasa negative influence on theacademic
accomplishment of students.Zhao (2009) has mentioned that in Saudi Arabia,
teachers use varied reading strategies to develop students' comprehension. It is
important to mention that teachers are exceptional when it comes to teaching
reading strategies. The teachers described that they did not teach students how
to set up regular reading exercises purpose. It is also important to mention that
students were notrivalry when making queries concerning different texts in a
consistent way. Brown (2001) has suggested that the strategy of assessing the
process of comprehension was taught to Saudi Arabia students; however, the
strategies of comprehension are important when it comes to developingthe
processes of reading. The reading competency enhances one to face the
process of constructing and understanding themeaning from a text piece.
Therefore, reading competency among English as a foreign language is an
overriding and primary goal in the English language pedagogy in Saudi
Arabia. Therefore, it is an important relationship between English strategies as
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foreign language teachers and complete reading comprehension. Inadequate

knowledge of thevocabulary of English is one of the major difficulty
causesincomprehension. Both comprehension and reading are major elements
when it comes to learning English among students in Saudi Arabia. Fortranet-
Gomez and Raisanen (2008) have described that English has indeed obtained
an eminent status in the world of Saudi Arabia as a foreign language. The
most spoken language of technology, research, and business and behind the
driving force and factor for transfer of knowledge, English is vastly
considered a factor for global communication, and its acquisition is
understood as compulsory. Block and Cameron (2002) have mentioned that
several parents in Arab are keen on having English education for
theirchildren.They strongly believe in the need for social and professional
success.Because several well-paid jobs, opportunities, and greater positions
for promotion worldwide and mainly in the Gulf region are related to better
English proficiency. In the Saudi Arabia Kingdom, a job applicantwhois
skilled in English is much probable to acquire positions in government or
private sector firms than other applicants with no or poor English command.
Therefore several non-speaking English nations around the globe involving
the Gulf countries enhance English proficiency as a foreign language as a part
of their effort towards the accomplishment of internationalization and
modernization. Similarly, Al Turka and Dufuaa (2003) have stated that
college students also come to college with reading deficits in Saudi Arabia.
They always arrive at colleges who cannot read for details, recognize major
notions, or identify therelationship among text elements. With the developed
requirement for college graduates from the English department to become
skilled English teachers, it is essential to assess reading comprehension. In
Saudi Arabia, there have been many issues regarding college graduates who
lack important skills. With the lack of national measures, several calls for
recognizing measures for proficiency have been provided. Krieger (2007) has
mentioned that the main aim is to have students reading at her or his grade
level or above it. As an outcome, many teachers need to support these
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students, but they are not sure how to support the best strategies to support the
students in becoming better readers. Alsheikh (2002) predicted that Saudi
Arabia learners use more support reading strategies such as translation and
asking queries. The support reading strategies were familiar with English as
foreign language learners. The Saudi Arabia students stated that the strategies
they use rely on the data they are viewing for in fact some of them would tend
to read paragraph by paragraph to get what they are viewing for. Bolos (2012)
have stated that reading is essential to support students gain access to several
varied types of ideas, information, and knowledge. Reading has numerous
advantages for students because it can develop students' social skills and open
new worlds for them. The students must view reading asan enjoyable activity
to advantage truly from it not only associated with school or university. Thus,
it can be inferred that reading helps all students study the subjects and have
strong skills to struggle in their lives of academics.
1.2 Problem Statement:
There has been a continual decrease in university students' reading ability,

with nearly 1/3rd of 4-year college students regarded at risk for reduced
academic achievement. Reading is essential to support students to acquire
access to several types of information, ideas, and knowledge. It is a general
assumption that reading skill is one of the simplest of the four skills: speaking,
writing, listening, and reading for the university students and beginners. The
skill of reading English as foreign language learners needs adequate
vocabulary knowledge of the English language. The adeptness in skimming
and scanning ability, comprehension power, and speed of reading is also
essential. Al-Nujaidi (2003) investigated the relationship between strategies of
reading, reading comprehension, and vocabulary size of English as foreign
language learners of Saudi. He estimated the strategy of students' use by
adopting the SORS (Survey of Reading Strategies) of Mokhtari and Reichard
(2002). The reading comprehension determines students' reading skill level,
estimates the present pedagogical strategies adopted by universities, and
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proposes strategies to further develop the reading skills among Saudi Arabian
English readers. This study discusses the reading text level difficulties and
strategies used to overcome among Saudi Students at the ELC of King Faisal
University.
1.3 Aims and Objectives of the study:
Aims:
The mainaim of the study is to determine the gap between reading text level
difficulties and strategies used to overcome among Saudi students at the ELC
of King Faisal University
Objectives:
➢ To analyze the importance of reading comprehension.

➢ To examine the factors influencing reading comprehension to students.
➢ To determine the reasons behind the low-level performance of university
students in reading comprehension.
➢ To examine the difficulties faced by Saudi students on reading comprehension
text.
➢ To propose strategies to sort out the difficulties faced by university students in
managing the skills of reading.
1.4 Research Questions:
The research questions of this study are:
1) What is the importance of reading comprehension?

2) What are the factors influencing reading comprehension to students?
3) What are the reasons behind the low-level performance of university students
in reading comprehension?
4) What are the difficulties faced by Saudi students in reading comprehension
texts?
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5) What are the strategies to sort out the difficulties faced by university students
in managing the skills of reading?
2. Literature Review:
To succeed academically, one of the foundational skills is reading skill,

which is considered an essential skill for survival (Dearman and Davis, 1990;
Pugh, Pawan, and Antommarchi, 2000). Current studies reveal a continuous
decline in the average reading skills of young adults who are students. There
is a risk of less achievement in academics in three out of four students. An
assessment was conducted at the Saudi Arabia Qassim University of the
English reading comprehension for senior students who chose English as their
primary subject. The investigation focused on the GPAs of the reading ability
and the impending impacts of the students' age. A quantitative method was
used in this study, and about one hundred and three participants were involved
in the investigation. There were two reading comprehensions on different
topics and lengths of contents, and each comprehension has ten multiple
questions. This study's findings show that there was a low capability of
reading comprehension, and the significant factor, GPA, significantly
impacted the participants' reading comprehension. It was also found that the
student's age was irrelevant to their reading ability, and the reading materials
prescribed focused on the reading strategies instead of comprehension
instructions as the whole concept of comprehension loses its meaning. In
contrast,decoding and reading are done without understanding the
comprehension (Abik, 2014).
Ebad (2014) has stated that around the world, at higher education
institutions, EMI (English as a medium of instruction) dominates. In the Saudi
ArabianKingdom, the adoption of English as a medium of instruction in entire
universities is compulsory by the Higher Education Ministry. Javid et al.
(2012) have stated that all students who graduate from secondary schools in
Saudi and who are admitted to universities must record in a PYP (preparatory
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year program) where they are expected to accomplish some English

proficiency level before they are accepted into UG degree programs. Because
the concerns considering the low-efficiency levels in English amongst the
students are developing and some Saudi Arabian universities have been
performing to resolve the problem by continuously changing and developing
English as a foreign language instructional and pedagogical practices. Out of
the four importantEnglish skills as a foreign language taught at tertiary level
institutions in Saudi Arabia, developing a reading habit among students seems
to be challenging and problematic. The studies of Al-Nujaidi (2003) and Abik
(2014) predicted proof of inadequate comprehension of reading amongst high
school students in Saudi Arabia entering university. However, Al-Akloby
(2001) conducted a study in Saudi Arabia that inferred that English as foreign
language learners in Saudi Arabia hasa positive attitude towards acquiring and
learning reading English as a foreign language materials and English.
Similarly, the study of Al-Mansour and Al-Shorman (2011) showed that with
the positive and proper approach of pedagogy, the English as a foreign
language learner in Saudi Arabia has become much encouraged towards L2
reading.Reading is significant to facilitate students' increase access to
numerous diverse kinds of information, knowledge, thoughts, and ideas. The
reading aloud approach aims to bring out successful outcomes and augment
the students' reading comprehension. The rationale of this investigation is to
offer support to reading aloud to progress in reading comprehension. The
study was done in Saudi Arabia during the summer of 2014. Forty-one young
men of the 5th grade participated in the study. The investigator explained this
strategy to the participants to boost their understanding of reading. The
students then engaged the reading aloud strategy while reading the lessons to
improve their reading comprehension ability. To determine the application of
reading aloud strategy, a 5th-grade coursebook was used. The use of this
strategywas evaluated by comparing the interventions before and after the
reading comprehension analysis.
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Further, the survey attempted to find out whether the students enjoyed
reading while applying the reading aloud strategy. Students' behavior was also
observed during the study, and it was found that there were optimistic effects
on the improvement and development of the students' comprehension. It was
evident that the participants developed the ability to relate their personal
knowledge and experiences with daily comprehension to express their views
and display a remarkably high standard of understanding (Alshehri, 2014).
Even though much research (Alhaidari, 2006; Al-Musallam, 2009) has been
conducted on encouraging reading among English as foreign language
learners in Saudi Arabia, the focus of these studies has been the views of
teachers and what they perceive as successful methods to encourage their
learners. Al-Hamound and Schmitt (2009) mentioned that reading required to
be repackaged to learn new things and as an activity of entertaining rather
than a way to pass an exam or to practice the skills of English or merely to
develop scholastically. Those who refer to themselves as non-readers must be
motivated to view that linking with the written word in all its forms is part of
what is to be a reader.Suppose Gibson (2008) is correct in considering that
oral reading can be made a much efficient device of learning with larger
systematization in the curriculum. In that case, the methods by which the
teachers in Saudi Arabia motivate and use oral reading in theclassroom must
be researched further. It is feasible that scholastic surroundings in Saudi
Arabia offer an ideal setting for permitting oral reading methods to
assistessential gains in reading comprehension. This education setting,
coupled with an appreciation of culture for memorization and oral religious
traditions through recitation orally, could enhance powerful tendencies among
students to relate oral reading with memorization and concentration. Nuttall
(2005) has stated that teachers must capitalize onreaders' pragmatic
encouragement associated with their learning to read in English. With the
diversification and expansion of the economy of Saudi Arabia, the readers of
English must probably provide more fantastic choices, particularly in matters
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of foreign relations and trade. Universities must employ reading labs for
reading therapists and learning specialists and involve English as a reading
curriculum.
Nooh and MsPherson (2013) conducted a study about the effectiveness of

the latest strategies employed in teaching English reading skills in Saudi
Arabia, which considered the opinions of both the students and teachers. Vital
discrepancies were highlighted among the advantages of the various strategies
that were implemented earlier. In addition, the authors identified another
problematic area that is short of support mechanisms that must act as
supplements to the teaching of English reading ability in the classroom.
There exists a general opinion about one of the necessaryabilities of a

Language, the reading skill. It is considered the easiest of the other three
skills, viz listening, speaking, and writing for any beginner in Language
learning, and the university students confirmed false by the investigator
(Lebaure, 1985). Adequate English vocabulary knowledge is a must for those
who learn English as a Foreign Language (EFL). Proficiency in skimming,
scanning, reading speed is the rate of reading and power of understanding.
Generally, the EFL students of Saudi Arabia are deficient in proficiency in
finding the meaning in a given context and summarizing the general picture of
the comprehension passage. There are two ways of doing the reading
comprehension – the intensivecourse for juniors and the extensiveform. In the
researcher's view, the extensive way having some aspects of intensive
teaching such as precise computer-assisted application is more productive for
students. It is directly connected with the classroom instruction. Showcasing
the importance of reading comprehension and the problems faced by Saudi
students was the focus area of the research. In conclusion, the complexities are
seen in many areas such as exercising vocabulary, skimming, scanning,
predicting, and summarizing during understanding the English language in
Najran University (Nezami, 2012)
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In a study, Alshumaimeri (2011) explored the relative outcomes of various

reading techniques on the performance of comprehension of the Saudi EFL
male students of 10th grade. The score of these students who were asked to
read three similar passages in three different ways (silent, oral and
subvocalizing) were evaluated. The outcomes showed a vast difference
between sub-vocalization and oral reading and silent reading and oral reading.
It was concluded that the greatest effect on theperformance of comprehension
was oral reading among the other three methods. It was the most preferred
reading method for almost all the groups involved in the study. Most of the
respondents reported that oral reading was best preferred over any other
reading methods besides being the style best-supporting understanding. From
the study's feedback,oral reading is given preference as it supports
memorizing the text words, practicing words, pronunciation, and
concentration while encountering new and real-world situations. However, the
author recommended that language teachers identify the best reading method
by using all available reading methods.
It was examined that the language and cognitive report in children having
low reading ability using a longitudinal outlook. Although understanding
skills are closely linked to educational accomplishment, the deficits in
comprehension in children were ignored in reading research. The
comprehension factors behind reading skill are vital as it advances the
potential for the early recognition of children at the peril of budding reading
problems. The three studies were involved in the research. They examined
1000 twin pairs of ages between 5 and 15 years using well-identified
predictors of reading, spelling, decoding, understanding comprehension, and
oral language procedures. The theoretical framework utilized in the study was
the Simple View of Reading, and children who showed different types of
understanding - related intricacies were identified at different ages. In both
the prospective and retrospective analysis, the results indicated a strong oral
language shortfall in all subtypes along with understanding problems. This
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shortfall of oral language was widespread and included grammar, vocabulary,

and verbal memory. Further, the oral language gap was evident as the
phonological responsiveness was compromised preceding the reading skill's
teaching. Reading comprehension discrepancies were budding across
children's investigations with reading and understanding difficulties (Elwer,
2014).
Al-Rasheed (2014) proposed examining the effectiveness of pre-reading

strategies on Saudi English as a foreign language college students' reading
comprehension. Reading comprehension is a key problem in learning English
as a foreign language. Teachers must use pre-reading strategies in reading
classes to support students in developing their comprehension. This study
examines the effectiveness of two pre-reading strategies on English as a
foreign language performance of students in reading comprehension. The pre-
reading strategies used in reading classes can offer students the meaning of
keywords, while other strategies help encourage students to read the passage.
This study examines whether pre-questioning is much more efficient than pre-
teaching vocabulary for English as a foreign language college student in Saudi
Arabia. Since reading is one of the significantareas in English as a foreign
language teaching, this study draws teachers' attention to specificpre-reading
activities that must be used before reading initiates in reading lessons. It also
offers English as foreign language teachers to use pre-reading strategies that
are pre-questioning, vocabulary, and pre-reading.
Furthermore, it will help recognize which one of the two strategies

investigated is much efficient. Some suggestions have been proposed for
English as foreign language material designers and teachers. Future research
is required to examine the efficiency of other pre-reading strategies in English
as a foreign language in Saudi Arabia.
3.1 Research methodology
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Research is a coherent and deliberate quest for new and helpful data on a
specific point. The accompanying part talks quickly about exploration
paradigm, examination configuration, sorts of information, sampling outline,
information investigation, accumulation, and understanding procedures
adjusted in this examination notwithstanding clarify moral contemplation and
impediments included in this exploration.
3.2 Paradigm
A research paradigm is clarified as a structure of routines, principles, and

state of mind inside which the examiners work and the examination work
(Krauss, 2005). Research paradigms are of two general classes. They are (1)
Positivism and (2) Interpretivism (Creswell, 2003).
A mixed methodology is followed in this exploration. This study

coordinates interpretivism and positivism. According to Easterby-Smith et al.
(2008), positivism philosophy is based upon a more unique structured
methodology to develop quantifiable and generalization observations. It
evaluates the results with the help of statistical methods. Positivism is
commonly used in natural science, and it is based on the objective and critical
method. It is an approach that includes varied philosophies of natural science
such as unaltered philosophy, universal law, and the view of everything that
occurs in nature. A researcher can collect all the figures and facts associated
with the research issue through general sources with positivism philosophy.
Similarly, Cousin (2005) has defined interpretivism as the methods used to

emphasize people's meaningful nature in cultural and social life. This theory
or process is varied in the sense that it handles any natural science methods.
Interpretivism is used to reveal the constructive nature of the evaluation
process in academic achievement. Interpretivism research processesinvolve
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interviews, focus groups, and research diaries, i.e., specifictechniques that

permit several variables to be registered as feasible.
Poor reading comprehension of the students have generallybeen depicted

as they are distinguished at the age of 8-9 or more seasoned, along these lines
moderately less is thought about their subjective and dialect profile after some
time, and particularly at an early stage in the advancement before they are
presented to developing a reading guideline in their career progress levels.
The investigation is majorly targeted on the difficulties faced by the

students of ELC of theKing Faisal University in Saudi Arabia. As explained in
the above statements, comprehensive English learning tends to be difficult for
the students,resulting in a loss of career and losing confidence. The researcher
finds a gap between the reading text level problems faced by the Saudi
Arabian King Faisal University students and the strategies they adopt to
overcome them. To know more on this, the study must be carried to the 360-
degree level response, and from that, the final notes can be drawn. Hence, the
investigation follows a mixed approach and collects the primary data from the
students and the teaching faculties of the university.
3.3 Approach
As the given name, the examination approach characterizes the technique

by which an investigation is occurred (Gliner and Morgan, 2000). The two
fundamental exploration approaches in like manner are subjective and
quantitative examination approaches (Thomas, 2003).
The study uses both qualitative and quantitative approaches. Merriam

(2009) has mentioned that qualitative research usually occurs in naturally
occurring situations as contrasted with quantitative research in which
behaviors and settings are controlled and manipulated. Qualitative research is
more likely to explore processes than outcomes. Qualitative research focuses
on the meanings of experiences by exploring how people define, describe, and
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metaphorically make sense of these experiences. On the other hand, Thomas

(2010) refers that Quantitative research is more closely associated with
deduction, reasoning from general principles to a specific situation.
Quantitative research has its roots in positivism and is more closely associated
with the scientific method than is qualitative research. The emphasis is on
facts, relationships, and causes. Quantitative research involves studies that
make use of statistical analyses to obtain their findings. Quantitative
researchers look for more context-free generalizations. Typically quantitative
researchers separate facts and values. Overall quantitative researchers are
more attuned to standardized research procedures and predetermined designs
than qualitative researchers. Subjective research,likewise, called aninductive
strategy for examination, is subjective (Muijs, 2010). Both the close-ended
and open-ended questionnaires are used in the study.
3.4 Design
Rasinger (2008) characterizes exploration outline as many development

appraisals that produce the groundbreaking strategy that indicates the systems
and strategies for thesocial affair and dissecting the required data.
This study makes utilization of a descriptive examination plan. Salaria

(2012) defines the descriptive research design is detailed in nature and often
misused to describe the different investigations. The superficial similarities
have covered their differences. The research methodthat uses it for the
presence of the terms and conditions, practices, beliefs, processes,
relationships, or trends that were invariably termed is known as descriptive
research. According to Srinagesh (2006), descriptive research design can be
either quantitative or qualitative. Descriptive research designs can be as easy
as an individual, briefcase, or critical, examining avast number of variables.
Descriptive research design is also used for hypothesis testing and theory
generation. As per Thyer (2009), the descriptive examination endeavors to
describe the issue, circumstance, administration, and wonder or program
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deliberately and offers data about a group's living states or portrays

dispositions towards the problem.
The descriptive study supports both the qualitative and quantitative data
collection types, e.g.,the Qual→Quan→Results: -
Questionnaires→Interviews→Experiment
↕ ↕ ↕
120 Students 6 Teachers 40+40 Students
2 Groups (Pretest&Posttest)
3.5 Sampling Design
Sampling design or sampling plan defines the procedure by which data

could be collected from alarge population (Sharon, 2010).
This research uses both non-probability and probability techniques of

sampling since this research does both qualitative and quantitative analysis. A
simple random sample is used to collect the quantitative data, and the
qualitative data will be collected by using convenience sampling. Pathak
(2008) has mentioned that a simple random sample of size n from a finite
population of size N is chosen. Every possible sample of size n has a similar
probability of being chosen. One process for selecting a simple random
sampling from a finite population is to selectthe sample elements at a time that
every element existing in the population has a similar probability of being
chosen at every step. According to Niglas (2000), convenience sampling is a
non-probability sampling technique that allows a researcher to generate
asample that may be broadly based at low cost. In convenience sampling, the
choice of the sample is left completely to the convenience of the investigator.
The investigator obtains a sample according to his/her convenience. At its
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simplest convenience sampling means quite literally taking as a sample

whoever is available to receive the administration of the research instrument.
The convenience samples are selected to focus on a particular issue or
issues.For example, the respondents for the numerical data collection will be
chosen by random numbers, and the qualitative data will be collected based on
the convenience and availability of the teaching faculties.
3.5.1 Sampling unit and size
The quantitative study will comprise the students at King Faisal

University, Saudi Arabia, and the respondents for the qualitative study will be
the same university teaching faculty. Quantitative data will be collected from
120 students, and qualitative data will be collected from 6 teaching faculties.
The sample size is approximately 120. The sample size should be determined
after conducting the pilot survey. But many researchers suggested different
sample sizes for mixed research. For focus group (Number of teachers
selected for interviews) 6–9 participants (Krueger, 2000); 6–10 participants
(Langford, Schoenfeld, & Izzo, 2002; Morgan, 1997); 6–12 participants
(Johnson & Christensen, 2004). For the Quantitative experimental purpose
test, Onwuegbuzie et al. (2004) suggested 21 participants for one-tailed and
double for two tallied. So, 40 students for each experimental group is
statistically sufficient for conducting information.
3.5.2 Pilot Study
There is no hard and fast rule for deciding the sample size for thepilot
survey. Different researchers gave adifferent opinion about the size of thepilot
survey. According to Connelly (2008), extant literature suggests that a pilot
study sample should be 10% of the sample projected for the larger parent
study. However, Hertzog (2008) cautions that this is not a simple or
straightforward issue to resolve because many factors influence these types of
studies. Nevertheless, Isaac and Michael (1995) suggested 10 – 30
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participants; Hill (1998) proposed 10 to 30 participants for survey research

pilots. Julious (2005) in the medical field and van Belle (2002) suggested 12;
Treece and Treece (1982) recommended 10% of the project sample size. I
would say that ten would be a minimum, and 30 would be a maximum. So it is
good to take sample size as large as possible. So, 30 is theright size for our
survey that provides reasonable estimates about the population characteristics.
3.6 Data Collection Method
Research information is only certainties or perceptions on which test or

contention is made (Grinnel & Unrau 2008). Information may be of two
structures by name primary and secondary information. This exploration
makes utilization of both.
VanderStoep and Johnston (2009) defined that primary data take a huge
amount of expense and time for the researcher to prepare. Still, it has the
benefit of being more applicable to the research situation or problem.
Experimental, observational, and survey research are among the most
renowned methods for gathering primary data. Surveys can be carried out by
personal interviews, mail questionnaires, and telephone interviews. The
information explicitly accumulated from the respondents is alluded to as
primary information (Cormack 2000). The study includes closed-ended and
open-ended questionnaires from the students and teaching faculties of theKing
Faisal University of Saudi Arabia. As per Kumar (2002),Secondary
information is the data that is used as the foundation for any study, and thus it
supports the primary data collection. It may be available in any form and
mostly as raw data and information. According to Loewy and Guffey (2009),
secondary data is the data that was already available in some figure or
structure but which was not collected directly by the researcher. Secondary
data is frequently the initial point for data compilation as much as it is the
opening type of information to be collected. The main restriction is that the
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secondary data has previously been compiled for something other than the
present study problem.
3.7 Data Analysis and Data Interpretation
Clark and Creswell (2011) say that the examination and understanding of
information include the target material in the researcher's ownership and his
subjective response and longings to get from the information the inborn
importance in their connection to the issue. To abstain from making
conclusions of understanding from inadequate or invalid data, the last
examination must be foreseen in point of interest when arrangements are
being made for gathering data.
3.8 Statistical tools employed
This study makes use of a few numerical tools to consider the primary data
gathered. They are
i. Graphical method
ii. Karl Pearson Correlation coefficient
iii. Sample percentage method
The qualitative data will be evaluated by using the text analysis to make it
understandable.
3.9 Strategies for validating findings
The outcomes collected are validated for rightness with the subsequent
parameters, validity, reliability, credibility, conformability, transferability, and
dependability (Taylor 2006).
3.10 Ethical considerations
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There must be some essential morals to be followed in any exploration.

The researcher keeps up morals in this study by keeping the reactions got
entirely classified. In addition, prior authorization was taken by the
investigator from the target sample unit.
3.11 Summary
This chapter makes it clear that the research is both qualitative and
quantitative. In this study, the research design adopted is descriptive research,
and the technique of sampling involved issimply random and convenience
sampling. In addition to explaining the data analysis and interpretation
techniques used for the research, this section has described ethical
considerations and limitations associated with the research.
3.12 Limitations of the research
i. This study is limited to King Faisal University.
ii. This study is limited to Saudi Arabia alone.
iii. This research evaluates the gap between reading text level difficulties and
strategies used to overcome Saudi students at the ELC of King Faisal
University.
4. Structure of the Thesis:
This thesis is made up of the following five chapters:
i. Chapter 1:Chapter one will be the introduction and will present a brief idea
about the research topic, covering the background of the study, theaim of the
study, objectives of the study, the research questions, the problem identified in
the study, and the limitations or future enhancements of the study.
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ii. Chapter 2: This chapter reviews literature that analyzes several existing
works related to the gap between reading text level difficulties and strategies
used to overcome among Saudi students at the ELC of King Faisal University.
iii. Chapter 3: This chapter describes the research methodology that explains the
research strategy, design, sampling plan, data collection, and analysis and
interpretation techniques used in this study.
iv. Chapter 4: This chapter discusses the data analysis and interpretation part
that analyzes the collected data using several statistical tools to test the
proposed research hypothesis.
v. Chapter 5:The fifth chapter is the conclusion and recommendation chapter.

The conclusion section describes the summary of outcomes acquired through
the discussion section and concludes the research followed by the best
strategies to be adopted for future studies.
Apart from these, this research includes a bibliographythat lists all works
of interest, including those mentioned in the text. The appendices include all
necessary relevant data supporting the study, including the tables and graphs
considered in the study used for the study titled "To determine the gap
between reading text level difficulties and strategies used to overcome among
Saudi students at the ELC of King Faisal University."
5. Timeline of Research
The following table describes in detail the plan for the entire research:
November- December- January-

S.NO. WORKPLAN
2014 2015 2016
1 Collecting the materials for the proposed study
Preparing the literature review related to the

2
proposed study
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3 Designing the proposed research methodology
Collecting the primary data from the

4
respondents
5 Testing the proposed framework
6 Results and Discussion
The conclusion to the proposed study and

7
Recommendations for future research
During the entire research plan, the first step was to collect the materials
for the proposed research in November 2015. The next step is to prepare the
literature review related to the proposed study in the same month. In
December 2015, the proposed research methodology is designed, and the
primary data is gathered from the respondents in their respective workplaces.
After this, the proposed study is tested. The results are generated in January
2016 along with the findings for discussion. Lastly, the proposed research is
concluded, and the suggestions are proposed for future research.
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Topic: Prediction Reading project proposals

Sample Proposal Headings

1. Project Proposal on “Literacy Empowerment: Targeting Early Childhood

2. Project proposal on difficulties undergone by the O/L students in Learning

3. A RESEARCH PROPOSAL ON ENGLISH READING COMPREHENSION TEXT

This project proposal aims to promote literacy empowerment by

▪ Enhance early childhood reading skills: Implement evidence-

▪ Early Childhood Reading Programs:

A detailed budget outlining the necessary resources, including

The project is envisioned to be implemented over a period of three years,

To ensure the sustainability of the project, efforts will be made to build

By focusing on early childhood reading skills, this project proposal aims

1) Choosing the language corpus

2) Identifying errors in the corpus,

The Effects of Immediate Feedback Devices in High School Chemistry Classes

California State University, Northridge

to meet predetermined levels each year.

level of accountability required by the state of California (California Department of

In order to improve the scores of chemistry students at Saugus, it is important to

acquisition. For example, students in my chemistry classes struggle with the

mathematical portions of chemistry and can easily get discouraged. It is extremely

will also increase.

feedback devices in high school chemistry classes.

Importance of the Study

The information will be of value to chemistry teachers working in a similar socio-

Another purpose is to allow science teachers, and especially chemistry teachers, to

improve the motivation of their students.

Classroom Performance System (CPS) from Pearson Education, Inc. (Classroom

Performance System (CPS) - Student Response Pads, 2007).

CHAPTER II: LITERATURE REVIEW

In an attempt to answer the research questions in this paper I am going to focus on

questions. The third is an important tool in my methodology. Without an appropriate

survey design any results that I may obtain could be flawed.

2003, p.329). Brookhart, Walsh, and Zientrarski (2006) defined motivation as a

“disposition towards something” (p.156). Many researchers agree that motivation is a

Palmer, 2005; Mazer, Murphy, & Simonds, 2007).

teacher self-disclosure on student motivation using the Facebook web-based software as

not elicit the same motivation (Mazer et al., 2007)

feedback method as well as single-try knowledge of correct response (KCR) method in

the promotion of fuzzy-trace memory. Students exposed to a multiple feedback method

KCR were better at promoting verbatim-trace memory.

future (Slavin, 2003).

One possibility is to use paper surveys administered in person and another is to

account. Timmerman (2002) suggested that it is important to address coverage error,

to not surveying a sample that is representative of the population. Non-response error

account for some of these survey errors.

CHAPTER III: METHODOLOGY

will have completed first-year algebra.

has a current enrollment of 2,593 students as is 67 percent Caucasian, 20.9 percent

of a classroom set of Classroom Performance System (CPS) remotes produced by

to communicate with a receiver attached to the instructor’s computer. The instructor

displays multiple-choice questions using a portable projector or some other display

teacher will know whether or not the student’s answer is correct.

pre-survey and a post-survey will be administered. The survey will consist of

used to help elaborate on the data collected in the surveys.

Another method for determining achievement will be the percentage of students

their achievement has increased.

Brawdy, P. & Byra, M. (1994, April). A Comparison of Two Supervisory Models in