The Effects of Shadow-Reading on EFL Learners’ Reading Comprehension

Authors

  • Murad Al Kayed Al-Balqa Applied University
  • Muntaha Samardali Al-Balqa Applied University
  • Lama Bani Essa Ministry of Education
  • Rebekah Johnson City University of New York

DOI:

https://doi.org/10.17507/jltr.1305.28

Keywords:

EFL, shadow-reading, reading comprehension, undergraduate students, reading skills

Abstract

The current study investigates the effects of shadow-reading on the development of the reading comprehension of undergraduate students who studied English at Ajloun University College/ Al-Balqa Applied University. The researchers randomly selected 100 EFL learners from the Department of English Language at Ajloun University College who enrolled in the reading course in the first semester2021/2022. The students were first and second-year students aged 18-22. The sample of the study was divided equally into experimental and control groups. The control group was exposed only to regular classroom reading instruction, while the experimental group received shadow-reading instruction. The researchers conducted a posttest to find out if there were significant differences between both groups. The results indicated that shadow-reading affected reading comprehension positively. It is found that shadow-reading is more effective than other traditional methods in teaching reading comprehension. The current study presents several recommendations for language learners, researchers, teachers, and syllabus designers.

Author Biography

Rebekah Johnson, City University of New York

LaGuardia Community College

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Published

2022-09-01

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Articles