Pedagogical Strategies of Reading Comprehension: Insights Into Best Practices in EFL Classrooms

Abstract

The present study targets undergraduates studying English as a Foreign Language (EFL) in Saudi Arabia who have limited exposure to the target language in real-life contexts or a lack of real-life exposure to the target language. The study aims to investigate the actual problems of reading comprehension and suggests pedagogical strategies that can be used to achieve the communicative competence requirement. Through a questionnaire, the methodology follows the responses of students facing challenges in reading skills and suggests strategies that can be helpful for them to achieve fluency and accuracy. The researcher used a qualitative method employing a questionnaire comprising closed and open-ended statements to gather data from students studying at the undergraduate level. A total of 107 participants responded to the questionnaire. The study focuses on developing the cognitive ability of the students in EFL classrooms using different techniques and strategies for classroom pedagogy. The findings will help teachers identify the problems and create a roadmap for classroom learning that develops accuracy and fluency in reading comprehension. Additionally, this paper also explores the problems of reading skills and possible solutions in the EFL context. It also focuses on exploring the pedagogical ideas and strategies that minimize the gap between acquiring the cognition and comprehension of English language skills. Additionally, the research suggests practical solutions showcasing real-life situations to expose students to language use.