SPEED READING AND ITS CONTRIBUTIONS TO INCREASED READING COMPREHENSION OF NARRATIVE AND EXPOSITORY TEXTS AMONG SAUDI EFL UNDERGRADUATES

Abstract

The present study aims to focus on the phenomenon of speed reading from the perspective of EFL learners, who are different from L1 learners for their exceptionally slow reading speed and poor comprehension. As the EFL learners need to study extensive narrative and expository texts, their slow reading speed denies them achieve the core objective of comprehending advanced texts. The current study is quasi- experimental in design where the participants are not randomly assigned to control and experimental groups, as it was necessary to keep into consideration their level of proficiency. The population of the study are Saudi male EFL learners whose reading speed is exceptionally slow. A total of 120 participants were selected from the final year of the EFL undergraduate programme at King Khalid University, Kingdom of Saudi Arabia, based on the non-probability, convenience sampling. The study used ‘7 Speed Reading EX, and Spreeder FX software programmes as tools for increasing the speed of reading and comprehension. For data collection, all participants were initially pre-tested on the dependent variables (reading speed and comprehension), and during the administration of the four-week training program, they were post-tested for the same variables after the completion of each of the five phases of the training programme. For increasing the speed of reading, a unified model of ‘EFL Speed Reading and Comprehension’ was developed performing the quantitative content analysis of 24 speed reading books. The study is based on the theories of reading, schema theory, interactive model, rauding theory and speed-reading theory. The findings of the study showed many significant results. It strengthened the ‘theory of EFL speed reading and comprehension’. It established a greater impact of increased reading speed on reading comprehension of more proficient EFL learners as compared to less proficient ones. In the light of the obtained results, the developed model of ‘EFL Speed Reading and Comprehension’ was further modified and subdivided into two distinct versions for less-proficient and more-proficient EFL readers separately. The current study recommends further research in the domain of speed of reading for coping with the challenges posed by the age of information technology. It also recommends further development of the theory of speed reading consolidated in this research.