The Impacts of the Logic of English Approach on the Enhancement of EFL Saudi Students’ Reading Comprehension

The lack of English literacy in public schools, as well as the nature of the English language, which differs from the students’ first language, has a negative impact on students’ reading comprehension performance at the foundation level at Taibah University’s El Ula Branch. The goal of this study was to see how the Logic of English Approach can help Saudi students enhance their reading comprehension. As a result, the study elicited the following inquiries: Is the Logic of English Approach a better way for teaching reading comprehension to EFL Saudi students? Do phonics and phonograms help kids improve their reading comprehension? Does using word roots and affixes help pupils understand what they’re reading? Do the English spelling rules help pupils improve their reading skills? A quantitative study design was used, and 28 teachers were chosen among English instructors at the Deanship of PYP and English professors at the College of Arts and Sciences (18 males and 10 females). A questionnaire was used to gather information from the participants. The findings demonstrated that using the Logic of English Approach as a teaching method, first-year university students achieved significant development in their reading comprehension. The outcomes of the study also revealed that thorough education and practise of phonics, phonograms, word roots, affixes, and spelling rules is required to increase reading comprehension.

Author(s) Details:

Mohammed Hassan Abdel Rahman Ibrahim,
Taibah University, El-Ula Branch, Saudi Arabia.

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