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: interstudies2000@gmail.com

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,
King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia

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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King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia

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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