Thinking Their Way Through Text: A Think-Aloud Flowchart's Impact on Reading Comprehension in Arabic and English for EFL College Learners

Document Type : Original Article

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Dept of Curriculum & Instruction, Faculty of Education, Beni Suef University

Abstract

This study investigated whether a newly developed "think-aloud strategy flowchart" could improve reading comprehension in English and Arabic for bilingual college students (Arabic as their first language, English as their second). There was a total of 85 adults in the study: forty-seven students (average age = 19.4 years, SD= 6.4) in the experimental group and 38 students in the control group (average age = 19.3 years, SD = 0.8). Participants read passages with think-aloud prompts and answered comprehension questions. One group used the strategy flowchart, while the other didn't (control group). Scores on reading comprehension tests before and after the intervention showed significant gains for both languages in the flowchart group. Students in this group also reported changes in their reading habits across both Arabic and English. These results suggest that the flowchart helps EFL learners develop stronger reading skills and potentially even transfer that learning between Arabic and English. This research adds to existing knowledge by supporting the use of strategy-based reading instruction for EFL learners and highlighting its potential to enhance reading skills across languages.

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