The document examines the effectiveness of paired versus repeated reading methods in enhancing reading fluency among Saudi EFL students, addressing various factors that hinder their fluency. It highlights the significance of improving reading skills for better social and academic interactions, while outlining a research methodology to compare the two techniques. The study will involve 25 selected EFL students who will undergo systematic reading sessions with assessments conducted to measure improvements.

1. Research topic: Comparing the effect of paired versus repeated
reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly
important in formal communication. The art of reading involves
coordination of brain functions and eyes. However, fluency in
reading is an improved skill that can acquired through practice.
People with physical or mental impairment might have
difficulty in reading. All students in a class have distinct
reading abilities. In prompting their fluency in reading, the two
methods is applied; paired and repeated reading. In paired
reading, two or more students are grouped and subjected to
similar reading material assessing the reading pattern for each.
Every student here will exhibit a unique reading style to
compete with others. On the other hand, in repeated reading,
students with fluency reading difficulties are subjected to repeat
reading exercise in which assessment in done on every stage
acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their
countries first language is Arabic. Their English learning
experience is greatly hampered by reading difficulty since it’s a
foreign (second) language. A study done in one of Saudi EFL
teachers college showed that the student had a significant
interest in learning how to improve their reading experience. It
was discovered that, at least 20% of those interested in English,
had a significant competitive experience in acquiring the
standard rate of fluency in reading (Williams, 2013). Some of
the factors highlighted as leading impediment to the improved
fluency reading were; difficulty in understanding the meaning
of the text, spelling and pronunciation problems, difficulty in
scanning and skimming, limited vocabulary, syntactic parsing

2. difficulty among others.
There are many ways of enhancing fluency reading
skills. These skills can better be improved during younger ages
of the reader. However, fluency in reading can be improved by
training children to read aloud. These provide a clear model for
fluent reading during elementary periods of learning (
Chang,2010) . Fluency can also be enhanced when learners
listens to an audio recording and systematically listening along
the audio. It can also be attained through practice sight words
using playful activities.
Learners can enhance their reading fluency through
training and performance in reading theaters or spoken word
competitions. ( Al-Otaibi, 2004), choral reading is a practice by
which the teacher reads an enlarged text several time until the
leaner’s master the text and can fluently read it on their own.
This is also another way of improving fluency reading( Kuhn ,
2015 ). The prime purpose in this study is to compare the
significance of the two basic methods of improving fluency
among the EFL students and how the counteracting effects on
the methods.
Problem of the study
EFL students have a comprehensive reading difficulty hindering
them from social interaction with other international fluent
English speaking communities. Most non-English speaking
countries around the globe can hardly acquire best business, job
and other opportunities due to poor English (Arishi, 2001).
Others are stigmatized in regard to social barrier as a result
ineloquence in English speaking is a significant effect in
improving their reading fluency comparing the use of paired and
repeated reading practice methods.
Research questions that will used
1. Is there any significant effect for EFL students learning
fluency reading using repeated and paired reading methods?
2. What are the comparable factors leading to the effectiveness
of each method in learning reading fluent?

3. 3. I there any significant effect in counteracting both methods in
the learning experience?
Significance of the study
The significance contribution of repeated or paired reading
methods in enhancing fluency English reading significantly
influence the social and academic life of the EFL students in
Saudi
Methodology
A systematic reading technique involves designed reading
criteria in which the population on study will be subjected to
the two reading techniques periodically at interval.
Research Participants
Participants from this study will involve 25 EFL students from
two public University Saudi Arabia learning English as their
foreign language. The students will be selected on basis of
gender and willingness. The volunteers will selectively group in
mixed gender; at least 3 male and 2 female in each group. They
should also be at least 18 year and above and have at least
traveled to foreign countries.
Research instruments
1. Repeated reading texts; this material will taken from the RR
program managed by TOEFL. The books are accredited by the
United State immigration regulation authority
2. Vocabulary overlap book; the book contains high degree of
vocabulary systematically arranged for overlap reading
technique
3. Stopwatch; a stopwatch will be used to measure the time
taken for reading each text. Each text will be timed basing on
vocabulary content and the length of the text
4. Reading screen; the reading text will be projected on the
screen for group reading
Procedure
The research project will be conducted in 12 learning weeks

4. with periodic assessment during learning processing. During the
session, the participants were encouraged to practice reading on
their own before being subjected to the reading test. In every
group each participant was given the reading material. A
reading screen was sited within the group having the same
reading test materials. Each practice session will be in
following procedural format.
1. Each student in the group to read each test text material
independently. This will be done silently
2. The test session will have each of the students reading the
each material in his/her level of speed in front of other
participants. The reading period is timed using a stopwatch.
3. Students in each group will then read the materials projected
on the screen at intervals. The time was also measure using a
stopwatch
4. Procedure 2 and 3 will be repeated in a silent mode while
observing eye tracking skills on the content
5. The student will then finally write a report for their
experience.
References
Alkhatnai, M. (2011). Learning Styles of Efl Saudi College-
Level Students in on-Line andTraditional Educational
Environments.
Al-Otaibi, G. N. (2004). Language learning strategy use among
Saudi EFL students and its relationship to language proficiency
level, gender and motivation.
Arishi, A. Y. (2001). A study of EFL teachers' behavior in EFL
classes in Saudi Arabia.
Chang, A. C.-S. (April 01, 2012). Improving Reading Rate
Activities for EFL Students: Timed Reading and Repeated Oral
Reading. Reading in a Foreign Language, 24, 1, 56-83.
Gorsuch, G., & Taguchi, E. (June 01, 2008). Repeated Reading
for Developing Reading Fluency and Reading Comprehension:
The Case of EFL Learners in Vietnam. System: an International
Journal of Educational Technology and Applied Linguistics, 36,

5. 2, 253-278.
Kuhn, M. R., & Levy, L. (2015). Developing fluent readers:
Teaching fluency as a foundational skill.
Williams, C. (2013). A Comparative Learning Style overview:
A Learning Style Comparison of Beginner and Intermediate
Saudi EFL Preparatory Year Students. Saarbrücken: LAP
LAMBERT Academic Publishing.
Prepare Formal Research Proposal including :
Introduction / Background of the study
Research Objectives
Research Questions
Research Hypothesis
Research Design
Research Methodology
Data Collection Methodology
Data Analysis Framework / Methodology
Time Scale / Time line
Conclusion
References
Topic (losing customer)
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