The Effectiveness Of Using Reading-aloud And Thinking-aloud Strategies On Student's Reading Comprehension

Résumé: Reading is considered as an important skill in English language teaching since there is a reciprocal relationship between academic success and learners' academic reading skill. Although researchers in the field offered a number of approaches and methods to teaching reading, still learners face difficulties in understanding when dealing with a reading content due to the ineffectiveness of the traditional methods. This research aims to investigate the effectiveness of using Reading-aloud and Thinking-aloud strategies on enhancing Reading Comprehension of EFL learners. A quasi experimental research was adopted and the data was obtained from an experimental test. It took place at Houari Boumedien Secondary School, Berriche, Oum El Bouaghi. The participants are two groups chosen from second year students. These groups represented an experimental group that received treatment using the Reading-aloud and Thinking-aloud strategies; and a control group that received treatment with a conventional method of teaching reading following the competency-based approach. Pre/post-tests were designed and conducted to compare the effect of both treatments. The analysis of the tests revealed that using Reading-aloud and Thinking-aloud in teaching EFL learners enhances their reading comprehension. The study suggests a list of recommendations and future pedagogical implications along with highlighting the limitations of the current research.

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