INVESTIGATING OBSTACLES AND OPPORTUNITIES FOR USING ACTIVE BASED LEARNING TO TEACH ENGLISH READING COMPREHENSION SKILLS FOR FOURTH GRADE IN SAUDI ARABIA

Abstract

This study explores the difficulties and potential of enhancing Saudi fourth-graders' English reading comprehension through the use of active-based learning approaches. It also examines how parents and primary school teachers see the teaching of English reading skills. English language instruction has grown in significance as Saudi Arabia's contacts to the outside world deepen. This study enhances the field by shedding light on practical teaching techniques and stakeholders' viewpoints in this situation. A mixed-methodologies approach was chosen, combining qualitative and quantitative data collection techniques. Surveys were administered to a varied sample of fourth-grade instructors in order to understand their experiences, challenges, and perspectives. Online surveys were conducted in order to better understand the attitudes of teachers and parents on parent involvement in the teaching of English reading. In this study, a mixed-methods approach was used to thoroughly evaluate the usage of active-based learning for teaching English reading comprehension skills to fourth-grade children in Saudi Arabia. This methodology included an online survey with qualitative interviews. Preliminary findings indicate that while active-based learning may enhance reading comprehension skills, barriers including resource shortages and cultural factors preclude its widespread adoption. Teachers enthusiastically commended interactive methods, however the need for personalized instruction came up frequently. The importance of parental involvement in fostering a positive learning environment was discovered, however discrepancies between parents' and students' levels of English proficiency emerged as a potential barrier.