Résumé:
This research study aims to investigate the effects of reading aloud on enhancing EFL learners’ comprehension skills. Reading aloud is a widely used instructional strategy that involves the oral reading of written texts. The study focuses on examining how reading aloud can improve learners' comprehension abilities. The research employs a mixed-methods approach, combining quantitative measures of comprehension performance with qualitative analysis of learners’ perceptions and experiences. The quantitative component involves EFL teachers’ questionnaire to assess learners’ comprehension skills when engaged in reading-aloud activities. The qualitative component includes classroom observation of 2MS pupils at Zahaf El Hadj middle school in Touahria.Mostagaem. Its objective is to explore their perspectives on the effectiveness of reading aloud in enhancing their comprehension. The findings of this study will contribute to the existing literature by providing empirical evidence on the impact of reading aloud on learners’ comprehension abilities. It is expected that reading aloud will positively influence
learners’ comprehension by promoting engagement with the text, improving decoding skills, and facilitating the use of comprehension strategies. The qualitative analysis will provide insights into learners’ perceptions of reading aloud as a comprehension enhancement strategy, shedding light on their experiences and strategies employed during the process. Additionally, the study will contribute to a deeper understanding of the approaches involved in second-language reading comprehension. This study will provide valuable insights into the effects of reading aloud on learners’ comprehension skills. By investigating the impact of reading aloud in a second language context, this study seeks to contribute to the field of SLA and provide evidence-based recommendations for educators to enhance learners’ comprehension abilities.
