Promoting Reading Comprehension Skills of EFL University Level Students Using Autonomous Learning Activities

Abstract

The aim of this research was to identify the types of autonomous reading activities that Egyptian EFL university level students can use to be able to promote their reading comprehension skills. It also attempted to discover the challenges that these students face while reading EFL texts, and recommend some useful activities to promote the learners’ ability to read independently. The questions of the research were “What are the main obstacles that face EFL university level students in reading comprehension activities?” and “What are the most effective autonomous learning activities that can promote reading comprehension skills among EFL university students?” It was hypothesized that (a) “Low motivation and low EFL proficiency level are the main obstacles that face EFL university level students in reading comprehension.” and (b) “Writing self-reports and diaries are the most effective autonomous learning activities that can promote reading comprehension skills among EFL university students”. As the research was targeting EFL university level students, a random sample of forty students was selected from both Ain Shams and MSA universities. The means of the research was a questionnaire that consisted of six multiple response questions. The respondents were asked to answer the questions according to their own perceptions and points of view. Analysis of the questionnaire results revealed that both hypotheses were refuted. Based on the study findings, it was recommended to encourage EFL learners to practice autonomous reading activities to foster their reading comprehension skills