Publication Date

Fall 10-2012

Degree Name

Master of Arts in Teaching (MAT)

First Advisor

Elizabeth Tannenbaum


This paper seeks to provide an alternative method of reading instruction to female Saudi Arabian university students enrolled in a continuing education class for banking. Rather than a teacher-centered approach that relies on textbooks for materials development, a student-centered approach has been utilized in order to encourage participation, allowing the learners to have more input in the learning process. The use of student-generated materials allows for an authentic medium of communication, enabling students to practice their language learning skills using topics of social and personal relevance. From a teaching perspective, this is extremely important; it can increase students’ motivation, stepping away from generic texts, which may have no relevance for an individual student. When students create the materials from their own experiences, they have a point of origin, which they understand, and a sense of ownership in their own learning process.

Beginning with a brief overview of the traditional methods of reading instruction in Saudi Arabia and some of the (negative) results, and moving to the particular reasons why reading poses such difficulties to students in Saudi Arabia, the author focuses on three main approaches. The use of the interactive reading model, student-generated, and authentic materials is explained followed by sample lesson plans to see how these approaches can be implemented within the classroom. The author will also include her evaluation and experience implementing these lessons.


Adult and Continuing Education and Teaching | Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Higher Education and Teaching | Reading and Language