DEVELOPING EFL READING COMPREHENSION VIA USING ONLINE PEER-ASSISTED LEARNING STRATEGIES

This study investigated the effectiveness of using some online peer-assisted learning strategies (OPALS) in developing the second year prep students' EFL reading comprehension and their self-esteem. Forty four students from Future Language Schools, East Tanta Educational administration were selected to be participants for the study. The quasi-experimental design was adopted as the forty four students were divided into two groups. The experimental group was taught by using some online peer-assisted learning strategies whereas the control group was taught following the conventional instruction planned by the ministry of education in Egypt. The tools of the study included OPALS checklist, a reading comprehension test (pre &post) and a self-esteem scale (pre &post). Analysis of the results revealed that the majority of the experimental group participants achieved a significantly higher level in their reading comprehension skills and their self-esteem than those of the control group.  In the light of these results, it was concluded that online peer-assisted learning strategies were effective in developing the second year prep students' reading comprehension skills and self-esteem.
Key words: online peer-assisted learning strategies, reading comprehension, self-esteem,  EFL prep stage students.
Introduction:
  Reading is an essential skill in English especially for those learning English as a foreign language. Although reading is an cracial factor of academic, career, and social success, most students struggle to read proficiently. Students who cannot read are nearly in every classroom ;they often have problems with oral reading tasks that may cause embarrassment and as a result lack of confidence in their abilities.
Many students would not cope with their classmates as a result of their poor basic reading skills. "The long term implications of poor reading skills are troublesome "(McMaster et al., 2006). If reading difficulties are not tackled at early stages, the future of children with reading difficulties will be compromised as having reading failure that would restrict the opportunities available for individuals to take part in the workforce and share in the growth of a nation in a technologically advanced world market. To overcome this problem we need to begin with
 reading comprehension.  Therfore, more attention must be directed toward reading instruction processes, programs and strategies.
McMaster et al. (2006:6) stated that "about 80% of pupils who were identified as having learning disability had primary shortage in reading skills related to language functions. Most of the problems related to reading skills are (decoding and comprehension).These pupils often struggle with oral reading tasks." On the other hand, Vaughn et al. (2001) pointed out that many teachers have neither specific training in teaching reading skills nor the time to provide one-on-one instruction to large number of pupils who need assistance and opportunities to actively engage in academic behaviors. This may be the reason for the lack of acceptable performance by pupils in reading. They concluded that even when reading is taught, pupils typically do not focus on building fluency including reading with speed and accuracy.