Abstract

This study aimed to address the issue of low English reading proficiency among female middle school students in government schools in Saudi Arabia. The study targeted a sample of year-seven students; forty-two students were under direct observation in classroom and participated in interviews, questionnaire, and assessment forms. The primary focus of this study was to employ reading comprehension assessments as the major influencing factor.

The main research question was how reading comprehension assessments was used to enhance the English reading proficiency of year 7 female students. This study primarily examined reading comprehension assessments, gathered existing literature on the topic, and formulated a hypothesis to help resolve the problem. The result of this study shows clear indication that reading comprehension assessments had a positive impact on students’ attitude toward the English language subject. Students’ reading proficiency improved, and their confidence in reading in front of their peers increased. Incorporating various activities contributed to achieving lesson objectives, deepened comprehension, and enhanced reading comprehension skills. Integrating modern technology into education stimulated students’ motivation to learn.

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