The ER-IR Approach and Its Impact on the Enhancement of First-Year University Students' Reading Comprehension at Al Ghad International College

The aim of this research study is threefold. First, it investigates the effects of the ER-IR Approach on the enhancement of college students' reading comprehension. The participants are first-year university students studying applied medical sciences who experience significant difficulties in their prior literary studies. Second, it responds to current research demonstrating how reading strategies can improve students' and teachers' thoughts, reading processes, and achievements. Third, it addresses the need to enhance students' metacognitive knowledge, monitor skills and approaches, and assist progress in applied medical sciences. The study employed a quasi-experimental design, and the intervention lasted for 75 learning hours. A total of 36 male students, aged 18 to 30, were selected and allocated to an experimental group that received treatment and a control group that did not receive treatment. A pre-test and post-test of reading comprehension were conducted to collect quantitative data, and structured interviews were used to identify students' views on the impact of the ER-IR Approach. One-way ANOVA, box plots, and thematic analysis were utilised in the data analysis. The findings revealed that participants in the experimental group made remarkable progress in reading comprehension skills. The study indicated that implementing the ER-IR technique as a method of teaching could enhance EFL students' reading comprehension and train teachers on strategies that support low-achievers' reading abilities.