Abstract:
This study investigates an essential area of English language teaching and learning. It examines the way English language is taught in Higher Education Institutions in Sudan. School of Languages at Ahfad University for Women was chosen as a case study. Principally, it examines if reading comprehension skill and vocabulary as a sub-skill are taught in accordance with student-based approach to teaching English language or not. It also examines if students are engaged actively in the whole learning process of reading comprehension skill and vocabulary. The study used a triangulation method that comprises three tools: the classroom observation checklist, students’ questionnaire, and teachers’ interview. As far as the students’ questionnaire is concerned, the Package of Social Sciences (SPSS) was used for analysis. Teachers’ interview was analyzed in terms of different themes. The classroom observation checklists for both reading comprehension and vocabulary were analyzed according to different themes. The Package of Social Sciences (SPSS) was also used for analyzing the checklists in reading comprehension and vocabulary. The main findings of this study can be summarized as follows: teachers do not use games and activities in teaching vocabulary, help students understand word meaning by examining contextual clues, teach figurative meaning, and they do not use Graphic Organizers to increase students’ knowledge of vocabulary. Additionally, they do not activate students’ prior knowledge when teaching reading comprehension. They do not teach reading strategies explicitly, neither use jigsaw reading comprehension nor use higher-order deductive reasoning skills. This study recommends the use of jigsaw reading, games and activities for teaching vocabulary.
