الفهرس 
Chapter 1: IntroductionOnly 14 pages are availabe for public view
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Abstract
Reading ability in English is decisive in determining the academic achievement of
university students who study the English language or any other major in English. Extensive
research has been conducted to explore whether ESL/EFL reading problems are languagespecific
or general reading problems. In this regard, previous research on the relationship
between L1 and L2 reading abilities and attitudes in different languages refers to various
degrees of interdependence between L1 and L2 reading. Yet, little attention has been paid to
investigating the relationship between reading ability and attitudes in English (L2) and Arabic
(L1). This study aims at investigating whether university students’ L2 (English) reading
ability significantly correlates to that in L1 (Arabic). The study also examines the attitudes
those students take towards L2 and L1 reading. The study achieved these objectives by
conducting two standardized reading tests in English and Arabic on Egyptian and Saudi
university students (N = 36) who study English language and literature. Data about attitudes
to reading in English and Arabic were collected through a questionnaire and postquestionnaire
semi-structured interviews. The study participants also took a standardized EFL
test to assess their overall proficiency level and to test Cummin’s Threshold Hypothesis. Data
obtained was analysed both quantitatively and qualitatively. The results of the study showed
that reading abilities in EFL and Arabic moderately correlate only at advanced-level EFL
proficiency, which comes in agreement with Cummin’s Hypothesis. As regards attitudes to
reading in English and Arabic, the study revealed that these attitudes towards reading in each
language were consistent. In contrast, there was a weak correlation between attitudes towards
reading in L2 and those towards reading in L1.