The Role of Audio-Based Repeated Reading in Improving EFL Learners' Reading Comprehension at Vo Minh Duc High School

Silent reading as well as reading comprehension was very important for EFL learners. According to a study of Shimono T. R. (2018), his study indicates that students’ rate gains were high, it was from 13 to 17 words every minute. However, leaners may not understand the meaning of words in some specific contexts within silent reading. Laberge and Samuels (1974) show that many students realize reading difficult in understanding the semantic units of phrases or sentences in texts relating to the low-level reading process as wellas semantic sides. Hence, the issue leading to this work is to help EFL learnersimprove reading comprehension. The goal of this study is to see how audio- based RR affects students' comprehension levels in 10th grade. Also, this paper focuses on exploring the pros and cons of audio-based RR to fulfill the given gap. It helps learners understand more obviously and be easy to concentrate on reading. A pretest and posttest, a semi opened-ended interview,and a Likert-scale questionnaire were used to gather data. The study was done with quantitative research method and they were gathered before and after a total intervention of 12 weeks, twice a week on Wednesday and Sundayafternoons for 45 minutes each time. The participants were a mix of tenth- grade basic education students, with the majority struggling with classroom reading activities, as evidenced by grades, attitudes toward reading tasks, and standardized test score results. In Thu Dau Mot, the setting was a Vo Minh Duc public high school. The data was examined by the teacher-researcher, discovered that the treatment increased the study group's reading comprehension into reading tasks and activities.