Guessing meaning strategies and Arabic reading comprehension ability among Chinese college students in China

Abstract

As the “Belt and Road Initiative” deepens Sino-Arab relations, the demand for Chinese students to master Arabic efficiently has grown significantly. However, despite having a basic vocabulary foundation, many students still struggle with fluent reading and achieving language proficiency. This study explores how Chinese university students majoring in Arabic use guessing meaning strategies when encountering unfamiliar words, as well as how these strategies impact their reading abilities. It focuses on analyzing students’ vocabulary size, reading comprehension levels, and their use of guessing strategies in different contexts. Specifically, this research looks at several aspects: the types of guessing meaning strategies students use and their characteristics, the overall levels of student’s vocabulary and reading comprehension, the differences in guessing meaning strategy usage and reading performance among students with varying vocabulary sizes, and the relationships between vocabulary, guessing meaning strategies, and reading comprehension. The study collected data through an online survey, which included an Arabic vocabulary test, a reading comprehension test, and a questionnaire on guessing meaning strategy usage. The data were analyzed using descriptive statistics, correlation analysis, T-tests, non-parametric tests, and regression analysis. The results showed that the most commonly used guessing meaning strategies include analyzing word roots or origins, identifying synonyms, antonyms, or synonymous phrases in the text, and looking for definitions or explanations that clarify unfamiliar words. Students generally had a limited vocabulary, but their vocabulary significantly improved as they advanced academically, which also widened the gap in performance between students. Moreover, improved vocabulary was closely tied to better reading comprehension. The analysis also revealed significant differences in the use of guessing meaning strategies and reading comprehension abilities between students with different vocabulary levels, with these differences being statistically significant. Additionally, a strong positive correlation was found between the use of guessing meaning strategies and reading comprehension ability, and further regression analysis confirmed that guessing strategies were a key factor influencing reading performance. These findings provide valuable guidance for Chinese students learning Arabic, helping them improve their reading skills through effective guessing strategies. They also offer fresh perspectives for enhancing Arabic language teaching methods. Ultimately, this study contributes to strengthening Sino-Arab cultural exchange by improving language education and comprehension strategies.