الفهرس 
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Abstract
Based on the researcher‘s observation, experience, pilot study, and the literature review and related studies, it was evident that there is a problem facing Business Administration students in using reading comprehension strategies. This problem represented an obstacle towards students‘ ability to understand the target language, choose the appropriate learning strategies, answer facts questions, make inferences, draw summaries, be familiar with the vocabulary, and become good role models as language learners and ESP students. Thus, the present study aimed at investigating the effect of utilizing the FIVES reading strategy (reading comprehension skills) on developing and enhancing ESP university students‘ reading comprehension skills at the Faculty of Management, MTI University. In this respect, the present study targeted answering the following main question:
What is the Effect of a Reading Learning Strategy-Training Program on Developing Business Administration University Students’ Reading Comprehension Skills?
In attempting to answer the above main question, the following sub-questions were also answered:
1- What are the required reading comprehension skills for Business Administration university students?
2- What are the features of a reading learning strategy-training program that is suitable for Business Administration university students?
3- To what extent would the reading learning strategies develop students‘ reading comprehension skills?
Furthermore, the study attempted to validate the following hypotheses:
1- There would be a statistically significant difference between the mean scores of the study participants on the pre and post-administrations of the test in overall reading comprehension skills in favor of the post-administration.
2- There would be statistically significant differences between the study participants‘ mean scores on pre and post-administration of the test in each of the reading comprehension sub-skills in favor of the post-administration.
To verify the study hypotheses, a program based on the FIVES reading strategy was conducted on a voluntary group (N = 25) of participants from the second level, Business Administration Department, Faculty of Management, MTI University.
The following instruments were used to collect the data for the current study:
1. Reading comprehension skills pre-posttest.
2. The FIVES reading comprehension skills checklist.
5.2. Findings of the Study
The following list of findings emerged from the current study:
The FIVES reading strategy was effective in developing ESP university students‘ reading comprehension skills in general.
Vocabulary was at the top of the developed skills.
Facts came second in development.
Inference came in the third place.
Summary came fourth.
Experience was the least developed skill. This indicates that participants did not know how to relate and match their previous experiences with the reading comprehension text by the end of the program. Nevertheless, they were trained on how to use the experience skill.
The effect size of the program was large (Significant at 0.05).
Participants were generally satisfied with the FIVES strategy program and they generated positive attitudes towards it (see participants‘ reflections, pp. 100- 103).