LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 23:2 February 2023
ISSN 1930-2940

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         B. Mallikarjun, Ph.D.
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         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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Reading Comprehension Challenges Confronted by Saudi EFL Learners

Tanzin Ara Ashraf, M.A. in English Literature

Abstract

This study is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to identify the major reading comprehension problems confronted by Saudi EFL learners. Some major problems include limited vocabulary, less exposure to target language, unrelated and monotonous reading material, increasing anxiety due to lack of understanding and poor teaching strategies. The research is conducted among the first year Business Administration, Chemistry, Computer Science and Mathematics majors of King Khalid University, studying Intensive English Program (Blended Course) as university requirement for 12 hours a week for 12 weeks. 84 non- English major students and 9 EFL teachers participated in this research. The study proposes some recommendations which might be beneficial for the teachers, moderators and policy makers.

Keywords: reading comprehension challenges, exposure to English, Saudi EFL learners, reading skill, teaching strategies

Introduction

English was first introduced in the elementary level in Saudi Arabia in 2005. Prior to this it was taught only in intermediate and secondary levels. (Alamri, 2008; Al-Qahtani, 2010). Recently, English has been introduced in the primary level. The Ministry of Education has taken considerable measures to upgrade the level of teaching and learning English, yet enhancement is still required. Reading is considered as the most essential skills among the four language skills (Krashen & Brown, 2007). Reading can touch the soul of the reader. People read to learn, to gather information, to enjoy and to connect with other people’s thoughts and ideas. Thus, reading comprehension is not an exception. In fact, identifying or understanding specific word or information does not define reading comprehension rater it helps readers to relate to the text by building a bridge between the readers and the messages that has been conveyed through the text. (Kintsch, 1998).

Statement of the Problem

The Saudi EFL learners are not adequately efficient in all four language skills: reading, writing, listening, and speaking (Khan et al., 2019; Schmitt & Schmitt, 2020; Shahbaz & Khan, 2017). However, reading can be termed as the most challenging skill for the EFL learners. Lack of understanding, limited vocabulary, poor grammatical skill, inability to comprehend new vocabulary and meaning are some of the major factors for which the learners struggle. A considerable number of studies have diagnosed similar problems such as Jdetawy, 2011; Nation, 2003; Al-Abdan,1993. In addition, learner’s inability to spell correctly escalates their reading comprehension challenges (Dewanti, 2020). Several studies have been conducted on the issue, but the problem still largely prevails.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Tanzin Ara Ashraf
M.A. in English Literature
tanzen@kku.edu.sa
Department of Languages and Translation
King Khalid University, Abha, Saudi Arabia
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