Reading Comprehension Challenges in the EFL Classrooms

Abstract

Several studies in the field of education have delved into the reading comprehension challenges encountered by English as a Foreign Language (EFL) learners and the perspectives of stakeholders within EFL classrooms on this issue. This paper specifically and extensively explores both linguistic and non-linguistic reading comprehension obstacles that are encountered by EFL learners. It also aims to explore the key factors that cause such difficulties. In addition, it attempts to identify how students handle reading comprehension texts and their accompanying activities. The study consisted of a group of undergraduate students in the English Department at Al-Qunfudhah University College, Saudi Arabia. A qualitative approach, including observation and semi-structured interviews, was conducted to collect data. The findings showed that most students encountered some difficulties related to linguistic and non-linguistic aspects of reading comprehension. Additionally, the results revealed certain key factors, such as a lack of awareness about the importance of reading, a lack of good reading habits, and teaching methods, that might lead to such difficulties. Finally, the classroom observations indicated that students had some misconceptions about the practice of reading while reading the given texts. A number of recommendations were included in this study to overcome such obstacles.