Reading Comprehension Challenges in Iranian EFL Classrooms

Abstract

Reading comprehension is a vital component of English as a Foreign Language (EFL) instruction, yet many Iranian learners face persistent obstacles in this area. This article explores the major challenges Iranian students encounter in developing effective reading comprehension skills. These challenges are categorized into four main areas: linguistic difficulties, such as limited vocabulary and complex grammar; cognitive and strategic issues, including the lack of reading strategies and background knowledge; pedagogical shortcomings, such as traditional teaching methods and insufficient teacher training; and sociocultural factors, like exam-oriented learning and low motivation. The article concludes by suggesting practical solutions, including strategy-based instruction, the use of authentic and engaging texts, teacher development programs, and the integration of digital tools. By addressing these multifaceted challenges, Iranian EFL educators can foster more effective and meaningful reading experiences for their students.