Assessing EFL Learners’ Reading Comprehension Difficulties at Bole Community General Secondary School.
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Date
2024-05
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Addis Ababa University
Abstract
The main purpose of this study was assessing EFL learners' reading comprehension difficulties at Bole Community General Secondary School Specifically grades eleven and twelve students. To attain this objective, descriptive research design in which mixed method was used to collect the data. Data were collected through questionnaire from 60 grades eleven and twelve students who were randomly chosen from the total population of 604. In addition, from total population of seven English language teachers who teach EFL in these grades three were included using purposive sampling techniques for the sake of collecting data for the study. The researcher used a reading comprehension test, close-end questionnaire and semi-structured interview as major data collection tools. Accordingly, the data obtained from interview was narrated in words, questionnaires and reading comprehension test were anatomized by using frequency and percentages. The gathered data indicated that several difficulties that affect students reading comprehension. Among these improper reading practices, inadequate practice, poor reading habits and motivation, lack of reading culture, lack of time, poor guidance, low practice, and poor background were found to be the major factors. Similarly, teachers teaching methods and in giving clear instructions also found as difficulties. Concerning reading strategies, the analysis of comprehension test indicated that students' capability found low in applying the strategies and find main ideas, supportive details, inferring, summarizing and guessing new words from the context. It was seen that texts with understand long sentences, expression and hard words made students not to comprehend the academic passage. Besides, from the analyses and interpretations of the data exposed that the concerned teachers were warrant practical skills in implementing the three stages of reading activities. Based on the major findings and conclusions the researcher recommended that teachers should apply and practice three stages of reading in the classroom. Likewise, students should develop their beliefs, values, expectations, interest, attitude and a good way of learning for English subject. Therefore, since reading comprehension is a skill that could be improved through sufficient practice.
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EFL learners'