Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City
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Date
2025-06
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Addis Ababa University
Abstract
This research focuses on the difficulties faced by fourth-year students in French as a Foreign
Language (FLE) at Addis Ababa University in developing reading comprehension skills.
Mastery of this competence is essential for overall language proficiency, yet it remains a major
challenge for many learners. Through a qualitative and descriptive approach, the study seeks to
identify the linguistic, cognitive, pedagogical, and methodological factors that hinder the
understanding of written texts in French. The findings reveal that the main obstacles include
limited vocabulary, syntactic complexity of texts, lack of reading strategies, and inadequate or
poorly adapted teaching practices. The study concludes with pedagogical recommendations
based on the explicit teaching of reading strategies, the use of authentic texts, and improved
teacher training. These suggestions aim to enhance students’ reading comprehension in FLE
within the specific context of higher education in Ethiopia.
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Keywords
reading comprehension, French as a foreign language, learning difficulties, linguistics and learning factors, reading strategies, teaching methods and authentic texts.