AN INVESTIGATION ON READING COMPREHENSION PROBLEMS FACED BY UNDERGRADUATES
DOI:
https://doi.org/10.55197/qjssh.v6si2.987Keywords:
reading comprehension problems, vocabulary, attitude, focus and metacognitionAbstract
The study investigates the reading comprehension problems faced by university students in Shaheed Benazirabad, Sindh, Pakistan. Reading comprehension problems are one of the major concerns faced by undergraduates because it is part of almost all examinations that assess reading competency. By understanding these issues, the research seeks to provide insights into how teachers can better support students in developing effective reading strategies and also examine students’ better use of strategy to foster reading comprehension. A mixed-methods approach was employed, combining quantitative and qualitative data collection methods. A sample of 120 undergraduates from various disciplines was surveyed to assess their reading comprehension skills and identify common difficulties. Additionally, in-depth interviews were conducted with 5 participants to explore their experiences and perceptions related to reading comprehension. The findings of the research showed that lack of vocabulary, inadequate knowledge of l2, difficulty in pronouncing the words, selection of text, and lack of interest in reading comprehension are the major problems faced by university students during the reading comprehension process. The results also showed that students possess both positive as well negative attitudes toward reading comprehension. Moreover, teachers suggested some strategies to overcome reading comprehension problems. To overcome reading comprehension problems, appropriate strategy, a supportive environment, background knowledge, and teachers’ motivation play a constructive role. Last but not least, limitations were identified, and areas for further studies were recommended.
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