Reading Comprehension Challenges of English-Major Students: A Study of Afghan Undergraduates
DOI:
https://doi.org/10.65486/nd49bn54Keywords:
Reading comprehension, Vocabulary, Anxiety, Skills, ChallengesAbstract
Purpose – Reading comprehension is a vital skill for academic achievement, particularly for EFL students. Insufficient reading comprehension presents a considerable obstacle for Afghan students pursuing English Literature at Kandahar University. This research endeavours to identify the primary challenges faced by Afghan learners in their reading comprehension.
Method – A quantitative research approach was used, involving a 13-item questionnaire given to 103 undergraduate students out of a total of 140 from the Department of English at Kandahar University. The data collected were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations with SPSS 27.
Results – The results indicate that students frequently encounter difficulties due to limited vocabulary, word recognition issues, and reading strategies such as identifying main ideas, comprehending meaningful content, distinguishing primary ideas from supporting details, and summarizing texts. Additionally, affective factors, including reading anxiety, stress, and low self-confidence, are identified as significant challenges. These elements collectively and variably impact students’ reading comprehension.
Findings – The findings emphasize that prioritizing vocabulary development, delivering explicit instruction in reading strategies, and establishing a supportive classroom environment are fundamental for aiding students in overcoming challenges, addressing affective factors, and enhancing reading comprehension skills. Reading should be regarded not merely as a skill to be acquired, but as a fundamental component of meaningful learning and academic success.
Originality / Novelty – This research offers one of the few empirical insights into the specific reading comprehension challenges faced by Afghan English major students at Kandahar University and provides important implications for curriculum development and teaching improvements in similar EFL settings.
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