Identifying Learners’ Difficulties in ESL Reading Comprehension - Creative Education

CE > Vol.10 No.13, December 2019

Creative Education

Volume 10, Issue 13 (December 2019)

ISSN Print: 2151-4755 ISSN Online: 2151-4771

Google-based Impact Factor: 1.02 Citations h5-index & Ranking

Identifying Learners’ Difficulties in ESL Reading Comprehension ()

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Download as PDF (Size: 370KB) PP. 3372-3384

DOI: 10.4236/ce.2019.1013259 2,481 Downloads 17,592 Views Citations

Author(s)

Yomana Chandran, Parilah M. Shah

Affiliation(s)

Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

ABSTRACT

Reading is one of the fundamental skills in language learning and all English as Second Language (ESL) learners need to acquire it in order to master a language. However, statistics show that Malaysians are not reading enough especially the school students who are labeled as reluctant readers. This is deeply reflected in their reading comprehension which is one of the tested components in the SPM examination. Therefore, this study aimed to identify the learners’ difficulties in ESL reading comprehension. Thus, a survey was conducted among 80 upper secondary students in Johor. Questionnaires were used in the survey and given out to the respondents involved. The data obtained from the survey were analysed using SPSS. There were five categories of reading comprehension difficulties among the upper secondary school students. Based on the analysis, it was found that most of the students have agreed that the main difficulty faced by them in ESL reading comprehension is related to the reading process. Finally, the implications of these findings on ESL reading comprehension difficulties were discussed from the aspects of what the teachers could do in their teaching practices to address this issue and provide ways to solve them.

KEYWORDS

ESL Learners, Identify, Reading Comprehension, Difficulties, Secondary School Students

Share and Cite:

Chandran, Y. and Shah, P. (2019) Identifying Learners’ Difficulties in ESL Reading Comprehension. Creative Education, 10, 3372-3384. doi: 10.4236/ce.2019.1013259.

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