Strategies for Improving Reading Comprehension Among EFL Students; Students’ Perceptions at Kabul Education University

Mustafa  Sadat; Noor Mohammad  Ahmadzai; Abdul Aziz Hakimi

doi:10.47175/rielsj.v7i3.1325

Mustafa Sadat Master’s Degree Student, TESOL Program, Kabul Education University, Kabul, Afghanistan & Instructor, Department of English, Faculty of Curative Medicine, Ghalib University, Kabul, Afghanistan
Noor Mohammad Ahmadzai Department of English, Faculty of Literature, Kabul Education University, Kabul, Afghanistan
Abdul Aziz Hakimi Department of English, Faculty of Languages and Literature, Takhar University, Takhar, Afghanistan

DOI: https://doi.org/10.47175/rielsj.v7i3.1325

Keywords: reading comprehension, affecting factors, strategies and EFL learners

Abstract

This research aimed to investigate the factors that contribute to low reading comprehension among Afghan EFL learners and to identify the ways to improve their reading comprehension skills. A survey research design was used to carry out this research, and data were collected using a Likert scale questionnaire from 40 participants, including English language learners and teachers. Descriptive analysis was used to analyze the data by computing the mean score for each item in the data set. The results revealed that limited vocabulary knowledge, word recognition problems, lack of background knowledge, and word-for-word translation are some of the main factors that contribute to low reading comprehension among Afghan EFL learners. On the other hand, it was also found that vocabulary development, background knowledge, and teaching specific reading strategies are some of the ways to improve reading comprehension among Afghan EFL learners. This research also found that both teachers and learners should be involved in improving their reading comprehension skills.

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