Difficulties Encountered by Low Proficiency ESL Students in Reading Online Academic Texts

Romly, Raihana; Rahman, Shazwani Abd; Supie, Hawa Syamsina Md.; Nasharudin, Sharifah Nadia Syed

doi:10.6007/ijarbss/v8-i2/3897

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…Fourth, for the statement 'I have problem in reading English text', 74% of the freshmen admitted that they are agree and strongly agree to that statement. This finding was also found by Syaifudin (2015), Artini (2017), Romly, et al (2018. It also strengthened the result of second statement 'I can understand well reading English text' where most of the freshmen were disagree and strongly disagree.…”

Section: Freshmen' Need Analysissupporting

confidence: 80%

“…From some of these factors, it can be formulated that the difficulties of students in mastering reading skills are: 1) language barrier; 2) psychological factors (low motivation); 3) learning environment (lecturers, friends, topics, modules); and 4) mother tongue (L1) and second language (L2). Thus, there are more than fifteen factors that encourage difficulty in reading skills (Romly, Abd Rahman, Supie, & Nasharudin, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Developing an Online Course Book for English Freshmen in Lamongan Universities

Tasaufy

Zahro

2020

lingua

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Until these days, the possibility of face-to-face teaching learning process in any universities is quite low. Therefore, the need of online learning materials for online or/and blended learning is inevitable. The present research aimed to develop an onlinebook for Reading 1 course at 3 universities in Lamongan. Unlike other online ELT books which is western-oriented, this online course book was developed based on Lamongan-Javanese’ local wisdom. A total of 135 freshmen and 3 lecturers were involved as the subjects. The results of need analysis showed that 1) the freshmen have positive attitude towards English reading even though they confronted by some problems, 2) the lecturers seemed to have different interpretations on their freshmen’ reading preferences, and 3) the students’ reading comprehension level needed to be improved. A number of implications regarding these findings were discussed as well in this research.

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Section: Freshmen' Need Analysissupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Developing an Online Course Book for English Freshmen in Lamongan Universities

Tasaufy

Zahro

2020

lingua

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“…The fact that pre-university ESL learners are selected based on their outstanding Sijil Pelajaran Malaysia (SPM) results (including English subject) that qualify them for tertiary education generally implies an idea that they should "naturally" be proficient at reading. However, a number of past research has demonstrated reading difficulty issues among Malaysian students, particularly among low proficiency ESL learners in reading online texts (Singh et al, 2023, Romly et al, 2018. The studies highlighted learners' lack of interest in English texts, poor language proficiency, limited time for reading, and demanding reading tasks as factors contributing to these reading difficulties.…”

Section: Statement Of Problemmentioning

confidence: 99%

Exploring Reading Difficulties and Online Reading Strategies Employed by Pre-University English as A Second Language (ESL) Learners

Dillah,

Abd Hamid,

Freni Afrin

et al. 2023

IJARBSS

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Academic success and language acquisition hinge upon the fundamental role of reading as a key component. Effective reading strategies have been indicated as one of the pivotal determinants of academic success in tertiary education that warrants their mastery and utilisation. This study aims to determine online reading difficulties among pre-university ESL learners, and the strategies they employ when dealing with demanding online reading tasks. A quantitative method was used to retrieve data from a total of 207 participants who were selected through a purposive sampling method from a Centre of Foundation Studies at a selected public university in Malaysia. An online 5 Likert-scale survey, consisting 5 sections and a total of 48 items, was used for data collection. The questionnaire was adapted from Abeeleh and Al-Sobh (2021) and Amer, AL Barwani, and Ibrahim (2010) and analysis was done using IBM SPSS (Statistical Package for the Social Sciences) Statistics. Findings suggest that a sense of inferiority, low self-confidence, inadequate language proficiency, feelings of worry and frustration regarding their inability to comprehend online materials in English have led to the manifestation of reading difficulties. Nonetheless, irrespective of the difficulty level of reading materials, pre-university students have been utilising global, problem-solving and support strategies when engaging with online reading texts. The findings presented in this study offer valuable insights for designing specific interventions aimed at improving learners' reading skills, specifically in identifying strategies to deal with reading difficulties more effectively. This calls for a comprehensive review of the current pre-university language instructions, with the focus on aligning the curriculum to match learners' needs for a better comprehension of academic materials.

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“…Critical reading skills allow readers to think actively to come up with their ideas and interpretations (Flynn, 1989;Wilson, 2016), instead of solely relying on teachers and textbooks for answers. Otherwise, the students are at a superficial level of understanding and are easily obscured by the input of others, making it challenging for them to fully adapt to the intricacies of the language world (Romly et al, 2018;Desa et al, 2020).…”

Section: Introductionmentioning

confidence: 99%