EFL Reading Difficulties at the University Level in Saudi Arabia: its Cases and Remedies

Abstract

English is utilized as an instruction medium in majority of Saudi Arabian universities in such departments as English, computer or medical sciences. Students in these departments, especially those studying English, are expected to attain such level of language proficiency for easy reading and understanding of different English text types to fulfil certain requirements. However, this has proved to be very challenging. This study investigated difficulties faced by EFL students and teachers when they read English texts. Forty students and five teachers of EFL were purposively selected as a representative sample from the Umm al-Qura University English Language Department and Al-Qunfudhah University College, Mecca, Saudi Arabia. A quantitative method was used in the study where various instruments were used to collect quantitative data. The results of this study show that there are no significant differences between year two and final year students reading ability of both expository and narrative texts. Firstly, findings indicate that teachers agree that expository texts are difficult for students to understand. Secondly, text types and background knowledge are pivotal in the reading and comprehension of narrative and expository texts. Thirdly, all the student participants strongly agree that narrative texts are difficult for them to understand. The result also suggests that the students’ reading comprehension difficulties are not necessarily influenced by the text type variable. Additionally, the comprehension was also independent of the academic level of the students. These findings further suggest that there could be inappropriate approach to teaching, transfer of L1 literacy, and insufficient exposure to L2 texts. All these have implications for designing EFL reading programs and for teacher education and training. In conclusion, the study posits that reading English texts in an EFL context is intricate in nature, yet purpose bound. It puts linguistic, affective and cultural demands on EFL students. Their inability to appreciate the nature, goals and demands of reading English texts usually leads to comprehension difficulties. Nevertheless, these problems can be surmounted if EFL students follow practical and classroom procedures.