Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 11, 1863-1876

Factors Affecting English Reading Skills At Collegiate Level

In Pakistan
1Syed Hyder Raza Shah , 2Dr. Zulida Abdul Kadir , 3Sehar Naveed

1
Ph.D. Scholar at Centre for Language Studies, Universiti Tun Hussein Onn Malaysia,
[email protected]
2
Associate Professor at Centre for Language Studies, Universiti Tun Hussein Onn Malaysia , [email protected]
3
MS Scholar at CELL, Mehran University of Engineering and Technology, Jamshoro, Pakistan,
[email protected]

ABSTRACT

English reading skills is one of the key issues faced by students of all levels. The study aims at exploring
those factors which affecting English reading skills at collegiate level in Nawabshah, Pakistan. To
understand the affecting factors, three objectives from the main aim of the study are constructed. First of
all, the study intends to determine the attitude of college students towards English reading skills. Second is
to find out the problems they faced while reading. Lastly is to know the strategies for improving English
readings at college level. The study adopted qualitative paradigm in which semi structured interviews were
conducted from randomly selected 9 students of different colleges of Nawabshah, Pakistan and 4 teachers
of the same colleges. Interviews were recorded, transcribed and analyzed thematically. The results also
showed that students possess both positive as well negative attitudes towards English reading skills.
Students’ attitude is dependent upon the attitude of teachers, content of the syllabus and atmosphere of the
classroom. The findings of the research showed that lack of vocabulary, having inadequate knowledge of
English as a second language, difficulty in pronouncing the words, selection of text and lack of interest in
reading are the major factors that affect English reading skills at college level. Moreover, teachers suggested
some strategies to overcome the factors that affect English reading skills, such as in metacognitive reading
strategies problem solving strategy works much better. It requires supportive environment and increases
focuses for the reader. Overall, the background knowledge English as second language, reading attitudes
and teachers’ motivation play constructive role in developing reading skills of collegiate students.

Keyword: Reading Skills, Metacognitive reading strategies, problems, students

1. Introduction whatever they want with the help of reading. The

Reading skill is the most important element for information students get by reading is much more
getting good marks, good jobs, and good life than the information they get from radio or
because it is fundamental part of human life of televisions because they get the details of the
current century. According to Grellet (1999) topic and research by reading more.
there are two major reasons for students to read In the curriculum of Pakistani education system,
any text, first is reading for pleasure and the the students are supposed to read the text of
second is reading for getting information. With English and comprehension of the English text.
the same line of thought, it can be said that Students are required to understand the general
students can get much knowledge and find theme of the text and not to understand each part
Syed Hyder Raza Shah 1864

of the text word by word. According to

Oberholzer, (2005) it is more important to 1.1 Research Objectives
understand the central message of the text than to To know the attitude of students toward English
know the mechanical skill of reading. Reading reading skills at college level
without understanding serves no purpose. In To find out the problems they face while reading
simple words, understanding of reading any text English
is an important aspect. To explore the strategies for improving English
Most of the Pakistani students are facing reading skills at college level
difficulties in reading English text because
English language is not their first language. For 1.2 Research Questions
instance, the students encounter difficulties when Q1. What are the attitudes of college students
teachers ask them to read in the text and towards English reading skills?
comprehend the central of the passage in the text. Q2. What are the problems they face while
Pakistani students find difficulties in reading reading English?
English text because of lack of vocabulary. Q3. What are the strategies of improving English
Another reason the students face while reading reading skills at college level?
English text is the understanding of main idea of
the passage. Thus, the students should get 1.3 Significance of the Study
command on these aspects of reading to improve The scope of this study cannot be measure in a
their reading skills. single aspect but this research is significant and
Reading English text is the most challenging task, useful both practically and theoretically. To study
even though very few researches have been the factors that affect English reading skills of
conducted on this serious issue in Pakistan. In college students is significant for several reasons:
Nawabshah district the college level students Firstly, as reading is an important life skill, the
enrolled in different college face difficulties in success of college students depend on the ability
reading an English text because of their rural to read well and comprehend well. Secondly,
background, lack of appropriate teaching reading when college level students reach to universities
skill method and mostly learners came from Urdu they have to be proficient readers or they will be
medium educational background. In the dismissed from the universities. After completing
curriculum of colleges of Nawabshah district, their graduation, students apply for jobs, to get
Learning English subjects are compulsory for better job they have to be good readers. Similarly,
students. Mostly subjects in the colleges are by understanding the factors that impact students
based on English language content and are being English reading skill is important for thousands
taught in English. The college level learners in of poor readers. There are large numbers of
Nawabshah encounter with difficulties while researches conducted on reading skills but they
learning and reading English texts because focus on university level students, very few
English is not their first language and their researches conducted on college level students’
previous educational background is not in reading skills. The findings of this study can be
English. used as a verification of the prior researches about
The aim of this research is to know the factors the reading skills at English at college level. The
which affect English reading skill at college level results of the study will provide college level
in Nawabshah. To accomplish the aim of this students of Nawabshah district, the solutions of
research, following objectives and research their reading skill problems. The findings of the
questions are made. research can be used as information for teachers
 1865 Journal of Positive School Psychology

of English language in order to improve their students. In this phenomenon, the reader
students’ skills in reading English texts. The supposes to create the meaning considered by
results of this study can also be useful for English reader and the reader can get the message, and
language teachers in teaching reading skills. writer meaning sense. It is said by Pang in
Teachers can use the appropriate strategies to (2003:6) reading is defined as understand written
solve the problems of reading English text faced text. We have another view, Dole et al (1991).
by college level learners. It is useful for upcoming Justified that, reading is agile, adaptable
researchers to take this research as a reference for strategies are used to make sure of text and its
their research material. Last but not least, the understanding. Alderson (2000) explored that if
information in this research can be useful for readers have more knowledge obviously will get
curriculum designer in order to design the more knowledge from reading comprehension
curriculum of ESL learners; they can take into which readers wants. Krshen and Terrell (1998)
account the problems as well as their solutions in defined that passage of reading with unaware
reading English texts. mostly becomes the cause of reading
comprehension.
2. Literature Review Alderson (2000) and Goodman (1969) both
Reading is tool of communication in which clarified that, reading is way to make beneficial
different people give their views. Reading is use of many strategies in order to get good
obviously an important skill for academic context information to the text. Vorhus (1984) claimed
and it has gained much significance. Reading as that when readers read their native language they
the phenomena of building the meaning by must use their own language in order to share
including various complex processes that their ideas with others. Zare, (2012) and
included word knowledge, word reading, and Walker, (2000) defined that reading strategies
words having a lot of linguistic experienced, defined by, Cohen (1990) reading is a mental
Wilkinson and Son (2011), defined that reading process that readers consciously chose and use
skills on the text and read throw textualization in compete reading activity successfully. Baker
order to help the students mind by developing the and Boonkit (2004) described that reading is a
step of comprehension and able them to read techniques and methods which reader utilize for
independently. Eskey (1986) justified that making their reading successfully, (p.302).
reading is no way of clearness because readers Another writer, Janzen (2003), defined that
acquire different meaning and they read again and reading has some other strategies such as
again for connecting all of individual meanings evaluating, asking questions making predictions
into whole (p.10). Oxford (1990), clarified that to be better the reading. Alvermann and Phelps
reading is an easier task to make reader to read in (1998) they were of the view that comprehension
enjoyable way. Anderson (1991) described that is done when reader combine of the text which he
reading means intellectual step for the reader to already acquired for producing the meaning.
acquire data. . Similarly Koda (2005) structured that
Nuttal (2000:2) described that reading as a comprehension being done when the reader get
consequence of communication between the information and incorporate several information
reader and writers’ mind and it is the way in from the text and join it with known.
which how reader tries to get the message or the
planned meaning from the writer. Brown, 2.1 Reading in L1 and L2
(2001:53) defined that teacher can use the Vorhaus (1984) stated that having many
different activates in order to create interest of linguistic resources, when reader read in l1,
Syed Hyder Raza Shah 1866

he/she can easily understand the concept of the

author in a given text in their native language. 2.2 Types of Reading
When first language speakers read any piece of There are two types of reading: intensive reading
writing, they can employ their knowledge of and extensive reading. Tudor and Hafiz (1989)
language (e.g. grammar, words, and structure of differentiated between the two types:
the sentences), even if they do not understand In the activities of intensive reading the reader is
what they are reading. Meanwhile, the first in the major exposed to the small texts which are
language speakers can use strategies like used as to clarify the particular phase of the
knowledge of background in order to syntactic, discourse and the lexical system of the
comprehend the text. l2 learners or to give the reasons for the targeted
However, L2 readers do not have enough strategies of reading practices. Conversely, the
knowledge about the grammar, vocabulary, and purpose of extensive reading is to flood readers
background knowledge of the target language. with relatively large quantities of l2 learners, few
Therefore, they have to struggle to comprehend or no particular task to perform on this material.
any piece of writing. In order to understand exact
ideas or concepts of the author in a given text, the 2.2.1 Intensive reading
reader considered vocabulary as an essential Intensive reading is defined as practices of
component to understand the text or the important reading that takes place in classrooms in which a
element of the language. According to Seliger detailed focus is required. The aim of intensive
(1949) readers usually divide the content of the reading is to develop the solutions of reading
text into isolated pieces and focus their attention problems to the learners. According to Nuttal
on the isolated vocabulary units. (1962) the intensive reading intends specifically
The habit to know the meaning of every word in to train the learners in reading strategies. But
dictionary often leads the pupils to see the reading some time students may demand to read the text
as a process of decoding word by word in terms by separating its parts in order to comprehend it.
of new language. However, the readers of l1 can However, Palmer (1964) argued that in intensive
easily regard the content as a whole, even if they reading the students use dictionary to translate,
struggle unfamiliar vocabulary. They can skip the compare and analyze the text while reading.
unfamiliar words and jump to next in order to Similarly, the use of dictionary assists the
finish the reading. On the other hand, l2 readers students to improve his learning language
separate the whole text into pieces of words, processes.
sentences and paragraphs. Consequently, they Consequently, this may interrupt the students’
cannot comprehend the text with its actual speed of reading. In the views of Harmer (2001)
essence and acquire incomplete meaning, reading comprehension does not mean to analyze
undesired results and lack of continuity which everything or not to stop for each word. But is to
ultimately become the cause of short term say that the reader should not stop on each word
memory. According to Eskey (1986) short term for knowing its meaning or stop for analyzing
memory create difficulties and hurdles in reading every single point rather than the reader should
comprehension process because in this situation make the central idea of the text and find the
the reader cannot comprehend the text with its meaning by taking into account its context and
essence and the meaning of the text is acquire in content.
fragments so they have to read again in order to
connect all fragments of the text to comprehend 2.2.2 Extensive reading
it.
 1867 Journal of Positive School Psychology

Extensive reading is defined as the type of reading is the most comprehensive language skill
reading that students usually do away from the which attached with sub skills such as skimming,
classrooms. Extensive reading includes; reading scanning, careful reading and predicting.
stories, novels, magazines, articles and
newspapers. Tudor and Hafiz (1989) defined 2.3.1 Skimming
extensive reading as the practice of reading that Skimming is a technique or method in reading at
increase students’ proficiency in second language English. It is a technique in which a reader
learning. The goal of extensive reading is to give quickly moves his/her eyes over the text in order
pleasure to the reader. Rechard Day (1998) to get only the main/ central idea and overview of
termed extensive reading as “Joyful Reading.” the text. In simple words, skimming is a process
Extensive reading help the reader to enhance his in which reader reads more in short period of time
background knowledge identify the spelling and it is helpful for the learner to cover a vast
contexts and expand his vocabulary. So the amount of reading material in quickly. In
readers have the choice to select any piece of skimming the reader quickly get the gist of the
reading and read at any pace. passage and understand the attention of the
Day and Bamford (1998) stated that extensive author.
reading is an essential part of second language
curriculum, existing course and extra-curricular 2.3.2 Scanning
activities. Therefore, pupils have to depend on Scanning is another technique of reading and it is
themselves in order to acquire knowledge from useful for reading practices in which students
their reading outside the class. require particular information without reading the
whole content of the text. In simple words,
2.3 Reading Sub Skills scanning is a technique in which the students do
Reading skill is a process of looking at series of not need to read the whole text word by word or
written text. It is one of the most important line by line. By scanning, they can extract the
features among speaking, writing and listing. It is main idea from the text without dealing with
the dynamic interaction between reader and the complete text.
writer. Therefore, reading plays a very important
role in texts. Without reading skills, students 2.3.3 Careful reading
cannot explore their advance and higher level This technique of reading needs from the learner
chances. That’s why reading plays major role in to acquire detailed knowledge from the whole
comprehension in written text. By the status text. In this method of reading the reader requires
point of Anderson, (1999.p1), reading is the to read slowly and read again and again in order
most motivated skill among other and reader to compare and connect new information with
makes comprehensive knowledge throw reading his/her prior knowledge. This strategy requires
comprehension in every field of academic level. the knowledge of reader to get detailed
According to Alderson (2000) he defines that information to the text. Moreover, the reader
reading is enjoyable and full, unreachable activity excluding read slowly and reread the text in order
in which the reader get much pleasure and can to connect the knowledge and campier the
totally grip the reading (p.28). Reading is one of previous knowledge in this point of view,
the best language skills, which helps the learner Urquhart and Weir (1998) clarified that this
to show create or develop the important and best typing of meaning reading proceeds the meaning
features of knowledge regarding their topic or to learn for the reader. According to Urquihart
field which is known is reading, obviously and Weir (1998) careful reading is time taken
Syed Hyder Raza Shah 1868

because as compare to scanning and skimming bottom-up-reading, the second is the top-down-
techniques because it requires detailed reading and the third is the interactive model. The
description of the text and in this reading the interactive model is complete model in reading
reader read for the sake of extracting essence of comprehension because it includes both bottom-
the text. up-model and top-down-model.
2.3.4 Predicting
It is a very helpful sub skill of reading in which a 2.5.1 The bottom-up-reading model
reader can make predictions by using his/her The bottom-up-model is also known as data
prior knowledge and he can extract the meaning driven because it emphasizes on the printed and
of the passage even if he encounter with written text. This model emphasizes on the ability
unfamiliar words but by prediction he can get the of students to decode or understand what is
meaning from the whole passage. The reader can written in the text in which he/she creates
predict the information in the text with the help of meaning. This model also suggest reading
clues given by the author in the text. It includes process start with the learning of letters, then
charts, index, graphics, and keywords. While words and then sentences and then to extract the
reading students can predict what will happen meaning from the words/sentences. According to
next in the story. They can reject or confirm their Nunan (1991) this model of reading emphasizes
prediction as they reading. on the language decoding, i.e. the students
visualize to decode the lexes without
2.4 Metacognitive Reading Strategies understanding the whole text.
Metacognitive strategies refer to readers'
deliberate mental behaviours for directing and 2.5.2 The top-down-reading model
controlling their cognitive strategy processing for This model of reading emphasizes on the
successful performance (Phakiti, 2006). Three background knowledge of the reader while
distinct categories of metacognitive reading reading practices in which meaning is important
methods have been identified by Mukhtari and than grammatical structure. Thus, this model
Richards (2001). Global strategies, support focused on the contextual meaning of the text and
strategies, and problem-solving techniques neglects the dominancy of grammar in the text.
comprise them. According to Clarke et al (1977) in this situation
Global strategies are broad and try to provide the the reader understand or comprehend the text
context for the act of reading, for example, by with the help of his/her prior knowledge, ideas
examining the title and contents, making and attitudes which clarify the meaning and help
assumptions about the text, establishing the to draw linguistic predictions.
purpose, etc. Using problem-solving techniques,
such as reviewing the material to ensure 2.5.3 The interactive reading model
comprehension, will help you understand the text This model is complete model for reading
as you read. Support measures, such as using a comprehension because it involves both bottom-
dictionary or taking notes, help to carry out the up-model and top-down-model. Thus, it depends
reading process. on both textual and graphic information in the
text. It includes both surface structure system and
2.5 Reading Models deep structure system. In this model of reading
Reading comprehension is very important in the bottom-up-model helps to remove the
every subject and grade level. The reading model ambiguities of the text and top-down-model help
is divided into three sub models. The first is to comprehend the text with the help of readers’
 1869 Journal of Positive School Psychology

previous knowledge and contextual cues. awareness of words that have the more than one
According to Carrell and Eisterholdregard meaning. There are several words that have more
(2010) reading is not a one way interchange of than one meaning that can be clarify in terms of
knowledge but it is an interaction between the its context. The problem is that students do not
text and the reader. know the other meaning of any word and relies
on the same meaning that they know about the
2.5.4 Reading and text selection particular word which leads them towards the
Selection of material for reading is very inappropriate comprehension of the text. So the
important in order to be successful in reading context knowledge is essential for reading
practices. The selection of reading material is comprehension.
crucial for both teachers and students. There Furthermore, lack of vocabulary creates difficulty
should be efficient teaching material selected by in reading comprehension process. If the students
the teachers according to the students’ cognitive have enough knowledge of vocabulary then
level. Meanwhile, students should also select he/she can comprehend the text appropriately.
material for reading which is suitable for their Therefore, the students should read more in order
interests, i.e. to select any book or text that they to acquire new vocabulary and then improve his
prefer to read and matches with their interest. reading comprehension by applying his
Thus, selection of appropriate texts developed a vocabulary
kind of encouragement and participation in the
activities of class. This makes the process of 2.7 Previous Studies
reading interesting and enjoyable and provides
students the sense of pleasure. The selection of 2.7.1 First previous study
text takes into consideration several elements that Sutta (1994) conducted research on the topic
can reach towards the successful use of the texts. “Ability of Using Reading Comprehension Skills
Shahidullah (1995) claims that learners’ present in Reading Expository Texts”. The Aim of the
linguistic level and the level of their cultural study was to investigate reading development
schemata and the content of the text have to be through expository texts. His findings showed
takes into account in selection of text for them. that using the skills of reading comprehension in
2.6 Reading Difficulties expository texts were not efficient. He (1994)
Researches on reading skills indicated that recommended that these types of programs are
second/foreign language learners face difficulties not effective in some cases so the researchers
and challenges during reading. According to should apply methods or techniques which are
Hirsch (2006) and kamhi (2007) mostly proficient for their subjects, areas and problems.
students face the problem of understanding the
vocabulary. If you do not have knowledge about 2.7.2 Second previous study
the topic you are reading you will face a lot of The topic of Bilal Elimam’s (1995) study was
difficulties as compare to those who are familiar “the impact of schema theory for reading and
with the topic. Students mostly face the understanding English texts”. The Findings
difficulties in reading comprehension such as the stated that mostly students are not good in the
understanding of phonemes because some words process of reading any text and the research
are phonetically same but possess different proved that reading a second language is
meaning and spelling. challenging and difficult. The results showed that
Another difficulty second/foreign language students have to understand the importance of
learners faced during reading process is the reading and aim of reading any text. It is general
Syed Hyder Raza Shah 1870

belief that reading without comprehension is not ambiguous words, level of pronunciation and the
useful. selection of reading material. The findings also
find out the reasons of poor reading and these
2.7.3 Third previous study were the lack of vocabulary, poor grammar
knowledge, and lack of reading habit among
Abass Abdel Rehman Alansary (2000) students. The study recommended that EFL
investigated on “The effects of strategies on students need both linguistic and vocabulary
reading skills”. In this research, He (2000) stated knowledge.
that students are very weak in reading skill, as
well as in understanding and comprehending
3. Research Design
English discourse. They can neither read rapidly
Research designed is a comprehensive plan of the
nor understand exactly, whatever they read so the
study that includes all activities related to
reading process deals with understanding and
research of the researcher. Particularizes what
comprehension of the text. After analyzing the
requires to be done, where and when, with whom
data, the results indicated that those students who
and why. According to Creswell (2001), the
are weak in reading comprehension skill is
primary research is all about the data the major
because of lack of experiences and background
area of any research design is to elaborate the
knowledge. The study recommended that
specification of gathered data and how the data
teachers should be given trainings, lesson plans
will be organized, processed and analyzed.
of reading should be well arranged, teachers and
This study adopted qualitative research method
parents should encourage their students/children
because reading skill is an ongoing process and it
for reading texts books according to their
varies from situation to situation. Qualitative
interests.
research enables researchers to investigate in-
depth and with this research method researcher
can records data from different situations.
2.7.4 Fourth previous research
Qualitative research is the emerging demand of
Salah Mahgoub’s (2001) topic was “Reading skill
social sciences field particularly in Education
problems” and the findings of the study indicated
field (Dornyei, 2007). Research in qualitative
that reading comprehension problems include
paradigm refers to the procedures of collecting
untrained teachers, lack of vocabulary and lack of
data in open-ended questionnaire that analyze
background knowledge. His study recommended
transcribed recordings in qualitative content
that teachers should motivate students to read
analysis. This study adopts interviews as tool to
interesting stories; teachers should apply
collect data.
different strategies of reading to their students
The study took place in colleges of Nawabshah
specifically scanning and skimming.
District. The population according to Borg and
Gall (1994) is the universal set of all participants
2.7.5 Fifth previous study
real or hypothetical group of people, objects or
Wahiba Babaiba Meddjahdi (2014) did research
events which the researcher desires to generalize
on “Reading comprehension problems among
the results. The population selected for this study
English as foreign language learners (EFL)”. The
was teachers and students because it is important
aim of study was too know the reading difficulties
to consider both teachers and students to share the
faced by secondary students and to investigate the
factors that affect reading students reading skill
causes of their difficulties in reading tasks. The
and the solutions to improve reading skills. The
results of the study indicated that mostly students
reason to select teachers for this study is that
face the difficulties while reading such as
 1871 Journal of Positive School Psychology

teachers play a constructive role in student’s provide with attractive and interesting syllabus
academic life and they better known learners’ for English reading lessons; they will enjoy and
weaknesses and strengths. Teachers do not only comprehend the texts effectively and can easily
teach but also understand what challenges or understand the central message of the text.
difficulties students face in reading English text. Some of the students possessed negative attitude
The number of participants selected for the towards English reading skills because they face
collection of data was 15 students and 10 teachers many difficulties during reading comprehension.
of college level at Nawabshah. This study used They were of the views that the teachers did not
semi-structured interviews because it gives encourage them for reading and having less
freedom to participants to explain the phenomena interest in teaching English reading lessons. They
in their own way. Data was transcribed also indicated that teachers did not provide them
thematically. supportive and friendly atmosphere in the
classroom that ultimately create negative attitude
4. Research Findings and Discussion towards reading. One of the students was of the
views that I am not interested in English reading
4.1 What are the attitudes of college level activities because I feel reading is boring and time
students towards English reading skill? taking.
After conducting semi-structured interviews from
college level students the interviews were 4.2 What are the problems they face while
transcribed and thematic analysis was done to reading English at college level?
know their attitudes toward English reading skill. After thematic analysis of Question 2 the
The following results were formed: following themes were found that shows the
Majority of the students were of the views that factors which affect learners’ English reading
students create either positive or negative attitude skill at college level:
towards English reading skill depends on various
factors. Some of the students were of the views 4.2.1 Vocabulary
that the atmosphere of the classroom and teachers One of the factor that affect learners’ reading
attitude plays a crucial in developing student’s skills at English is the lack of vocabulary. Student
attitude towards English reading skill. They 1and teacher 5 was of the views that without
believed that the attitude of teacher towards vocabulary, learners cannot read or construct
reading skill directly influence the way students meaning from the words written on the passage.
perceive reading skill. One of the students was of Vocabulary involves gathering meaning from
the views that I possess positive attitude because words while reading. Student 6 was of the view
my teacher have positive attitude towards reading that children with strong vocabulary are able to
development. read more fluently. Some students said that
Some of the students were of the views that the having vocabulary is very essential for reading
content of the syllabus of English reading lessons English passage because if learners do not
also affect their attitude towards reading skill. recognized the words, they could not enjoy the
Students believed that teachers should provide reading. Teacher 12 was of the view that college
students wide range of materials for reading level learners face difficulties in reading because
having varieties of subjects. This is essential of having lack of vocabulary.
because students have different interests and they Most of the participants of the study pointed out
enjoy and learn more when they taught subjects that vocabulary is the most difficult task in
of their own choices. Students stressed that if they reading lessons because reading is the most
Syed Hyder Raza Shah 1872

important element in order to understand any teachers mostly teach them through multimedia
language, many of the participants answered that and technological equipment which decrease
without vocabulary reading is not being done in their need of reading through books and other
well method. Lack of vocabulary is also a resources. One of the participants answered that
problem in reading comprehension. Some due to lack of reading habit I cannot perform well
students were of the views that vocabulary is in English reading activities in the classroom.
backbone of reading without vocabulary we
cannot explore our ideas with others, and few of 4.2.4 Difficulty of pronouncing the words
the argued that if we have good competency on Most of the participants pointed out that
vocabulary, one can comprehend the text easily. understanding of pronunciation of words are a big
Vocabulary is like a soul of reading process. One issue in English reading skill because whenever
of the participants says that vocabulary is most we read any word of L2 we cannot pronounce the
important component in reading, if we do not word in a better way as native pronounced and we
recognize any word, we cannot enjoy the reading. feel uncomfortable to pronounce the words we
cannot continue our reading further because of
4.2.2 Lack of motivation in English Reading mispronunciations of words. Some of the
skill participants were of the views that understanding
Majority of the participants were of the views that and pronunciation of unfamiliar words are
they do not have motivation for English reading problem they face during reading process. The
skills. Some of the students do not motivate pronunciation of words is difficult for L2
themselves to continue their reading activities. speakers because English is not their first
One of the students were of the view that reading language. Some of the students believed that
skill is a time taking process and it requires during reading practices they encounter with the
interest of the reader to understand the text words having same spelling but there phonetics is
completely but lack of motivation decrease their change which creates confusion for students to
interest of reading and therefore, create problem pronounce the words in its actual phonetics.
in understanding the English text and affect their
reading skill. All of the students were agreed that 4.2.5 Lack of interest in English reading
lack of motivation decreases the process of skill
reading and learning English text. Majority of the students were of the views that
they do not take interest in reading activities that
4.2.3 Lack of reading habit is a big problem in reading process. Many of the
Majority of the participants believed that they do students believed that reading is a boring task and
not read on daily basis. Lack of reading habit is they do not find any pleasure in reading.
one of the biggest problems in English reading Participants were of the views that they encounter
process because daily practice of reading makes with difficult words and ambiguous meaning of
them proficient reader and able to comprehend the words which create confusion and they left
the text in short period of time, some of the reading any text without understanding
students believed that reading habit is important completely the main message of the text. Some of
for reading performing better in classroom the students were of the views that teachers
activities. Some students answered that teachers should motivate them to create interest in reading
do not assign them reading tasks on daily basis activities so that they can increase their interest in
which is one of the cause of their lack of reading English reading skill.
habit. Some of the students were of the views that
 1873 Journal of Positive School Psychology

4.2.6 Selection of the text Most of the students were of the views that lack
Majority of the participants were of the views that of English language knowledge is also a problem
selection of text matters a lot in English reading in reading skill. When students are supposed to
skill. If the text is not reliable and effective then comprehend the English text, they face
students will be unable to comprehend it. Some difficulties because of the lack of language
students were of the views that some books are knowledge. One of the students was of the view
written by native speakers and their words are that I face difficulties in reading of English text
difficult to understand. The selection of because English is not my first language and
appropriate text for reading lessons is essential to having its complete knowledge is impossible.
understand its central theme. Some students Some of the students were of the views that they
answered that teachers assigned them those books cannot read English text easily because they did
which are difficult to understand because of not have command on English language. Some of
native writing which creates problem for them the students suggested that teachers should help
and lack of interest in reading activities. them in learning English and therefore, improve
their problem of English reading skill.
4.2.7 Lack of appropriate strategies
Some of the students were of the views that lack 4.3 What are the strategies for improving
of appropriate strategies for teaching English English reading skill of college level
reading skill is another factor they face during students?
English reading activities. One of the students After conducting interviews from college
was of the view that teachers do not teach teachers to know the appropriate strategies for
students with appropriate strategies that can improving English reading skill of college level
increase student’s interest and understanding of students, thematic analysis was done and the
reading English text. Some students were of the findings of Question 3 resulted in the following
views that good strategies by teachers play a themes:
crucial role in teaching English reading skill that
can motivate them to improve their reading skills. 4.3.1 Teacher’s motivation for teaching
English reading skill
4.2.8 The content of syllabus for reading Majority of the teachers were of the view that
comprehension lesson teachers’ motivation for teaching English reading
Some of the students were of the views that the skill is very important to solve students’ reading
content of the syllabus for English reading problems. Some teachers were of the views that
lessons are not attractive and exciting. Some of if teachers are not motivated to teach English
the students were of the views that lessons in the reading skill, the students will not improve
syllabus are not clearly defined. Some students reading skill effectively. Some teachers believed
said that the lessons of English reading skill in the that teachers’ motivation play a founding role in
syllabus are not up to date and adequate. The students learning. If teacher is motivated to
content of the syllabus for reading exercise are teaching English reading skill with zest and zeal,
very difficult to understand because the the students will learn interestingly and
recommended books were written by native effectively.
speakers.
4.3.2 Increasing vocabulary
4.2.9 Lack of knowledge of English Majority of the teachers were of the views that
language students should increase their vocabulary to
Syed Hyder Raza Shah 1874

improve their English reading skills. One of the solving strategy is the most frequently used to
teachers answered that I can encourage my enhance students’ reading skills. Some of the
students to improve his vocabulary by giving him teachers were of the views that teachers should
tasks of learning vocabulary on daily basis. Some learn different methods of teaching English
teachers were of the views that teachers should reading skills by using metacognitive strategies
help students to improve their vocabulary. One of and make the difficulties of students easy in
the teachers answered that without having enough during reading English text.
vocabulary students cannot read and understand
English text effectively. One of the teachers 4.3.5 Background knowledge
suggested that students should work on their Almost all of the teachers agreed that background
vocabulary and try to increase their vocabulary knowledge is very important for reading.
with the help of daily practice. Background knowledge helps the students to
understand or comprehend the text effectively.
4.3.3 Creating friendly and supportive Some of the teachers were of the view that
environment teachers should provide students the background
Majority of the teacher agreed that supportive and knowledge of the text so that students can get the
friendly environment of the classroom help idea from the background knowledge to
students to learn efficiently. Some of the teachers comprehend it with its central message. Teachers
were of the views that if teachers provide students should make students familiar with the nature of
with supportive and friendly environment then the texts, places, characters and events of the
students can increase their interest in English passage that they are going to read. One of the
reading skill activities. One of the teachers were teachers believed that background knowledge
of the view that I give my students supportive clarify the thoughts of the author and help
environment and create English reading skill students to read and comprehend it well.
exercises interesting for them, they gave me
excellent results. Students should be given all 5. Conclusion
facilities in order to solve the factors that affect This study investigated the factors that affect
students English reading skills. English reading skills of college students in
Nawabshah. This research decided to go to the
4.3.4 Use of metacognitive reading depth of the issue and find some strategies to
strategies overcome such matter. To accomplish this task,
Majority of the teacher were agreed that researcher constructed three objectives from the
metacognitive strategies play a constructive role main aim of the study. First of all the researcher
in students improving English reading skills. intends to determine the attitude of college
Some of the teachers were of the views that if students towards English reading skills. Second is
teachers apply different techniques and methods to find out the factors that affect students English
by using metacognitive strategies on students reading skills. Lastly is to know the strategies for
while teaching English reading skill then students improving students’ English reading skills. This
can improve their English reading skills. One of research adopted a qualitative paradigm in which
the teachers agreed that metacognitive is an semi structured interviews were conducted from
appropriate teaching reading or strategies help both teachers and students from different colleges
teachers to promote their students deep reading of Nawabshah. Interviews were recorded semi-
and also help students to work on right direction. structurally and furthermore, they were analyzed
Among metacognitive strategies, problems thematically.
 1875 Journal of Positive School Psychology

The findings of the research showed that lack of generalize the results in large number of
vocabulary, having inadequate knowledge of L2, population. The researcher suggests that there
difficulty in pronouncing the words, selection of should be more studies conducted on reading
text and lack of interest in English reading skills problems faced by rural students. Last but not
are the major factors that affect students’ English least, more researches are required to elaborate
reading skills. The results also showed that which approach is suitable for reading English
students possess both positive as well negative text at all levels of learning.
attitudes towards English reading skills.
Students’ attitude is determined by the attitude of Reference
teachers, content of the syllabus and atmosphere
1. Anderson, N. J. 1999. Exploring Second
of the classroom. Moreover, teachers suggested
Language Reading: Issues and
some strategies in order to improve students
Strategies. Boston, MA: Heinle&Heinle.
English reading skills which include supportive
2. Atikah, I. 2009. Analysis on the
environment, background knowledge, increasing
Students’ Linguistic Problems in
vocabulary and teachers’ motivation play a
Reading Comprehension: A Case Study
constructive role. Last but not least limitations
at Second Grade Students of MTs.
and delimitations were identified and areas for
Baiturrahmah Sukabumi. Jakarta: State
further studies were recommended.
Islamic University.
3. Abass Abdel Rahman Alansary. (2000).
5.1 Recommendations for Further Studies.
The Impact of Strategy on Reading
After having discussion of the factors which
Comprehension.
affect English reading skills of students of college
4. Bilal Elimam (1995). The Effect of
level and conclusion of the results, the researcher
Schema Theory on Reading
suggests to the students and teachers that students
Comprehension
should understand the factors that affect reading
5. Bernhardt, E.B. and James, (J. The
English texts and teachers should apply
Teaching and Testing of Comprehension
appropriate strategies to solve their students’
in
reading problems. Teachers should tell their
6. Foreign Language Learning. Proficiency,
students about reading problems and motivate
Policy, and Professionalism in Foreign
them to improve their English reading skills.
Language Education:65-81.1987.
The researcher also recommend to future
7. Best J.W. and Kehr, J.V. (1992).
researchers that further studies required for
Research in Education. New Delhi
understanding English reading skills more deeply
:Prentice Hall.
by understanding the nature of the students.
8. Chung, H.V. 2012. A Study of Reading
Further studies can investigate factors that affect
Comprehension Problem in English
reading skills of disable students. It is
Encountered by First Year Students of
recommended for upcoming researcher to know
Faculty of Vietnamese Studies at HNUE.
the effect of curriculum in terms of reading skills.
Hanoi National University of Education.
The researcher further suggested that future
(Online). (http://www.hnue.edu.vn).
researches should be done involving three main
Accessed on 30th August, 2015
objects, teachers, students and curriculum. The
9. Eskey, D. E, Dublin F. and Grabe, W.
researcher recommended that further studies
Theoretical Foundation. Teaching
should be done by using quantitative method. The
second language reading for academic
questionnaire should be used in order to
Syed Hyder Raza Shah 1876

purpose: 3-21. Addison – Wesley Reading Texts: A Case Study at the

Published Co.1986 Second Year Students of Smkn 1 Gangga
10. Eskey, D.E. (1988) Holding in the in Academic Year 2012/2013. (Online).
Bottom, an Interactive Approach to (http://fkipunram.ac.id/ejurnal/index.php
Second Language Reading. New York: /inggris/article/view/235). Accessed on
Cambridge. 30th August, 2015.
11. Grellet, F. 1999. Developing Reading 20. Vohaus, Renee. Strategies for reading in
Skills. England: Cambridge University a second language. Journal of Reading
Press. 27(5): 412 – 416.1984
12. Nuttal, C. 1982. Teaching Reading Skill 21. Wahiba Babaida Meddjahdi. (20014).
in a Foreign Language. London: Reading Comprehension Difficulties
Heinermann Educational Books. Among EFL Learners.
13. Oberholzer, B. 2005.The Relationship 22. Westwood, P. 2001. Reading and
between Reading Difficulties and Learning Difficulties a Process to
Academic Performance (Submitted in Teaching and Assessment. Australia:
part fu1fiIment of the requirements for Acer Press.
the degree of M Ed (Ed. Psych). (Online).
Vol. xii, 119 leaves. University of
Zululand's Library Catalogue.
(http://uzspace.uzulu.ac.za/handle/10530
/398). Accessed on 30th August, 2015.
14. Oxford, R.L (1990). Language Learning
Strategies: What Every Teacher Should
Know. New York; Newbery House
Publishers.
15. Rubbin, D. 1993 A Practical Approach to
Teaching Reading. Needham: Macmillan
16. Salah Mahgoub. (2001). Reading
Comprehension.
17. Seliger, Herbert W. Improving reading
speed and comprehension in English as a
second language. English Language
Teaching 27(1): 48 – 51.1972.
18. Sutta, N. (1994) An Investigation of the
Ability in Using Reading
Comprehension Skills in Reading
Expository Texts of the First Year
Graduate Students in the Master of Arts
in Teaching Programs of Kasetsart
University. Unpublished Master`s
Thesis, Kasetsart University Bangkok,
Thailand.
19. Sasmita, E. 2012. Identifying Students’
Abilities in Understanding English