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

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.