EFL Teachers’ expectations and students’ reading-related difficulties at the university level
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Abstract
The ability to read English is essential in academic settings, but it can pose challenges for EFL students, potentially impacting their academic performance. This study investigates the expectations that EFL university teachers have for their English major students’ reading and the challenges that the students encounter while reading English. Findings from interviews with teachers and students, as well as class observations indicate that teachers expect their students to read for different academic purposes beyond main idea comprehension. However, these expectations are not always clearly conveyed through classroom discourse and reading activities. While students have some awareness of what is expected of them, they still believed they lack necessary skills to read effectively. This research provides discipline-specific insights into the demands and difficulties English major students face when reading English for general and academic purposes. It highlights the need for more extensive language and reading support in the higher education settings.
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References
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