Analysis of errors in reading English academic texts: A new approach for university students

บทคัดย่อ

This study delves into the analysis of errors and difficulties encountered by
students in reading academic English texts, a critical aspect of higher education
that directly impacts academic success. Utilizing a qualitative research
methodology, the research primarily focuses on identifying the nature and
types of reading challenges faced by non-native English-speaking students
at the university level. Data were collected through in-depth interviews and
analysis of reading responses from a diverse cohort of 50 university students
in TBI class. The findings revealed a predominant occurrence of lexical and
syntactic misunderstandings, leading to misinterpretation of academic texts.
Furthermore, the study highlights issues related to the complexity of academic
jargon and structural intricacies of English academic writing, which pose
significant hurdles in comprehension. The research also uncovers a correlation
between the students’ reading habits and their comprehension levels, suggesting
that infrequent engagement with English texts outside the academic curriculum
contributes to these difficulties. This study not only catalogues specific error
types but also explores the underlying factors contributing to these challenges,
such as the educational background of students and their previous exposure
to English. The implications of this research are substantial for curriculum
designers and educators, emphasizing the need for tailored reading strategies
and interventions to enhance comprehension skills in academic English.
These strategies may include focused vocabulary enhancement programs,
syntax simplification techniques, and context-based learning approaches.
Overall, this study provides a comprehensive insight into the obstacles faced
by non-native English speakers in academic reading, laying the groundwork for
effective pedagogical reforms.