Reading Comprehension Difficulties among EFL University Students: A Case Study at Prof. Dr. Hazairin, SH University

Abstract

Reading comprehension is a fundamental skill for university students learning English as a foreign language; however, many learners continue to experience persistent difficulties in understanding academic texts. This study aims to explore the reading comprehension difficulties encountered by second semester students of the English Education Study Program at Prof. Dr. Hazairin University. The research addresses the gap in empirical evidence regarding specific comprehension problems faced by EFL learners in higher education contexts. Employing a descriptive qualitative case study design, data were collected through classroom observations, reading comprehension tests, and semi-structured interviews. The data were analyzed using qualitative descriptive analysis. The findings reveal that students face difficulties in several aspects of reading comprehension, including limited vocabulary knowledge, inability to identify main ideas, difficulty in making inferences, and limited background knowledge related to the texts. These difficulties hinder students’ overall comprehension and engagement with academic reading materials. The study highlights the need for more explicit reading instruction and strategic support to enhance students’ comprehension skills. The findings are expected to contribute to English language teaching practices by providing insights for lecturers to design more effective reading instruction tailored to learners’ needs in EFL university settings.