READING DIFFICULTIES FACED BY EFL LEARNERS AT THE SECONDARY LEVEL

Authors

  • Akhtamova Sevinch Shukhratovna,Pardayeva Aziza Rahmatullayevna Samarkand state institute of foreign languages 2- year student

DOI:

https://doi.org/10.55640/

Keywords:

EFL learners, reading difficulties, secondary education, reading comprehension, language learning

Abstract

Reading is one of the most essential skills in learning English as a foreign language, especially at the secondary school level where academic demands increase. However, many EFL learners face serious difficulties in reading comprehension, which negatively affects their overall language performance. This article examines the major reading difficulties encountered by secondary-level EFL learners, such as limited vocabulary, lack of background knowledge, poor reading strategies, and low motivation. It also discusses modern pedagogical approaches and classroom practices that can help learners overcome these challenges and improve reading proficiency.

Downloads

Download data is not yet available.

References

1.Grabe, W., & Stoller, F. L. Teaching and Researching Reading. Pearson Education, 2011, pages 29–68.

2.Harmer, J. How to Teach English. Longman, 2007, pages 99–124.

3.Nation, I. S. P. Teaching ESL/EFL Reading and Writing. Routledge, 2009, pages 21–55.

4.Nunan, D. Practical English Language Teaching. McGraw-Hill, 2003, pages 68–91.

5.Urquhart, A. H., & Weir, C. J. Reading in a Second Language. Longman, 1998, pages 40–73.

6.Richards, J. C. Curriculum Development in Language Teaching. Cambridge University Press, 2001, pages 117–138.

Downloads

Published

2026-01-07

Issue

Vol. 5 No. 01 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

READING DIFFICULTIES FACED BY EFL LEARNERS AT THE SECONDARY LEVEL. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(01), 149-152. https://doi.org/10.55640/

Similar Articles

1-10 of 2853

You may also start an advanced similarity search for this article.