Reading Comprehension Challenges: A Case Study of General Foundation Program (GFP) Students at International College of Engineering and Management (ICEM).
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| Title: | Reading Comprehension Challenges: A Case Study of General Foundation Program (GFP) Students at International College of Engineering and Management (ICEM). |
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| Authors: | Alhabsi, Saada S.1, Z., Fatima1, Jaradat, Abeer F.1, Al-Manthari, Said M.1 |
| Source: | Journal of Language Teaching & Research. Nov2025, Vol. 16 Issue 6, p1860-1868. 9p. |
| Subject Terms: | *Reading comprehension, *Reading strategies, *Basic education, *Foreign students, *Academic achievement, *Mixed methods research |
| Geographic Terms: | Oman |
| Abstract: | Reading comprehension is critical for academic achievement, particularly for English as a Foreign Language (EFL) students who often struggle with understanding academic texts. This research examined the specific reading comprehension difficulties faced by higher education EFL students, defined the strategies which students use to overcome the English reading comprehension challenges and found the impact that the General Foundation Program (GFP) had on students' English comprehension reading skills. Using a mixedmethod approach, the study gathered data through quantitative surveys, from a sample of 114 students at the International College of Engineering and Management (ICEM) in Oman, and qualitative interviews with 10 students at this college. Over six weeks, targeted reading sessions incorporated these strategies to assess their impact on comprehension. The results confirmed that students face challenges when learning to read in English, most notably the inability to understand new and unfamiliar words, the pronunciation of new words, and difficulty understanding long sentences. The results indicated the possibility of relying on a set of strategies to overcome reading comprehension difficulties, including re-reading the text more than once, summarizing ideas, relying on key words to understand the context of the text, skimming and scanning. The results also indicated the role of the foundation in improving students' reading comprehension abilities and enhancing their motivation to learn. Findings from this research highlight the potential of integrating targeted reading strategies into EFL curricula to improve comprehension, promote self-directed learning, and enhance academic outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189225171 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reading Comprehension Challenges: A Case Study of General Foundation Program (GFP) Students at International College of Engineering and Management (ICEM). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alhabsi%2C+Saada+S%2E%22">Alhabsi, Saada S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Z%2E%2C+Fatima%22">Z., Fatima</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jaradat%2C+Abeer+F%2E%22">Jaradat, Abeer F.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Al-Manthari%2C+Said+M%2E%22">Al-Manthari, Said M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Nov2025, Vol. 16 Issue 6, p1860-1868. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Basic+education%22">Basic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Reading comprehension is critical for academic achievement, particularly for English as a Foreign Language (EFL) students who often struggle with understanding academic texts. This research examined the specific reading comprehension difficulties faced by higher education EFL students, defined the strategies which students use to overcome the English reading comprehension challenges and found the impact that the General Foundation Program (GFP) had on students' English comprehension reading skills. Using a mixedmethod approach, the study gathered data through quantitative surveys, from a sample of 114 students at the International College of Engineering and Management (ICEM) in Oman, and qualitative interviews with 10 students at this college. Over six weeks, targeted reading sessions incorporated these strategies to assess their impact on comprehension. The results confirmed that students face challenges when learning to read in English, most notably the inability to understand new and unfamiliar words, the pronunciation of new words, and difficulty understanding long sentences. The results indicated the possibility of relying on a set of strategies to overcome reading comprehension difficulties, including re-reading the text more than once, summarizing ideas, relying on key words to understand the context of the text, skimming and scanning. The results also indicated the role of the foundation in improving students' reading comprehension abilities and enhancing their motivation to learn. Findings from this research highlight the potential of integrating targeted reading strategies into EFL curricula to improve comprehension, promote self-directed learning, and enhance academic outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1606.07 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1860 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Reading strategies Type: general – SubjectFull: Basic education Type: general – SubjectFull: Foreign students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Oman Type: general Titles: – TitleFull: Reading Comprehension Challenges: A Case Study of General Foundation Program (GFP) Students at International College of Engineering and Management (ICEM). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alhabsi, Saada S. – PersonEntity: Name: NameFull: Z., Fatima – PersonEntity: Name: NameFull: Jaradat, Abeer F. – PersonEntity: Name: NameFull: Al-Manthari, Said M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 16 – Type: issue Value: 6 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
| ResultId | 1 |
