Investigating Reading Comprehension Problems Encountered by Sudanese Secondary School Students: Teachers perspective

Abstract

This study aimed to investigate reading comprehension problems encountered by Sudanese EFL secondary school students. To achieve the purpose of the study, the researcher used an analytical descriptive method and a questionnaire as a tool. The sample of the study consisted of 30 teachers who were randomly selected from Kenana secondary schools in White Nile State, and responded to the items of the questionnaire. The findings of the study showed that Sudanese Secondary School students face problems in reading and answering comprehension questions. The main causes of these problems were attributed to students’ lack of vocabulary and motivation. English language curriculum and lack of teachers’ training were also considered as causes of this difficulty. The researcher suggested some recommendations for both teachers and syllabus designers. As a recommendation for both sides; teachers and students, the researcher recommended that English language teachers should be trained to improve students’ levels in reading comprehension. Teachers should also motivate their students to have more interest in learning English language. In addition to that, they should encourage their students to read extensively so as to improve their level of comprehension, and syllabus designers should provide good reading material with adequate exercises besides English language literature.