Barriers and Strategies in Academic Reading Comprehension Among EFL Learners at Hamzanwadi University

Abstract

The main objective of this study is to identify various difficulties in understanding English academic reading texts and the strategies used to overcome them. This study employed a mixed-methods approach, combining quantitative data from Likert-scale questionnaires with qualitative insights from semi-structured interviews. A total of 30 fourth-semester EFL students at Hamzanwadi University were selected through purposive sampling. Descriptive statistics were used to analyze questionnaire responses, while qualitative data were analyzed using Miles and Huberman’s (1994) interactive model to deepen understanding and validate the findings. The results uncovered that the most common challenges included unfamiliar vocabulary, complex sentence structures, difficulty in identifying main ideas, and connecting information across paragraphs. Other contributing factors were a lack of focus when reading lengthy texts and a low interest in certain topics. Emotional pressures, such as anxiety and lack of confidence, also worsened reading difficulties. To cope with these challenges, several strategies were applied, including rereading, using dictionaries and translation tools, taking notes, writing summaries, highlighting key sentences, and breaking the text into smaller parts. These strategies helped improve comprehension and reduce the burden of reading complex academic texts.