Exploring the Challenges in Developing Reading Skills at the Tertiary Level: A Study in the Asian EFL Context of Bangladesh

Abstract

Abstract This research Exploring into the multifaceted challenges confronted by tertiary students in developing reading skills within the context of English as a Foreign Language (EFL), with a specific emphasis on the experiences of Bangladeshi university pupils. The focal point of the study revolves around reading strategies and skill development, shedding light on the second language reading concepts of these students. Employing a mixed-methods approach, the investigation incorporates a questionnaire survey administered to students and interviews conducted with three tertiary-level teachers. In the pursuit of a comprehensive understanding, secondary data, drawn from peer-reviewed journal articles, supplements the primary data collection. The amalgamation of questionnaire responses and insights gleaned from interview sessions articulates the perspectives of both students and teachers regarding the challenges associated with reading and its development. The research underscores the current state of tertiary students' reading strategies, elucidating the issues they encounter and proposing viable solutions. The study elucidates the significance of addressing the challenges faced by Bangladeshi university freshmen in conquering their apprehensions related to reading in English. Through a nuanced exploration of reading fears, the research contributes valuable insights to the ongoing discourse on English language education at the tertiary level. The narrative encompasses the intricacies of reading development, highlighting the shortcomings in reading skills among tertiary students and probing into the factors that precipitate these challenges, such as the dynamics of intensive and extensive reading. Crucially, the research engages with the concept of critical reading and its progressive expansion, elucidating the trajectory of reading skill development at the tertiary level. In conclusion, the study not only encapsulates the existing issues but also offers recommendations for mitigating the challenges associated with reading skills. These insights contribute significantly to the ongoing dialogue on the current state of English language education for Bangladeshi university freshmen, paving the way for a more informed and effective approach to fostering reading proficiency at the tertiary level.