The Impact of reading comprehension challenges on vocabulary acquisition in TESL students
Abstract
This study examines the impact of reading comprehension challenges on vocabulary acquisition among TESL students at a selected tertiary institution. Reading is a fundamental skill that influences other language abilities, such as writing, speaking, and listening. However, TESL students at this institution encounter significant difficulties in reading comprehension, which hinder their ability to acquire new vocabulary effectively. The research aims to identify the most problematic reading skills for these students and analyze how these challenges affect their vocabulary development. A descriptive quantitative approach was employed, with data collected via a questionnaire distributed to TESL students using Google Forms. The responses were analyzed using descriptive statistics in Microsoft Excel 2019 to uncover patterns and trends. Preliminary findings suggest that students struggle with key skills such as decoding, inferencing, and the application of metacognitive strategies during reading tasks. These challenges are expected to have a detrimental effect on their vocabulary growth. The study’s findings aim to contribute to TESL education by informing curriculum design and teacher training programs. By addressing these reading comprehension difficulties, educators can support improved language proficiency and academic outcomes for TESL students.
Full text article
References
Akbari, J., Heidari Tabrizi, H., & Chalak, A. (2021). Effectiveness of virtual vs. non-virtual teaching in improving reading comprehension of Iranian undergraduate EFL students. Turkish Online Journal of Distance Education, *22*(3), 272–283. https://doi.org/10.17718/tojde.907585
Albishari, A. (2023, January 6). The effect of extensive reading on reading proficiency and strategies of EFL learners. ResearchGate. https://www.researchgate.net/publication/366919417
Al-Khasawneh, F. (2019). The impact of vocabulary knowledge on the reading comprehension of Saudi EFL learners. Journal of Language and Education, *5*(3), 19.
Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix, *5*(2), 143–145.
Baumann, J. F., Kame'enui, E. J., & Ash, G. E. (2022). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 752–785). Lawrence Erlbaum Associates.
Butarbutar, E. R. J. (2021). Reading comprehension difficulties among tenth grade students of vocational high school. http://digilib.unimed.ac.id/id/eprint/45640
Callula Killingly, G. L. J., Tancredi, H., & Snow, P. C. (2024). Reciprocal relationships among reading and vocabulary over time: A longitudinal study from grade 1 to 5. ResearchGate. https://www.researchgate.net/publication/379430213
Duarte, N., & Barner, V. (2005). Reading comprehension in teaching English as a foreign language. Monografias.
Eslit, E. (2023). Unveiling the cognitive depths: Delving into language learning and acquisition amidst the post-pandemic era. ERIC. https://files.eric.ed.gov/fulltext/ED628255.pdf
Gallagher, M., Beck, J. S., Ramirez, E., & Buehl, M. M. (2023). Supporting multilingual learners' reading competence: A multiple case study of teachers' instruction and student learning and motivation. ResearchGate.
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (2nd ed.). Routledge. https://doi.org/10.4324/9781315833743
Hong Kong. (2006). Yearbook: Curriculum development. http://www.yearbook.gov.hk/2006/en/07_07.htm
Khan, M. (2021). Sample size for factor analysis. ResearchGate.
Laufer, B. (2019). Second language vocabulary acquisition from language input and form-focused activities. ResearchGate.
Macleod, M. (2011). Types of reading. http://www.readinganswer.com/html
McNamara, D. S., & Magliano, J. P. (2009). Toward a comprehensive model of comprehension. Comprehension Processes in Reading, *59*(2), 172–189.
Muhammad Amirrudin, Nasution, K., & Supahar, S. (2020). Effect of variability on Cronbach alpha reliability in research practice. Jurnal Matematika, Statistika Dan Komputasi, *17*(2), 223–230. https://doi.org/10.20956/jmsk.v17i2.11655
Nagy, W. E., & Townsend, D. (2022). Words as tools: Learning academic vocabulary as language acquisition. ResearchGate.
Ng, W., & Rosli, M. N. (2023). Vocabulary learning strategies in second language acquisition: A review.
Pang, E. S., Muaka, A., Bernhardt, E. B., & UNESCO-IBE. (2023). Teaching reading. ResearchGate.
Pavani Meganathan, N. T., Yap, S., & Jalaluddin, I. (2019). Incidental and intentional learning of vocabulary among young ESL learners. Universiti Kebangsaan Malaysia Press.
Perfetti, C. A., & Stafura, J. (2013). Reading comprehension and reading ability. Journal of Educational Psychology, *105*(2), 398–418.
Peter, W. (2021). What teachers need to know about reading and writing difficulties. ACER Press.
Prihatini, S. O. (2022). Students' difficulties in reading comprehension. Review of Multidisciplinary Education, Culture and Pedagogy, *1*(2), 75–79. https://doi.org/10.55047/romeo.v1i2.95
Razali, K., & Razali, I. (2023). Strategies in improving reading comprehension through vocabulary acquisition. Englisia, *1*(1), 1–16.
Schmitt, N. (n.d.). Vocabulary in language teaching. Cambridge University Press.
To, & Albishari, A. (2023). The effect of extensive reading on reading proficiency and strategies of EFL learners. ResearchGate.
Vener, D. (2002). Finding the main idea. Landmark Outreach.
Wahab, W. (2012). Students' difficulties in using word order of adjectives. Universitas Negeri Gorontalo.
Webb, S., Uchihara, T., & Yanagisawa, A. (2023). Effectiveness of incidental vocabulary learning: A meta-analysis. Language Teaching, *56*(2), 161–180. https://doi.org/10.1017/s0261444822000507
What teachers need to know about reading and writing difficulties. (2024). Google Books.
Zagoto, I. (2020). Academic self-concept on reading comprehension. Journal of Education and Development, *8*(2), 545–548.
Zhang, L. J., & Anual, S. B. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. SAGE.
Zuhra. (2015). Senior high school students' difficulties in reading comprehension. English Education Journal, *6*(3), 424–441.
Authors
Copyright (c) 2024 Fadhila Ahmad, Farisha Anuar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article Details
