Reading Comprehension Problems Encountered by Foreign Language Students, Case Study: Albania, Croatia

Abstract

Reading Comprehension is a crucial component of second language acquisition. As a core part of language learning it is, obviously, not an effortless process. Students often complain of not understanding a text, therefore they fail in answering to the comprehensive questions. Unfortunately, this is a reality evidenced and proven from unsatisfactory results of students in English Language Matura Exam in Albanian high schools (as these students have been the objective of this study). In this context it is very important to reveal why do students have difficulties in comprehending a text. At first, it is necessary to detect the problems that generally appear along this process. In this context, focus should be given to questionnaires as their results are good detectors of problems encountered by students. This would direct us to a proper strategy for problem solving and improving the situation. The survey in question was submitted to students from three different high schools in Albania, using questionnaires, sample texts, observations, focus groups etc. Second, theories related to these problems and strategies that could be of help should be provided. Basically, theories and approaches of Reading Comprehension are: 'bottom-up', 'top-down` and ‘the meta cognitive view’. Third, but not less important, focus should be given to questionnaires as their results are good detectors of problems encountered by students. This would direct us to a proper strategy for problem solving and improving the situation. The survey in question was submitted to students from three different high schools in Albania, using questionnaires, sample texts, observations, focus groups etc.

DOI: 10.5901/mjss.2015.v4n1s1p91