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An Investigation into the Reading Comprehension Problems Faced by the

Pakistani Students at University Level

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Available online athttp://cusitjournals.com/index.php/CURJLL

CITY UNIVERSITY RESEARCH JOURNAL OF LITERATURE AND LINGUISTICS

Vol (5), No. (1)

An Investigation into the Reading Comprehension Problems Faced by the

Pakistani Students at University Level
Dr.Akbar Ali1, Nasim Gul2, Dr.Syed Sabih-Ul-Hassan3

Keywords: ABSTRACT

Reading is one of the important and major skills of language

Reading, learning. It has multifarious functions. However, it is very difficult
Reading Comprehension, and time-consuming process to become expert in reading
comprehension. Therefore, the main purpose of this study was to
Reading Comprehension
investigate the Reading Comprehension (RC) Problems faced by
problems. students at University level. This study was intended as an attempt
to unfold problems in reading comprehension confronted to
English language users in general and to the students of Kohat
University of Science and Technology (KUST) Kohat and Federally
Administered Tribal Areas, FATA University, District Kohat,
Khyber Pakhtunkhwa, Pakistan in particular. The researchers
conducted a study of 64 students and 9 teachers of the English
departments of Kohat University of Science and Technology,
Kohat, and FATA University, Kohat by using a questionnaire
employing Likert-scale and semi-structure interviews. This
research study yielded important results. Some of the problems
highlighted by the study regarding reading comprehension are:
Long Sentence sentences understanding, weak grammar, lack of
vocabulary, frequently consulting dictionary, long sentences, and
lack of English texts reading. It is also shown by the study that
English teachers encourage students towards reading. Because
they believe that reading is an important skill for language
learning.

Assistant Professor, Department of English, FATA University, Kohat (akbar@fu.edu.pk)

Mphil English Linguistic Scholar, Department of English, Kohat University of Science & Technology (KUST) Kohat (naseemgul2016@gmail.com)
Assistant Professor, Department of English, Kohat University of Science & Technology (KUST) Kohat (syed.hassan@kust.edu.pk)
 135

INTRODUCTION

English is nowadays a language of the world. Throughout the world, English is a means of
communication. Harmer,J (2006) says “Like Latin in Europe in the Middle Ages, English seems
to be one of the main languages of international communication …[and] it is a lingua franca.”
However, in Pakistani schools English occupies an important place as it is one of the compulsory
subjects. Rahman, T (2020) says “Pakistani English (PE) is a non-native variety of English with
a certain distinctive feature of pronunciation, vocabulary and grammar, which are not found in
British Standard English.” Listening, speaking, reading and writing are the four main skills that
learners require for effective communication while using language. It is a general observation that
the skill, which is used more than the rest while studying at a university level is the reading skill.
Therefore, this study mainly focuses on reading comprehension. Hill, C (2011) defines
comprehension as:

An acquired skill that is focused on the understanding of input. Comprehension

is the ability to take in information, analyze it in its respective segments, and
come up with an understanding of the input in a cohesive and accurate manner.
Well-developed comprehension abilities involve interactive strategy use to come
up with a meaningful understanding of the input (Hill, C 2011:p62).

The term ‘comprehension’ can be defined as the action or fact of understanding with the mind
and it refers to the power of receiving and gaining ideas. Simply, comprehension is the process
of receiving language; listening or reading input. This study aims to investigate whether students
of Kohat University of science and Technology (KUST) and Federally Administered Tribal
Areas, FATA University, District Kohat, Khyber Pakhtunkhwa, Pakistan have reading
comprehension problems. From the researcher’s personal observations, which have been
developed from the researcher’s 8 years experiences as a teacher and student of BS and Mphil
English through interaction with other students of English, and teachers at KUST and FATA
University. It is observed that students and teachers in departments of English focus more their
attention to the mastery of other skills rather than to the strategies/techniques for improving
reading comprehension.

Haas, C., & Flower, L. (1988) reveal that construction of meaning is the purpose of
reading. Though the process of reading seems very simple to simple literate person yet it very
complex process in real sense because during reading a reader looks at the symbols to produce
sounds i.e. phonemes in order to articulate words and sentences. Thus, through this way
 136

understanding comes. It implies that rudimentary or embryonic understanding of various written

texts is based on endless invisible cognitive processes which function together at lightning speed
in order to bring comprehension of that very text.

Furthermore, the nature of reading and a way of teaching English have been the subject of much
debate in Pakistan. What the reading process is and how English reading could be taught are two
problems facing every classroom. In this context it is also important to remember that intellectual,
physical, emotional and social developments are also involved in reading readiness skills. The
term ‘reading readiness’ refers to the collection of integrated abilities and skills that these learner
needs in order to learn the complex process called reading. Moreover, in Pakistan, some academic
courses are designed to enhance reading comprehension at university level such as “Academic
Reading and Writing”, “Advanced Academic Reading and Writing” among others.

Therefore, the present study is more concerned with English language in the given context.
English language has a distinct role and importance in the world. It is an international language
owing to the large number of native speakers across the world and many others use it as a second
language for multi-purposes.

Approximately, all living languages consist of four major components: Vocabulary (lexemes)
Grammar (words structure) pronunciation on sounds, and their meanings (Semantics). All these
components are playing a peculiar role in learning or acquiring a language. However, the leading
factors are vocabulary and their proper meanings among others in learning a language. Owing to
lack of proper vocabulary and their incorrect use, neither pronunciation would work nor grammar.

Precisely, it is through reading skill students /learners can improve their vocabulary of target
language and it is the proper way to learn English language. Therefore, students could be made
clear about the importance of reading skill and its role in language learning. They may be
equipped with all the techniques and factors of reading in order to improve their language. The
most important and crucial factor in reading is “Reading Comprehension” that could be focused
the most. Students should be encouraged towards reading. The more students read the more they
will build their word power. Whenever they are reading, they will come across many new words
and they will like to know the meaning and use of those unknown words. So, through reading
comprehension skills they would come to know new words and their language would be
improved. Unfortunately, our education system does not focus on reading comprehension and on
its importance. At school and college level, teachers have misunderstanding that vocabulary can
be increased by memorizing difficult and individual words with their literal meanings. They do
not pay any special attention to the skill of reading comprehension. In our educational system the
skill of reading comprehension mostly introduced at higher classes that is BA, BSC, MA, and BS
 137

program. This skill is seemed to be lacking at school and even at college level. At these levels,
students are given texts to read and asked them to memorize difficult words and their meanings
in Urdu or in native languages. After memorizing meanings of the words if they are asked to use
these words in sentences many grammatical and contextual mistakes would be found. Thus, there
is no proper, practice given to the students in reading skills.

Aims and objectives:

• To explore the factors that affect reading comprehension of KUST and FATA University
students while reading in English at undergraduate level

• To investigate techniques and strategies of reading comprehension which are more

effective for the students of KUST and Fata University

LITERATURE REVIEW

Many researchers have conducted research studied on the importance of reading and reading
comprehension. For instance, A’isyah (2010) has published article on problems in learning of
reading. The results of his research showed problems in learning reading faced by the students at
first stage are: vocabulary learning, issues in meanings of words, main idea, and pronunciation.
He also found out various solutions students’ problems in learning reading, such as; for
vocabulary, language teachers should give vocabulary, which is difficult for the students first, and
then explain meaning of each difficult word in the mentioned list of vocabulary. For main idea,
he has suggested that teachers should explain what the main idea is and provide an example for
the main idea from the text they are reading. Likewise, for pronunciation, he has mentioned that
teachers should motivate their students to practice English in their daily life and the teacher must
pronounce difficult words first, and then all by the students together.

According to A’isyah (2010) “Reading is one of the skills in learning English. It is defined as
an understanding a message conveyed by the writer through visual and non-visual information. It
is important to learn reading since it (1) helps us to and think a new language, (2) helps us to build
a better vocabulary, (3) makes us to feel more comfortable with written English, (4) can help us
to plan study in English-speaking country. The reading activity needs a process by which people
comprehend what they read. That process happens when they face written symbols, they look at
them through their eyes then their mind will process them. Since then, a process of viewing
changes into a process of comprehending. This process is called a cognitive process” (P233)

Cromley (2005) has conducted research on reading comprehension component processes in early
adolescence. According to him, “reading is a critical academic skill, one which is necessary for
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success in all academic domains” (p: 25). He discussed that vocabulary and background
knowledge made the greatest total contribution to reading comprehension. Results of his research
also suggest that vocabulary and background knowledge might be the first targeted for
interventions with “basic” level students who struggle with reading comprehension. He divided
students into four levels that are “below” basic level,” basic” level, “proficient” level and
“advanced” level. Therefore, this research study is highly concerned with “advanced” level. He
also clarified that students at the Proficient level are “able to show an overall understanding of
the text, including inferential as well as literal information… to extend the ideas in the text by
making clear inferences from it, by drawing conclusions, and by making connections to their own
experiences”. At the Basic level, students “should demonstrate a literal understanding of what
they read and be able to make some interpretations” (p: 30). At the Below Basic level, students
do not even demonstrate this level of performance. At the Advanced level, students “describe the
more abstract themes and ideas of the overall text”.

Mihara (2011) says according to schema theory that;

Comprehending a text is an interpretive process involving the reader’s background
knowledge and the text itself. Prior knowledge, which is organized and stored in the
reader’s mind, is termed schema (plural schemata). The reader tries to activate an
appropriate schema based on clues provided by the writer in the text.
According to this theory, readers can comprehend the text only if they reconstruct its content by
relating their own schemata to the new information in the text (P: 51). He investigated the effects
of three pre-reading strategies on the reading comprehension of Brazilian university students. He
argued that vocabulary pre-teaching was significantly less effective than pre-questioning and
pictorial context.
According to Susiana (2017), reading is transaction among the reader, the text, and the intention
of the author. She posited that each reader brings his own feelings, personality, and experiences
to the text and that each reader is different each time he revisits a particular text. Background
knowledge is what the reader brings to the reading event. Each reader’s interpretation and each
reading of the text are potentially unique.

Historical Perspective

Palmer.H (1917) in Britain and West. M (1926) cited in Bamford, J., & Day, R. R. (1997) in
India pioneered the theory of Extensive Reading (TER). They considered extensive reading as
one of the approached to learning a foreign language. Palmer used the term "extensive reading"
to distinguish it from "intensive reading". Likewise Broughton (1978) also claimed the
importance of ‘extensive reading’ in second language learning programs. Nuttall (1982) argued
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that Extensive Reading should be "standard practice” in L2 learning classroom. She suggested
the following "slogan":
"The best way to improve your knowledge of a foreign language is to go and live among the
speakers. The next best way is to read extensively" (P.168). Krashen (1984) gave arguments in
favour of ‘extensive reading’ because he believed that extensive reading automatically contribute
to writing skills competency. Krashen in (1993) used the term "free voluntary reading" for
extensive reading. He further claimed that 'free voluntary reading" works like a "bridge" to closely
bring together academic language and communicative language competences.
Furthermore, Elley (1996) prepared a report consists of 210,000 students and 10,000 teachers
enrolled in 32 educational systems across the world. He concluded that "instructional programs
that stress teacher directed drills and skills are less beneficial in raising literacy levels than
programs that try to capture students' interest and encourage them to read independently."
The above-mentioned works showed the importance of reading in general and extensive reading
particular, still there is lack of research and inclination towards the study and practices of reading
in classroom settings. Therefore, this area of reading needs further investigation.

Intensive Reading

An intensive reading means reading a text line by line with specific intension in mind. During
intensive readers often refers to a dictionary to check the grammar of text and meaning of known
words in order to comprehend the text.
Brown (2007) says intensive reading is usually “a classroom-oriented activity in which students
focus on the linguistic or semantic details of a passage. Intensive reading calls students' attention
to grammatical forms, discourse markers, and other surface structure details for the purpose of
understanding literal meaning”. Reading text through intensive reading could lead to the
increasing of general knowledge and comprehension kills of second language learning. The
grammar-translation approach is one the old ways of reading where a teacher works on text and
translating the text in local or supporting language. It implies that the main goal of intensive
reading contributes to the understaning of the text. The of translation of the text enables learners
to comprehend the text when they try to translation some of the text by themselves and it also
allows the teachers to assees the teaching and learning process.

Brown (1989) further shows that intensive reading focuses “the attention to grammatical forms,
discourse markers, and other surface structure details for the purpose of understanding literal
meaning, implications, rhetorical relationships, and the like." He calls it a "zoom lens" strategy
for the understanding of a text.
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In addition, an intensive Reading is also known as "Narrow Reading". It means that students may
read specific selection(s) written by the particular author or various texts on the same topic. When
this process comes again and again students may get opportunities to comprehend of the text in
logical and sequential way.

Reading in Chunks

The human eyes are capable of reading group of written symbols, letters and words; it does not
necessarily progress word by word. Studies have shown that a skilled reader can take in a single
eye glance

1. Four or five uncounted letters

2. Two uncounted words
3. Four or five words in a meaningful sequence (E.g. a phrase or a short sentence)

Reading in chunks does not merely increases the speed and comprehension of reading but also
makes the reader free from the undue attention to read individual letters and words. It has been
found that an individual letter is not necessary for word identification, that individual words are
not necessary for word identification, and that individual words are not essential for sentence
completion. It has been shown that good readers are not proof-readers, since attention to small
detail is not part of their reading strategy. Such readers ‘correct’ in accuracies of print as they go
along.

Apart from slowing down the reading speed, stopping at individual words hinders comprehension.
As a reader is engaged in worrying over the individual meaning of separate words, he is in danger
of missing the overall meaning of the sentence as a whole. Such a reader ‘cannot see the wood
for trees.

Silent Reading

In most of the schools and colleges in Pakistan, reading aloud is still regularly practiced and there
is very little encouragement of silent reading. True reading is silent reading. It is a two-way
process of negotiation between the writer and reader. It is not appreciated that reading aloud
brings with it its own problem.

The reader of the text has to think and rethink as he proceeds. Sometimes he has to pause and
then refer back; sometimes he has to skip a head a check a prediction. All this can be done quite
naturally when reading silently, but is denied to the reader who is forced to read aloud. Reading
aloud, therefore, tends to be completely receptive in character since opportunities for reflection
and response are minimized. Reading aloud does not merely free the readers to negotiate the texts
 141

it also hinders the readers speed of reading because it takes time to pronounce each and every
single word of the text.

As we have recorded the merits and merits of almost each type of reading. It is very crucial to
know about the functions and strategies each type of reading in order to get true meanings and
ultimately the understanding of the texts.

METHODOLOGY

In the present study employed both quantitative methods i.e. questionnaire (contains 11 items
for students) and qualitative tools i.e. semi-structured interview conducting from English
teachers in order to answer the research questions. Mixed-method approach was followed with
the aim to investigate reading Comprehension level of the KUST and FATA University
students. On the basis of available literature and accordance with purpose of the present study
questionnaires and interviews were constructed in order to meet with for goals of the study.
Furthermore, Piloting study was conducted before the data collection process.

Research Sites and Sample

The present Research sites are two English Departments from KUST and FATA University
District Kohat Khyber Pakhtunkhwa Pakistan. The sample for the questionnaire consists of 64
Postgraduate students enrolled in BS English in both Universities. Furthermore, 9 teachers for
interview were selected who were teaching in both universities in order to strengthen the data.

Procedure for Data Collection and Analysis

Firstly, questionnaires were administered to the willing participants (students) for data collection.
Secondly, interviews were conducted from teachers. While conducting data from the participants,
research ethics were taken into consideration. Numerical data collected through questionnaires
were analyzed through SPSS in order to take percentages and frequencies from the numbers as
shown above in table No 1 the qualitative data were analyzed through exploratory content
analysis. Both qualitative and quantitative findings were integrated and are given together in the
analysis

ANALYSIS AND DISCUSSION

Table 1 Shows Students’ Responses to the Questionnaire Statements

Strong Strong
No Statement ly Agree Neutra Disagre ly
Agree l e Disagr
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ee

1 I can easily understand long 1.56% 26.56 12.5%

sentences. % 6.25% 53.12%
Students can easily understand text
2 by guessing meaning even if they 6.25% 51.56 51.56%
have weak vocabulary. % 10.93% 21.87%
By the time students reach the later
3 part of a sentence, they forget the 3.12% 26.56 4.68%
meaning of the earlier part. % 7.8% 46.87%

4 Students believe when there are

examples in the text, it helps them 46.87% 34.37 7.8% 4.68%
to understand the text in a better % 4.68%
way.
Outside of class, students do not
5 read materials that are written in 26.56% 42% 9.37% 14%
English. 7.8%
Students’ grammar is weak and it
6 negatively affects their reading 25% 57.8% 3% 3%
comprehension. 10.9%

Students believe reading is

7 important in learning a language. 45.31% 40.62 1.56% 6.25% 6.25%
%
Frequently consulting dictionary
while reading English text makes it
8 difficult to understand the text. 17.18% 31.25 29.68% 7.81%
% 14.6%
I understand meaning of individual
9 words but do not meaning of the
whole sentence. 9.37% 41.81 4.68% 30.06% 9.37%
%
Unfamiliar words are a big obstacle
10
in comprehending a text.
21.87% 6.25% 00
Students can better understand a 56.25 15.62%
11 text if linking words like, therefore, %
however, nevertheless, are used in 18.75% 26.56% 3.12%
the text. 12.5%
39%
 143

Understanding Long Sentences

As data could be seen in response to item 1 in table 1 that the highest number of students (53.12%)
disagree with the statement that (they can easily understand long sentences). This indicates that students
at KUST and FATA University have problems in understanding long sentences. Interestingly, data
conducted from teachers through interviews also supports the same argument i.e. at both universities’
students have problems in comprehending long sentences. Moreover, Kathleen said in his book “Helping
Students Understand Complicated Sentences” that students faced problems in long sentences when there
are such sentences used by the writer that contains multiple subjects and predicates, embedded clauses
and phrases, passive voice, and/or unusual word orders.

Examples in the text help students in understanding

The data could be seen to item 4, in table 1, reveals that students understand a text written target language
when there are examples provider by the writers because the highest number of students (46.87%)
strongly agree with the statement. Along with students’ views out of nine English Teachers 7 teachers
strongly agree with the same statement. This indicates that there are similarities in the students and
teachers’ views. It implies that by the help of examples students can understand the text in a better way
while learning a target language.

Reading apart from the course Contents

As data could be seen to item 5, in table 1, show that the highest number of students 42% are agree with
the statement that outside of class, students do not read materials that are written in English. This
indicates that students at KUST and FATA University do not read materials that are written in English
e.g. (English newspaper, novel etc.) apart from their courses include materials. However, interestingly
there is contrast in the opinions of students and teachers. One the reasons could be that teachers are
encouraging students at university level to read texts that are written in English but still they have not
developed this habit. Therefore, teachers think differently. Other researchers also comment that English
may be easily learned by reading materials that are written in English as Karam (2014) stated that many
studies showed the positive effects of using newspaper-based instruction. He further added that students
who read newspaper as a principle source of material have better achievement in social studies, language

Assistant Professor, Department of English, FATA University, Kohat (akbar@fu.edu.pk)

Mphil English Linguistic Scholar, Department of English, Kohat University of Science & Technology (KUST) Kohat (naseemgul2016@gmail.com)
Assistant Professor, Department of English, Kohat University of Science & Technology (KUST) Kohat (syed.hassan@kust.edu.pk)
 144

arts and mathematics than their match counter parts, which rely only on textbooks. Reading skills
increase two grade levels for students who read newspapers compared to those using traditional methods.
Weak Grammar

Findings in could be seen to item 6, in table one reveal that weak grammar negatively effects reading
comprehension problems. Students’ responses indicate that their grammar is weak that is why they are
facing reading comprehension problems while reading in English. The highest number of students
(57.8%) and teachers are supporting the statement i.e. when Grammar is weak it creates problems in
understanding the idea is also supported by Previous research studies.

Importance of Reading

As respondents could be seen to item 7, in table 2, show that the highest number of students (45.31%)
are strongly agree with the statement that they believe reading is important in learning a language. From
the interviews of teachers and previous research finding the same arguments are supported i.e. reading
plays a very vital important role in learning a language. As karam (2014) conducted research on reading
skills in Pakistani context he added that reading is an essential part of our daily life. Reading is receptive
skill. We use reading for personal and academic purposes and the aim is to get expressed ideas and
thoughts clearly and effectively. He also argued that the skill of reading has a special importance in the
Pakistani educational context because the whole education and examination system is based on the
reading and writing skills.
Frequently Consulting Dictionary
Surprisingly, the findings showed that frequently consulting dictionary large can also cause reading
comprehension problems. As respondents could be seen to item 8, in table 1, the highest number of
students (31.25%) are agree with the statement. Along with the students views data as shown in table
one teachers also expressed the same idea during interview i.e. frequent use of dictionary leads dis-
connectivity in thoughts while reading. Interestingly, Previous research studies also showed that
frequently consulting dictionary creates problems in understanding of the text as the study conducted at
women university in Japan by Caleb,(2008) L2 instructors often have different assumptions as to the
effectiveness of using a dictionary while reading English text. These instructors following traditional
grammar-translation methods have tended to focus on decoding text and have discouraged the extensive
use of dictionaries.
 145

Meaning of individual words Vs Whole Sentence

As respondents could be seen to item 9, in table one, the data indicate that the highest number of
students (41.81%) agree with the statement i.e. they understand meaning of individual words but do
not meaning of the whole sentence. Teachers are also supporting the same idea.

Unfamiliar words

As respondents could be seen to item 9, in table one, which show that the highest number of students
disagree with the statement. But interestingly data in table 1 also reveals that the highest number of
teachers agree with the same statement. This shows that there is contrast in the views of students and
teachers.

Linking words

The data reveal that students can better understand a text if linking words like, therefore, however,
nevertheless, are used in the text. The same idea is also supported by the English teachers because the
highest number of students (39%) and English Teachers agree with statement 11 as shown in table No
1. The same idea is further supported by Vivien in Book title “A helpful guide for Easy Writing” that in
reading comprehension linking words such as (but, therefore, in contrast) help the readers in
understanding of the text.
IMPLICATIONS OF THE FINDINGS
To conclude the study, certain implications of the findings are presented. As stated in introduction,
reading could be proper medium for language learning, reading plays an important role for word
recognition and the purpose of reading is to construct meaning. Despite the importance of reading
students are unable to understand or comprehend completely what they read.

The findings imply that English Language Teaching in Pakistan needs change. The traditional
methods of teaching English in our schools and colleges do not encourage students to comprehend and
think in target language. Reading and writing both skills are treated as the means to pass examination at
school and college level. Students need more practices in mastery of grammar. The reading skills,
 146

including reading comprehension skills also needs more focus. At schools and college levels students
do not read for comprehension but they do just rote memorization and reproduce the same when required.
Reading skills could be taught by current teaching methods. The main implication of the findings is that
the reading skill, especially reading comprehension skills can significantly be improved by using
different techniques. These techniques enable the students to read and comprehend completely.

CONCLUSION

The present research was conducted to show Reading Comprehension problems faced by the students at
KUST and FATA University through questionnaire and semi-structure interviews. Furthermore, the aim
of the study was to provide possible solutions for reading comprehension problems. At the first stage,
data were conducted from the students in order to recognize their views regarding comprehension.
Secondly, teachers were interview in order to strengthen the results of the study.

The research has yielded important results. According to the data obtained and analyzed, i.e.
students have reading comprehension problems. It was also concluded that all English teachers and
students think almost alike regarding reading.

RECOMMENDATIONS

The following points are recommended

• Suitable techniques may be employed for teaching reading skill to the students as reading in
chunks etc.
• Grammar could be given more focus at school and college level.
• Students could be encouraged to read English materials as newspaper etc. outside of the class.
• Male students could be grouped with female students in class discussions.
• English original texts could be preferred by the teachers such as novel, play and literary criticism
etc.
• The learners may be enabled to apply the learnt vocabulary to other similar situations.
• It is recommended that further research may be conducted in other area of reading skills such as
phonics, fluency and vocabulary.
• It is also recommended that further research that may be conducted at school and college level.
 147

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