READING CHALLENGES IN ENGLISH LANGUAGE LEARNING: PROBLEMS AND PEDAGOGICAL SOLUTIONS.

Abstract

Reading is a core receptive skill in the process of second language acquisition, significantly contributing to learners’ academic performance and overall language proficiency. Despite its importance, many English as a Foreign Language (EFL) learners encounter a range of challenges that hinder effective reading comprehension. These challenges include a limited range of vocabulary, insufficient background knowledge, inability to infer meaning from context, lack of reading strategies, and low motivation. Moreover, the complexity of syntactic structures and unfamiliar cultural references in English texts often result in cognitive overload. This paper aims to investigate the common reading difficulties faced by EFL learners, particularly within the Uzbek educational context, and to analyze the underlying linguistic, psychological, and pedagogical factors that contribute to these problems. It also reviews a range of evidence-based strategies that can enhance reading skills, such as pre-reading activities, extensive and intensive reading approaches, vocabulary enrichment tasks, and the integration of digital reading tools. The findings of this study highlight the necessity of a more learner-centered and strategy-based approach in reading instruction. Ultimately, addressing these challenges can lead to significant improvements in learners’ reading comprehension and foster a more confident and autonomous learning experience.