Investigating EFL Reading Problems and Strategies in Post-Basic Schools and University Foundation Programmes: A Study in the Omani Context

Abstract

This study is aimed at investigating problems that Omani post-basic and university foundation programme students face in reading in English and identifying strategies they use to help them deal with their reading problems. The study administered a questionnaire on EFL reading problems and strategies to 1114 students from grades 11 and 12 in post- basic schools and to 317 university foundation programme students. The statistical and descriptive analyses of the results of the study indicate that students in both contexts face multiple problems with reading, especially with vocabulary. They associate their reading comprehension mainly with their ability to understand the meanings of words presented in a text feeling this is a more serious concern than other higher level processes such as inferring meanings or dealing with a text’s cohesion and coherence. The findings indicate a higher use of reading strategies by foundation programme students compared with school students; however, both groups tend to use more support and problem-solving strategies than global/meta-cognitive strategies. The study makes a number of recommendations and suggests that mechanisms of collaboration between post-basic schools and the university need to be put in place in order to make real progress in students’ advancement in their reading skills.