Reading Comprehension Difficulties Among Libyan University Students (A Case Study of EFL Students in the First and Second Semesters at the Faculty of Languages, Azzaytuna University - Tarhuna)

Abstract

This study investigates the main difficulties that college students face in reading comprehension, with a particular focus on English as a foreign language (EFL) learner at Azzytuna University in Tarhuna. It also aims to identify the causes of these difficulties and explore possible solutions during the learning process. To achieve these aims, a descriptive quantitative method was employed. Data were collected through questionnaires distributed to 50 students from the Faculty of Languages at Azzytuna University (first and second semesters, department of English) as a case study. The questionnaire consisted of two sections addressing students’ reading preferences and reading difficulties. Results revealed that students encounter several challenges in reading comprehension, including ambiguous words, unfamiliar vocabulary, limited time to process texts, slow reading speed, and difficulty recognizing text structures. In addition, psychological factors such as anxiety, low motivation, and lack of confidence were found to hinder comprehension. To address these issues, the study recommends a combination of reading strategy training, encouragement of extensive reading, use of technology, and supportive teaching practices. The findings highlight the need for more effective instructional methods, enriched vocabulary support, and engaging reading materials to improve students’ reading comprehension skills.