Investigating Reading Comprehension Problems Encountered by Sudanese Secondary School Students: Teachers Perspective

This study aimed to investigate reading comprehension problems encountered by Sudanese EFL secondary school students. To achieve the purpose of the study, the researcher used an analytical descriptive method and a questionnaire as a tool. The sample of the study consisted of 30 teachers who were randomly selected from Kenana secondary schools in White Nile State, and responded to the items of the questionnaire. The findings of the study showed that Sudanese Secondary School students face problems in reading and answering comprehension questions. The main causes of these problems were attributed to students’ lack of vocabulary and motivation. English language curriculum and lack of teachers’ training were also considered as causes of this difficulty. The researcher suggested some recommendations for both teachers and syllabus designers. As a recommendation for both sides; teachers and students, the researcher recommended that English language teachers should be trained to improve students’ levels in reading comprehension. Teachers should also motivate their students to have more interest in learning English language. In addition to that, they should encourage their students to read extensively so as to improve their level of comprehension, and syllabus designers should provide good reading material with adequate exercises besides English language literature.


Introduction
English language undoubtedly, is the most widely spread language in the world. In recent years, there has been great interest in learning English in many countries all over the world, this interest has been increased for many reasons; firstly, is being the language of modern science and technology and a means of study in English native speaking countries and a job requirement. Reading is an important skill in any English language learning: it supports the development of overall proficiency and provides access to crucial information at work and school. With English being the dominant language of the internet, international business, and academia (including science), beginner and advanced students alike faced great problems to develop their second language reading abilities. Therefore a more emphasis has been given to reading, especially, in a foreign language context. Dechant & Emerald (1991:1) pointed out that "reading has received more than the other aspects of education, so there is small wonder that instruction in the early grades is organized around learning to read". Alderson (1984: 1) also assured that "reading knowledge of a foreign language is essential to academic studies, professional success and personal development".
The present study aims to identify the different types of reading problems encountered by Sudanese Secondary School pupils and factors contributing to these difficulties and personal solutions.

Statement of the Problem
Generally, reading is a challenging skill because it involves a number of sub-skills. As Pamela and William(1986:20) pointed out "reading needs practice and integration of skills". Reading skill is also a complicated process that needs knowing grammatical structure and rich vocabulary. Francoise (2000:5) stated that "the reasons why people have basic skills problems are: absence from school, sickness, unsettled home life or family problems, poor teaching, undiagnosed visual/ hearing impairment, and intergenerational effect". The researcher from his experience observed that EFL learners face a number of reading difficulties, and these difficulties could be due to a number of reasons; transfer of L1 knowledge into L2, reading word by word, and relying too heavily on their visual information. This affects their reading speed and impedes their ways to read. So they concentrate on every word. This also may have a bad effect on their ability to comprehend a passage. Thus, Kenana Secondary Schools students face some problems in understanding reading comprehension passages.

Significance of the Study
This study is an attempt to draw teachers' attention to the main reasons that affect students' achievement in reading comprehension passages. This study is expected to help teachers to find some clues and enrich them with data to solve some of the reading comprehension problems at secondary level. It is also significant in helping syllabus designers to check what students practically face when reading English language. Thus, helping the syllabus designers to tailor attractive, useful, and interesting textbooks which can stimulate learners' abilities for more knowledge. In addition to that, this study is expected to help teachers and students with useful ideas which may help them in their teaching and learning endeavor.

Objectives of the Study
The study aims to achieve the following objectives: ➢ To identify the problems of reading comprehension passages encountered by Sudanese Secondary School Students. ➢ To find out the causes of those problems.
➢ To suggest some solutions to overcome those problems.

Research Questions
This study attempts to answer the following questions ➢ What are the problems of reading comprehension passages encountered by Sudanese Secondary School Students?
➢ What are the causes of reading comprehension problems encountered by Sudanese Secondary School Students?
➢ What can be done to overcome those problems?
Hypotheses of the Study ➢ There are some problems that face Sudanese Secondary School students in reading and answering comprehension questions. It could be less attention given reading comprehension, large classes and lack of grammar knowledge cause reading problems.
➢ The main sources of reading comprehension problems could be: Students lack of vocabulary and teaching methods.
➢ Using short stories as supplementary material for enhancing student's motivation and developing vocabulary can help to solve these problems.

Methodology
In order to achieve the objectives of this study, the researcher designed a questionnaire and administered to secondary school teachers which focuses on investigating reading comprehension problems and how to overcome them.

Summary of Findings
According to the results of the teachers' questionnaire, the study has revealed the following points; 1-Teaching reading comprehension in secondary school is a problem.
2-The study finds out the causes of reading comprehension problems are represented in the students and teachers.
3-In the teacher cases; lack of using teaching aids and lack of training courses for teachers are the main causes of reading problem.
4-Lack of motivation, vocabulary and grammar are the main causes of reading comprehension for students.
5-Large classes is the main cause of reading comprehension problems.
6-Using short stories as extra material can solve students' motivation, vocabulary and grammar problems.

Recommendations
Reading comprehension plays a vital role in teaching English language. So more emphasis should be given to the factors that affect reading comprehension passages. The present research attempts to offer some recommendations for syllabus designers and teachers so as to assist them in improving the reading comprehension process: Teachers should motivate students to have more interest in reading materials in English language. Teachers should adopt modern teaching methods in teaching reading and neglect the traditional ones.
Teachers should provide students with enough assignments and exercises after any reading comprehension passage to boost their comprehension.
Teachers should encourage students to make extensive reading so as to improve their level of comprehension.
Syllabus designers should also design textbooks that pay more attention to develop learners' comprehension of reading texts.