EFL LEARNERS’ PROBLEMS IN UNDERSTANDING CONTENT-BASED LEARNING MATERIALS

Abstract

This paper discusses how the EFL learners’ problems in understanding content-based learning materials come about. The key questions to answer are: (i) are those problems affected by low reading skill or inappropriate use of learning strategies?; (ii) what are the specific-linguistic features of reading skills causing the academic problems?; and (iii) how did the learners’ learning strategies bring about the problems. The data used in this paper are the scores of students’ midterm test and the frequency of their preferred learning strategies. In addition, the qualitative data in the form of students’ statements gained by means of unstructured-participative interview are also involved and they are more analyzed in descriptive-qualitative ways based on relevant theories in reading skills and learning strategies of the content-based learning materials. The results of data analysis lead to state that the EFL learners’ problems in understanding content-based learning materials were caused by both low reading skill and the inappropriate application of learning strategies. The linguistic features of reading skills causing the problems are lack of the understanding on grammatical features, low level of vocabulary mastery, lack of understanding on sentential construction, and problems in understanding a discourse. Dealing with learning strategies, the problems are inappropriate use of learning strategies, uncertain learning goals, and bad learning habits.