Reading Difficulties and Reading Strategies among French Learners in Malaysia

Kesukaran Membaca dan Strategi Membaca dalam kalangan Pelajar Bahasa Perancis di Malaysia

Abstract

In the global context, the acquisition of foreign language skills is increasingly vital for effective communication. However, learners often face challenges in achieving language proficiency and academic success, with reading difficulties identified as a critical obstacle. Reading, a critical receptive skill, demands decoding for effective comprehension. Insufficient reading abilities can lead to subpar academic achievement and misinterpretation of information, highlighting the necessity of implementing effective reading strategies. This study addresses the lack of research on reading difficulties and strategies in the Malaysian context, focusing on French language learning. The study investigates the relationship between reading difficulties and strategies, aiming to bridge the identified research gap. The study employed a quantitative approach, surveying 122 participants to explore their experiences as beginners in French language learning. The findings reveal notable reading difficulties, such as feelings of inadequacy compared to peers and persistent anxiety despite preparation. Global reading strategies, where learners attempt to guess online text content, emerge as the most employed, while critical analysis and evaluation remain less practised. Problem-solving strategies, where learners regain focus and reread difficult sections, demonstrate effectiveness. Support strategies, like using reference materials, exhibit a positive correlation with reading difficulties. In conclusion, this research sheds light on the nuanced landscape of reading difficulties and strategies in French language learning among Malaysian undergraduates. The findings underscore the importance of tailored instructional approaches and interventions to enhance foreign language reading proficiency.