Analysis of errors in reading English academic texts: A new approach for university student

This study delves into the analysis of errors and difficulties encountered by students in reading academic English texts, a critical aspect of higher education that directly impacts academic success. Utilizing a qualitative research methodology, the research primarily focuses on identifying the nature and types of reading challenges faced by non-native English-speaking students at the university level. Data were collected through in-depth interviews and analysis of reading responses from a diverse cohort of 50 university students in TBI class. The findings revealed a predominant occurrence of lexical and syntactic misunderstandings, leading to misinterpretation of academic texts. Furthermore, the study highlights issues related to the complexity of academic jargon and structural intricacies of English academic writing, which pose significant hurdles in comprehension. The research also uncovers a correlation between the students’ reading habits and their comprehension levels, suggesting that infrequent engagement with English texts outside the academic curriculum contributes to these difficulties. This study not only catalogues specific error types but also explores the underlying factors contributing to these challenges, such as the educational background of students and their previous exposure to English. The implications of this research are substantial for curriculum designers and educators, emphasizing the need for tailored reading strategies and interventions to enhance comprehension skills in academic English. These strategies may include focused vocabulary enhancement programs, syntax simplification techniques, and context-based learning approaches. Overall, this study provides a comprehensive insight into the obstacles faced by non-native English speakers in academic reading, laying the groundwork for effective pedagogical reforms.