Identification Of Learning Barriers Affecting English Reading Com

Edith Cowan University

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Identification of Learning Barriers Affecting English
Reading Comprehension Instruction, as Perceived by ESL Undergraduates in Thailand
Chayapon Chomchaiya
Curtin University of Technology

Katie Dunworth
Curtin University of Technology

Originally published in the Proceedings of the EDU-COM 2008 International Conference. Sustainability in Higher Education: Directions for Change,
Edith Cowan University, Perth Western Australia, 19-21 November 2008.
This Conference Proceeding is posted at Research Online. http://ro.ecu.edu.au/ceducom/10 Comchaiya, C. and Dunworth, K., Curtin University of Technology, Australia

Identification of Learning Barriers Affecting English Reading
Comprehension Instruction, as Perceived by ESL Undergraduates in Thailand
Chayapon Chomchaiya1, Katie Dunworth2
1

Curtin University of Technology
E-mail: [e-mail]
2

Curtin University of Technology
E-mail: [e-mail]
ABSTRACT
Facility in English language reading comprehension is essential for learners of English as a second language, since English is the international language of written (as well as spoken) communication for business, science and technology. In Thailand, as acknowledged in the literature, learners of English as a second language often experience considerable difficulties with reading. There are many reasons for this, but, given the importance of reading to the development of language proficiency, it is of great importance to identify ways in which student learning can be enhanced. This paper reports on a project that sought to obtain specific information from Thai undergraduate students about their experiences when undertaking formal reading classes in a higher education institution. The study was part of a larger project to identify ways in which student learning could be enhanced. It involved the application of focus group

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