EFL STUDENTS’ DIFFICULTIES IN UNDERSTANDING BUSINESS ENGLISH TEXTS
DOI:
https://doi.org/10.46827/ejel.v8i5.5085Λέξεις-κλειδιά:
ELT department students, English speaking anxiety, teacher support, classmate support, self-efficacyΠερίληψη
Students who learn business or economics subjects might read different business texts related to their majors. However, many English as a Foreign language (EFL) students are still struggling with their reading comprehension abilities The objectives of the study are to identify students’ perceptions of common difficulties when reading Business English texts and to explore their attitude towards a number of solutions. The participants were ninety-six Business English students who enrolled in a Business English Reading course at a public economics university in Ho Chi Minh City. A five-Likert questionnaire and a semi-structured interview were employed to collect the data for the study. The results show that EFL students often encountered difficulties in reading Business texts. The most prominent factors influencing Business English reading comprehension generally are Vocabulary, Timing, and Background Knowledge. To address those issues, Business English students proposed six solutions regarding lexical and grammatical knowledge enhancement, regular practice, metacognitive strategies, participation in business courses, and online dictionary use. These recommendations collectively aimed to empower students in mastering the skills of Business English reading comprehension.
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