American International Journal of Social Science Vol. 8, No. 3, September 2019 doi:10.30845/aijss.

v8n3p8

Investigating English Reading Comprehension Problems of Cambodian High School

Doung Dara
Huazhong University of Science and Technology
Wuhan 430074, P. R. China

Abstract
The objective of this paper is to investigate English reading comprehension problems of Cambodian high school
students through mixed methods with 223 students ( excluded the 12th graders) and 6 English teachers from the two
high schools in Kep province as the direct responders. This study used questionnaire and interview as instruments for
data collection while factor analysis and qualitative description as tools for data analysis and interpretation. The
finding illustrated that lack of language knowledge and motivation were mostly carried out English reading problems
while student personality, learning methods and teacher personalities were the shadow behind the issues even though
the Ministry of Education Youth and Sport had integrated this subject into the state curriculums for lower secondary to
tertiary educations since 1993. To take more actions for challenges, investigation of this issue at lower secondary
school, additional root causes including family issues, English study time, learning and teaching materials, and library
accesses were recommended for future research.
Keywords: English reading problem, High School Level, Shadow behind, Cambodia.
1-Introduction
1.1 Background of the Research
In 1993, Ministry of Education, Youth and Sports began to instigate English subject into the national curriculums from
lower secondary school to tertiary education institutions (MoEYS, 2013), but the students' English abilities at high
school levels are still limited according to the results of the 12th grade national examinations. Many researchers from
different countries affirm that the weakness of language competency has a strong connection with reading problems
(Marriam, Joy, & Rebacca, 2003; Eskey, 2002; Do Minh & Vo Phan, 2015). Relatively, reading comprehension
problems can be affected by a number of factors namely lack of linguistic competency (Alderson, 1999; Sajeerat, 2011;
Mikulecky, 2008; Bernhardt, 2005), learners' experiences or previous knowledge (Xu, 2006; Sajeerat, 2011; Alderson,
2000), lack of motivation (Sajeerat, 2011; Law, 2011; McGeown et al., 2015), lack of reading strategies (Sajeerat,
2011; Shokrpour & Fotovatian, 2009; Rattanaseeha, 2007) and so on.
On the other hand, there has been little research conducted in Cambodia concerning with English reading issue. What
has been found so far is just a few pieces of small articles pointing out the causes of the problems which might be
related to English learning problems such as lack of authentic materials, the limitation of teachers' qualifications, poor
learning environments, lacks motivations, etc. (MoEYS, 2013), but what causes high school students poor reading
comprehension has not yet been fully identified. Of course, this problem is not a new topic for some countries, but it is
still worth investigating in this country because there is a great lack of research findings that help to detect the
problems, find out the causes and take effective measures to solve the problems for the purpose of improving the
English teaching in Cambodia.
1.2 Objective of the Research
This research primarily aims to investigate the reading comprehension problems that the students in high school level
have and hinder their abilities to understand the reading texts or materials. It also attempts to discover the causes which
inhabit behind those problems. The solutions and pedagogical implications will be proposed and suggested for learning
and teaching reading comprehensions.
2. Literature Review
2.1 Definitions of reading comprehensions
Reading comprehension is an interactive process between the text and the readers' background knowledge (Carrrell and
Eisterhold, 1984). Some researchers call it as a process that involves not only recalling facts but also inference and
evaluating the author's point of view (Noicharoen, 2012);
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Despite the fact that the definitions of reading comprehensions are highly documented and have been proposedly given.
In this study reading comprehension targetively refers to the ultimate goal of every reading practice by using crucial
processing skills which provide a reader reading, synthesis and appraisal competence.
2.2 Reading Models
A number of leading experts and specialists in reading field have developed many reading processes or models to
promote reading outcomes of English learners at any level: firstly bottom-up which is able to build up basic units and
sentential levels (Carroll, 1964; Rudell, 1969; Gough, 1972 cited in Xu,J 2016) and used to scan the smallest units
(bottom) to the larger units (top) of linguistic components until the meaning can be explored entirely. Secondly, top-
down is to earn more accurate assumptions (Goodman, 1967) which functions the best for higher levels, directing to
skimming the gist of a text and this approach is a prosody by which language learners use schematic knowledge (i.e.
linguistic knowledge and background information) that they have already known to make a good prediction of the text's
meanings while performing their reading tasks (Dubin & Bycina, 1991; Mikulecky, 2008). Thirdly, interactive model
which coherently reveals how various language sources providing continuous inputs interact or compensate each other
(Rumelhart, 1977; Stanovich, 1980). Grabe (1988) which cited in Aidinlou (2012) talked of three different senses for
the term "interactive": reading as an interactive process, which focuses on the text-reader relations; interactive model of
reading, which concentrates on the integration of lower- and higher- components of the reading process; and textual
interactive reading, which involves those interactions with the text as a whole.
2.3. Reading Strategies
Palinscar and Brown (1984) highlighted only four needed reading strategies for explicit and direct strategy training of
foreign language students: summarizing or self-reviewing, questioning, predicting, and clarifying. However, there were
five frequently used reading strategies, firstly scanning is a reading technique that requires reader to search for specific
information without reading the whole text, through looking at its title, the table of content and so on (Grellet ,1981,
cited in Rouai Souhila, 2014). Secondly, skimming is a common technique in reading which the readers move their
eyes rapidly over the text to gist and get a general overview of the content (Babaiba, 2015). Thirdly, predicting is a very
useful way that the reader may use to predict about the text relying on his or her previous knowledge and extract the
meaning of the text even if there exist unfamiliar words in the text (Babaiba, 2015). Fourthly, inferencing is a reading
strategy that the readers have to read the between the lines to draw the conclusion (Keene, E. O., & Zimmermann, S,
1997).Fifthly, summarization strategy is a reading comprehension strategy that consists of four steps: review the
passage, evaluate the paragraph, answer with a paraphrase, and determine a passage summary and it can be quite
mystifying and puzzling to students who are not familiar with it (Wormeli, 2005, cited in Pardis Safani, 2014).
2.4 Common problems with English reading abilities
Some researchers state that the factors that influence the reading comprehensions are the difficulties of materials, the
readers' responses, background knowledge and experience in selecting reading books, the natures of readers and
environments (Noicharoen,2012), the learners' susceptible comprehending of the text structure, conclusion drawing,
and comprehension checking (Perfetti, Landi, & Oakhill, 2004). Even though only some of them are leading and
highly-frequently found such as lack of language knowledge, five commonly distinctive problems are found listing as
the following: problem pertaining to poor background knowledge, problems pertaining to lack of motivation, problems
pertaining to lack of reading strategies, and problems with poor decoding ability.
2.5 Previous research on English reading problems
There were much research on problems of English reading comprehension as the second language around the word
(H.V.Chung, 2011; Nongnat.Ch, 2008; Pangsapa. N, 2012; Gilakjani & Ahmadi, 2011; Azeroual, 2014; Al Seyabi &
Tuzlukova, 2015; Da Fontoura & Siegel, 1995; Shehu, 2015; Koda, 1994). They focused on finding out the problems
that caused readers not to understand the texts well. As the results, many factors had been shown to prevent readers '
comprehensions such as decoding, vocabulary, sentence structures, syntax, text types, background knowledge, text
organizations. There were also studies on factors affecting reading comprehensions (Nergis, 2013; Sanford, 2015;
Vaseghi, Barjesteh, & Gholami, 2012; Gilakjani & Sabouri, 2016). The findings demonstrated that there were several
factors which impact on reading grasp such as reading strategies (cognitive and metacognitive), textual complication,
environment conditions, anxieties, interests, encouragements, medical problems, or decoding, etc.
The study on sources of reading problems was discovered in the study of Yorio (1971). It suggested that there are
several sources of the reading problems, for instance the difference of understanding levels between the first and
second languages, the imperfect language knowledge, the uncertainty in language uses, the unfamiliarity of materials
and lack of training, the interference from native language. Another relevant research is about the linguistic problems
that block the reading comprehensions (Atikah, 2009).
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American International Journal of Social Science Vol. 8, No. 3, September 2019 doi:10.30845/aijss.v8n3p8

In this study, it aimed to observe merely linguistic problems such as vocabulary, spelling (decoding) and structure
(syntax) of the second-grade students of MTs. Baiturrahmah Sukabumi and its results claimed that the students in these
levels met all aspects of the linguistic problems.
3. Research Methodology
3.1 Research Design
Mixed method research was applied for this purposively interesting topic through the discussion with supervisor who
was demonstrated all the research processes and procedures like verification of the gaps in topic, initiative literature
reviews, the development of research instruments, validation, accuracy and reliability, data collection of both pilot data
and actual data which were from the field and the implementation of factor analysis for finding out the supreme
problems while qualitative data analysis for interpreting the results. In this study only two types of participants were
opted to involve in. Moreover, solely 223 students by excluded the 12th graders and 6 English teachers at two high
schools in Kep province, Cambodia, were identified as straight responders.
3.2 Instrument
The questionnaires and interview were used as research instruments for data collection and these questionnaires were
derived from the these research of Sajeerat W. (2011) which consisted of 20 items and were grouped into 5 different
problems with 5-likert scale as an evaluation system that number 1 means "strongly disagree" and 5 means "strongly
agree". The interview questions were developed after getting the results from questionnaires to be used for gathering
more information for additional interpretation of results. Those semi-constructed interview questions were consisted of
two main sub-sections—for students and teachers with different questions and purposes.
3.3 Data Collection Procedure
In order to collect the data, formal letters of permission was sent to school principals for their consents to allow for data
collecting at the target school levels. When their notices of agreements returned, the questionnaires were distributed to
the students and they had to return these questionnaires to their class monitors within a week. After questionnaire
collection, data were input and computerized to analyze with factor analysis in order to discover the most prevailing
factors or problems. From these results, the interview questions were devised for further investigations to find threads
of evidence or reasons to sustain the first result. Later, interview were conducted and the data were collected.
4. Data Analysis
From the sample of 223 students, the Cronbach’s Alpha of all the 18 items in the five scales is 0.5836, which indicated
that the questionnaire was reliable as a whole and the items in each scale have relatively good internal consistency and
it can be assumed that lack of language knowledge and motivation are main problems of Cambodian high school
students in English reading comprehensions.
Factor N of Items Cronbach's Alpha
Lack of language knowledge 5 0.704
Lack of motivation 4 0.66
Reading Strategies 4 0.552
Poor reading process 2 0.576
Background Knowledge 3 0.426
Total 18 0.5836
Responding to the question “Can you understand the reading texts well?” 65.00 percent of students provided
information that they did not understand the reading text because it had complex grammar, difficult vocabulary,
technical words and sentence structure; and teachers did not provide specific reading techniques, explain about reading
passage with additional example but share experience but just showing how to pronounce new vocabularies, translating
technical words to Khmer language, arranging group discussion activity and managing student to check new word by
using dictionary and parts of speech.
Teachers expressed that generally there were around 40 to 48 students in one class, which was the crowded and
difficult number to manage teaching activities and to follow up previous lesson. These matters also came along with the
students' lack of basic knowledge of English, not-reading or not-wanting -to- read culture; shyness or uncooperative
work, whereas their families did not encourage them to study hard or uphold futuristic. In addition, some teachers
blamed themselves that their teaching techniques were not good enough for improving students’ reading competency
because students needed much more than what they could have provided.
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5. Discussion
According to Sajeerat (2011) demonstrated that background knowledge, lack of motivation, lack of reading strategy,
background knowledge and the language knowledge were in order issues which students at Mathayom in Thailand
challenged in English reading while vocabulary, working memory, absence of extensive reading and text types were
indicted as an issues in Croatia after studied by Irena Shuhu in 2015 and these results were similar to Nongnat,Ch
(2008) who had investigated English reading problems of the Thai grade 12th students. While, Yingjie,Y (2016) found
that the ESL or EFL readers met some internal problems as the follow: anxiety, confidence, instruction, guidance and
Linda,B (2014) indicated more factors impacted to readers such as weak decoding, poor reading prosodies, weak
language processing skills, poor vocabulary, memory issues and lack of active process.
In comparing this study with other previous research indicated that lack of language knowledge and motivation were
the factors that effected to English reading comprehension of the students while student-related and teacher-related
factors were an obstacle behind those problems. Peterson, et al. (2000) advised that in order to build reading
proficiency at the secondary levels, motivation to read, ability to decode print, ability to comprehend language, and the
ability to transact with text (to actively seek information and make personal response) should be core strategies.
6. Conclusion and Recommendation
6.1 Conclusion
The aims of this study is to investigate the reading comprehension problems that Cambodian high school students have
currently challenged and what have hindered their abilities to understand the reading texts or materials and it also
attempts to discover the causes which inhabit behind those problems. Based on the quantitative data analysis result,
lack of language knowledge and motivation were mostly carried out English reading comprehension problems while
student personality, learning methods and teacher personalities were the shadow at the heels.
6.2 Recommendation
Thanking to the findings, some recommendations for the future research in order to solve the reading comprehension
issues which Cambodian high school students have faced are as below:
 English reading problems of Cambodian lower secondary school students had been recommended for future
research. Conducting investigation at this stage will be provided more new strategies for ministry as relevant
stakeholders to take on-time actions for English reading issues.
 The root cause which affected on reading comprehension such as family issue, English study time, learning
and teaching material, library access, and so on should be included as a factors for future research.

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