Research Information System
International Symposium on Sustainable Development, Bosnia And Herzegovina, vol.2, no.1, pp.89
Abstract
This study focused on ELT students’ perceptions of self-failure in reading. The participants were 150 prep class students in the Department of English Language and Literature, KTU, in the academic years from 2005 to 2008. At the beginning of each academic year, the students were asked to make a list of the problems or issues they thought made their reading difficult. Their responses were analyzed using a qualitative approach. The students were also observed in terms of their responses towards various texts with reading difficulties. The study intended to make a picture of the problematic areas in EFL reading from the perspectives of learners: how much of the problematic areas in EFL reading was perceived by students, whether they lacked perception of self- failure in reading, whether they had control over their reading problems and whether their perceptions of self-failure matched their real problems in practice or not.