English reading comprehension issues challenged by Cambodian middle students: principal factor analysis

Abstract

The study aims to uncover both contributing factors and underlying causes of English reading comprehension problems of middle school students in Cambodia. A mixed-method design was employed, combining quantitative data from a 5-Likert scale questionnaire and qualitative acumens gathered through two in-depth interviews and real classroom observations. The study involved the participation of lower-secondary school students (n=372) and teachers (n=6). Factor analysis emerged as an appropriate method for analyzing the data owing to its function to identify distinct factors and degrees of influences. Language knowledge stood out as the most prominent, while the reading process was found to be the least influential. Likewise, contributing causes to these factors included limited engagements with English materials outside of school, overcrowded classrooms, time constraints, disparities in textbooks, and a lack of effective reading strategies and processes. Additionally, factors such as family, genders, socioeconomic differences, learner traits, and the impact of technology shall be included for future research to gain a deeper understanding of the context, as well as empirical study.