Revisiting Reading Approaches Practiced in EFL Classrooms: Insights into Adult English Learners' Perspectives and Preferences

Abstract

The study investigates the perceptions and attitudes of EFL adult English learners regarding effective reading strategies for enhancing their reading proficiency. Employing qualitative methods, focus group discussions were conducted with 20 participants from intensive English language programs, which revealed five preferred strategies: Expressive Reading, Quiet Reading, Collaborative Reading, Fast Focus Reading, and Timed Reading. Each approach presents its advantages, yet also entails certain drawbacks, such as the impact of reading rate on comprehension and the potential pressure associated with timed exercises. Nonetheless, the findings underscore the importance of employing a flexible approach to reading strategies in EFL classrooms to accommodate the diverse needs of individual learners and promote meaningful engagement. Furthermore, this study highlights the necessity for instructors to integrate these strategies into their teaching practices, thereby fostering an environment that not only enhances reading proficiency but also encourages learner autonomy and motivation in the language acquisition process.