An Investigation of English Analytical Reading Skills Problems and Enhancement Strategies for Undergraduate Chinese Students at Guangxi University

JinZhi  Lan; Kris  Lietz; Araya  Ariya; Phikun  Ekwarangkoon

Authors

JinZhi Lan North Bangkok University, Bangkok, Thailand
Kris Lietz North Bangkok University, Bangkok, Thailand
Araya Ariya Lampang Rajabhat University, Lampang, Thailand
Phikun Ekwarangkoon Kasetsart University, Bangkok, Thailand

Abstract

The purposes of this study were: 1) to investigate problems of English analytical reading skills of undergraduate Chinese students at Guangxi University of Foreign Languages, 2) to construct enhancement strategies for English reading skills of undergraduate Chinese students at Guangxi University of foreign language. The research employed a mixed-methods approach. The sample group in this research project were divided into 2 groups; namely,217 Chinese students and 38 teachers at Guangxi University of Foreign Language in the academic year2025. Data collection utilized questionnaires to identify analytical reading difficulties and focus group discussions to evaluate proposed development strategies. The findings revealed that both students and teachers rated analytical reading problems at the highest level (mean scores ranging from 4.20 to 4.45 on a 5-point Likert scale), with the most significant challenges including difficulty distinguishing facts from opinions, lack of confidence in critical analysis, and struggles with identifying main arguments and supporting evidence. Key problems identified were vocabulary limitations, insufficient exposure to authentic English texts, over-reliance on translation strategies, and inadequate metacognitive reading strategy instruction. The study developed a comprehensive four-chapter framework for enhancement strategies focusing on: (1) learner-centered skill building and metacognitive development, (2) instructor guidance and innovative pedagogical approaches, (3) supportive classroom management and collaborative learning environments, and (4) authentic materials and comprehensive assessment methods. The proposed strategies were validated by three specialists with Index of Congruence (IOC) values ranging from 0.66 to 1.00, confirming their suitability for implementation. This research contributes to understanding analytical reading challenges specific to Chinese EFL learners and provides evidence-based enhancement strategies that can be adapted across similar educational contexts.

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