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Findings identified vocabulary knowledge, text origination, grammar difficulties, limited time, and anxiety as key RCPs. Four solutions were proposed: more vocabulary practice, grammar improvement, teacher support for anxious learners, and additional reading time in classrooms.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Solutions: Learners’ Perceptions in Focus  \nSaeedeh Torabi  \nIslamic Azad University, Science and Research Branch, Iran, [saeede.torabi@yahoo.com](saeede.torabi@yahoo.com)  \nRoohollah Maleki  \nImam Khomeini International University, Iran, [malekiamar73@yahoo.com](malekiamar73@yahoo.com)  \nThe present study set out to explore Iranian EFL learners’ Reading Comprehension Problems (RCPs) and the tentative solutions for such problems from learners’ perspectives. The participants included 20 female EFL learners within the age range of 18 to 28 studying at the intermediate level of language proficiency at Safir language institute in Tehran. The participants were selected based on convenience sampling. In order to collect the data, semi-structured interviews were held. The interviews were recorded and then to analyze the collected data, content analysis was employed. The results of data analyses indicated that vocabulary knowledge, text origination, grammar, limited time and anxiety were the problems of reading comprehension mentioned by participants. Learners offered four solutions for their RCPs including: working more on vocabulary, improving grammar, teachers’ help for anxious students and teachers’ offering more time for learners to read. EFL teachers are encouraged to take the RCPs into account while dealing with reading texts and tasks.  \nKeywords: EFL learning, reading comprehension, RCPs, learning, EFL learners  \nINTRODUCTION  \nReading is considered to be a main channel of input for foreign language learners. Life without the ability to comprehend texts can pose many obstacles in people’s daily lives in general and academic lives in particular (LervAag, Hulme, & Melby‐Lervåg, 2018) . Due to the vital role of this skill in both daily and academic contexts, reading has been the focus of many investigations quite recently (e. g., Atkinson, Slade, Powell, & Levy, 2017; Chen, Cui, Ma, Wang, & Hu, 2018; Cox-Magno, Ross, Dimino, & Wilson, 2018; Javadi, & Mohammadi, 2019; Kazemi, & Vahid Dastjerdi, 2019; LervAag, Hulme, & Melby‐Lervåg, 2018; Tay, Luu, Hui, & Su, 2018; Teimourtash, & Yazdanimoghaddam, 2018; Welbl, Stenetorp, & Riedel, 2018) . The effective teaching of language skills has been the concern of language teachers and researchers for a long time and reading has not been an exception (LervAag, Hulme, & Melby‐Lervåg, 2018) .  \nFahim and Saeepour (2011) declared, reading plays a significant role in second language curriculum and thus reading comprehension is the goal of many educational programs. Obviously, if people do not possess an adequate level of reading comprehension ability, they would have to face the complicated issue of following the words without deriving any meaning. As Denton, Wolters, York, Swanson, Kulesz, and Francis (2014, p. 67) believed, comprehend a text, the reader should go through several processes: a reader must be able to “decode words, access word meaning, and construct meaning from sentences and larger section of text, while correlating them with their background knowledge to create a mental model of the text”.  \nCitation: Torabi, S., & Maleki, R. (2022) . An investigation into Iranian EFL learners’ reading comprehension problems and the tentative solutions: Learners’ perceptions in focus . Anatolian Journal of Education, 7(1), 123-138.  \n[https://doi.org/10.29333/aje.2022.7110a](https://doi.org/10.29333/aje.2022.7110a)  \nCampbell and Malicky (2002) maintained that reading theorists generally divide reading models into three categories: bottom-up, top-down, and interactive. Each model focuses on particular aspects considered by its advocates to play the important function in the reading process. Bottom-up models focus more on the one-way flow of information from the lower-level perceptual analyzing systems, which proceeds through a linear hierarchy moving from letter recognition to decoding at the phoneme le","cbCaig78Xn76f4kR","https://ap.wps.com/l/cbCaig78Xn76f4kR","pdf",717770,16,"English","# INTRODUCTION\n## Reading comprehension as input and educational goal\n## Reading models: bottom-up, top-down, and interactive","[{\"question\":\"What reading comprehension problems did Iranian EFL learners report?\",\"answer\":\"Participants reported problems related to vocabulary knowledge, text origination, grammar, limited time, and anxiety.\"},{\"question\":\"How were the data collected and analyzed in the study?\",\"answer\":\"Semi-structured interviews were conducted with 20 intermediate-level female EFL learners, recorded, and analyzed using content analysis.\"},{\"question\":\"What tentative solutions did learners propose for their reading comprehension problems?\",\"answer\":\"Learners proposed four solutions: more vocabulary practice, improved grammar, teacher help for anxious students, and teachers offering more time for learners to read.\"}]","An Investigation into Iranian EFL Learners’ Reading Comprehension Problems and the Tentative Solutions - Learners’ Perceptions in Focus | PDF",1792073301]