INVESTIGATING EFL STUDENTS’ LIVED EXPERIENCES OF READING ENGLISH RESEARCH ARTICLES: CHALLENGES AND COPING STRATEGIES

Ratna Sukmasari, Dzurriyyatun Ni'mah, Fitri Awaliyatush Sholihah

Abstract


Abstract: Reading English research articles is an important part of academic learning for English as a Foreign Language (EFL) students. However, many students experience difficulties because academic texts contain complex language, unfamiliar research concepts, and emotional demands. This study aimed to explore EFL students' lived experiences of reading English research articles, focusing on the challenges they encountered and the strategies they used to overcome them. A qualitative study using Interpretative Phenomenological Analysis (IPA) was conducted with four final-semester EFL students selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi's (1978) thematic analysis, while member checking was conducted to ensure trustworthiness. The findings revealed three categories of challenges: linguistic, cognitive, and affective. Participants experienced difficulties with unfamiliar academic vocabulary, understanding article structure, identifying main ideas, and managing anxiety and low confidence. To cope with these challenges, they employed cognitive, compensation, metacognitive, and social strategies, including skimming, scanning, selective reading, note-taking, rereading, digital tools, self-management, peer discussion, and lecturer support. The findings indicate that reading English research articles is not only a linguistic and cognitive activity but also a self-regulated learning process. Therefore, lecturers should provide explicit instruction in effective reading strategies and promote the appropriate use of digital and collaborative learning resources. Students are encouraged to develop self-regulated reading habits, while future research should examine more diverse participants and learning contexts to provide broader insights into EFL students' academic reading experiences.


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