EXPLORING EFL STUDENTS’ PERCEPTIONS OF LITERAL READING PRACTICES IN ENGLISH CLASSROOMS: A CASE STUDY AT A PRIVATE UNIVERSITY

Abstract

Reading comprehension plays a crucial role in English as a Foreign Language (EFL) learning, particularly in higher education where students are required to engage with various academic texts. Although literal reading is essential for developing broader comprehension skills, limited studies have explored university students’ perceptions of literal reading practices in EFL classrooms. Therefore, this study explores EFL students’ perceptions of literal reading practices in English classrooms at a Nigerian private university and examines their perceived benefits, challenges, and contributions to reading development. This study used a qualitative case study design involving 25 students from the English Education Department of a private university in Nigeria. Participants were selected through purposive sampling based on their experience in reading comprehension courses. Data were collected through semi-structured interviews, classroom observations, and reflective journals. The findings revealed five major themes. First, students perceived literal reading as the foundation of reading comprehension because it helped them identify key information and understand texts more effectively. Second, literal reading supported vocabulary development by exposing learners to new words in meaningful contexts. Third, participants expressed generally positive attitudes toward literal reading activities due to their role in increasing confidence and facilitating comprehension. Fourth, students encountered challenges related to unfamiliar vocabulary, lengthy texts, and limited background knowledge. Finally, participants viewed literal reading as a bridge to inferential and critical reading skills. The study concludes that literal reading remains an essential component of EFL reading instruction and should be integrated with higher-order reading activities to support comprehensive reading development.