Factors Affecting the Development of Reading Comprehension in EFL Learners

Abstract

This study aimed to investigate the internal and external factors influencing the English reading comprehension ability of EFL primary students in Grades 1 to 6 at a Thai government primary school. The research employed a five-point Likert scale questionnaire developed by Taladngoen et al. (2020), consisting of 15 items designed to assess factors related to reading comprehension ability. The questionnaire was divided into two sections: the first collected general demographic information, while the second addressed internal and external factors influencing reading comprehension. It was distributed online via Google Forms and administered to 45 students enrolled in Grades 1 to 6 during the 2024 academic year. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations, using SPSS. The results indicated that internal factors (M=3.84, SD=0.97) had a slightly greater influence on students’ reading comprehension ability than external factors (M=3.49, SD=0.95), although both were rated at a high level of influence. Among all variables, teachers’ teaching techniques (M=4.67, SD=0.60) were identified as the most influential external factor, followed by students’ linguistic knowledge (M=3.89, SD=0.79) as the most significant internal factor. The findings offer practical implications for enhancing students’ English reading comprehension by increasing their awareness of individual learning challenges and informing teachers’ instructional practices. Future studies should examine how both internal and external factors contribute to the development of other English language skills, including speaking, writing, and pronunciation as well as identify effective instructional methods for improving reading comprehension in various educational settings.