Difficulties that face the students of secondary stage in teaching skill of reading from perspective of teachers

Abstract

The aim of the research is to identify the difficulties that secondary school students face in learning the skill of reading the English language, which are attributed to the teacher, the student, the teaching course, the teaching aids, and the teaching methods from the point of view of English language teachers, and are there any statistically significant differences between the averages of the teachers' responses due to For gender variables (males-females), the researchers used the analytical descriptive approach, designed a questionnaire of (50) items distributed over five domains, and chose a sample of (23) male and female teachers (who are all members of the research community). Between (3.11- 3.52), it also revealed difficulties faced by secondary school students in learning the skill of reading English due to the teacher, student, course, teaching aids, teaching methods, and that there were no statistically significant differences between the estimates of teachers' responses to the difficulties of learning a skill Reading the English language is attributed to the gender variable. Based on the results, the researchers recommended holding workshops and training courses for teachers in order to provide them with sufficient experience in learning the skill of reading the English language. Holding courses for students to help them act. SABB English reading skill and encourages them, providing secondary schools with language coefficient, and conducting another research on the difficulties of learning English reading skill according to the variables of academic qualification and experience