الفهرس 
THE PROBLEMOnly 14 pages are availabe for public view
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Abstract
This research aimed at defining the difficulties in teaching the ‘reader’ for third year preparatory stage students from teachers’ perspective. It ordered the difficulties from the most to the least difficult. The research investigated whether there are any statistically differences in the difficulties attributed to teachers’ gender, teachers’ years of experience, teachers’ age and teachers’ degree level. In order to answer the research questions, the researcher adopted the descriptive analytical approach. The sample of the study consisted of (30) female and male teachers of English language teachers who teach third year preparatory stage students in (8) governmental schools in Al-Gharbia Governorate. A five point Likert-Scale questionnaire of (44) items divided into three domains representing the three main sources of the difficulties (teacher, student, reader), was designed by the researcher and validated by referees to be used as the main instrument of the study. The data of the study were collected, computed and analyzed using the SPSS program. Findings indicated that many difficulties were faced by teachers of English. Among the questionnaire- three domains; students feeling burdened with studying the ‘reader’ and students not having the right to choose the ‘reader’ were the top reasons for difficulty in teaching the ‘reader’. In addition, EFL teachers with MA degrees had less difficulty in teaching the ‘reader’. Recommendations and suggestions are given to overcome the identified difficulties.
Keywords: Difficulties, the ‘Reader’, EFL, Preparatory Stage.