10th Article | Volume 02 | Issue 03
The English Language Needs of Agriculture Undergraduate Students Focusing on Reading Skills
Lady Angel B. Edrada
Student Researchers, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Antoneth P. Rodriguez
Student Researchers, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Jonelson C. Escandallo, PhD
Program Coordinator, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Abstract
This study investigates the reading skills of undergraduate students from the Bachelor of Science in Agricultural students at Kapalong College of Agriculture, Sciences, and Technology. The study used Present Situation Analysis and Learning Situation Analysis to assess students’ current reading proficiency, the importance of reading skills for various academic tasks, the significance in acquiring specialize technical terminology, and corresponding challenges that students faced. Therefore, findings revealed that, while many students thought their reading skills were sufficient, they struggled to understand central themes and technical jargon. The survey emphasized the critical role about tailored readings instruction for meeting academic and professional demands within the agricultural technology. Additionally, it highlighted the necessity for targeted interventions to address students' difficulties in reading comprehension. Lastly, this study contributed to curriculum development and instructional strategies that aimed at enhancing students' English reading skills, thereby better preparing them for future academic and professional pursuits.
Keywords: needs analysis, reading skills, bachelor of science in agriculture students, Philippines
How to cite:
Edrada, L. A., Rodriquez, A., & Escandallo, J. (2024). The English Language Needs of Agriculture Undergraduates Students Focusing on Reading Skills. International Journal of Multidisciplinary Educational Research and Innovation. 2(3), 110-125. https://doi.org/10.17613/2tmj-te21.
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