English has been globally recognized as a language of business, technology, diplomacy and education. As a result, there has been a notable shift especially in the growing demand for enhancing language skills in English in non-native countries like Bangladesh. Since English plays the catalyst role in ensuring academic achievement, employment and global interconnected-ness, students from initial to tertiary level need to study English academically. The National Curriculum board of Bangladesh (NCTB) has introduced English text books titled English for Today from class 1 to class 12 for enhancing students language skills: reading, writing, speaking and listening. According to Grabe et al. (2020) reading is very crucial in developing vocabulary, grammar, pronunciation, and general communicative competence.

For regular interaction with written texts in many formats including books, newspapers, emails and digital content-reading has been an integral part of life. Reading is an essential skill for EFL learners to acquire higher-order cognitive abilities, increase language fluency, and obtain information (Nation, 2019). However, many EFL students, especially those in college, struggle greatly to understand and interpret foreign English texts, despite its importance. These difficulties could be caused by a lack of reading methods, a small vocabulary, poor grammar, or cultural variations in how texts are interpreted (Zhang & Zhang, 2022). Even though a lot of study has been done on ways to improve reading abilities, little is known about the particular challenges that students face when they read books written in English they are unfamiliar with (Alharbi, 2021; Islam MM., 2023).

In order to close this gap, this study will investigate the difficulties Bangladeshi college students encounter in improving their reading abilities. The research aims to identify impediments in order to offer insights into effective pedagogical methods and tactics that can assist EFL learners in surmounting these challenges and attaining enhanced reading proficiency. The results of this study will add to the expanding corpus of research on EFL reading comprehension and help educators, legislators, and curriculum designers create more productive language learning environments.

Importance of Reading Skills

In recent decades, improvement in reading skills has been one of the main areas of interest. Due to ever increasing demand for reading in every aspect of our lives, it is essential to find new methods or techniques to improve students reading skills.  Effective reading strategies are essential for the improvement of reading skills and they should be promoted in English language teaching. At the same time, conscious use of some specific strategies is required in particular reading contexts. In Collaborative Strategic Reading (CSR), students active participation is focused on aiming to improve their skills in reading an English text (Anwar, 2020). Through this method that allows students to work in groups, EFL learners can improve their reading skills and enhance their conceptual learning. 

Meanwhile, another study of Cooperative Integrated Reading and Composition (CIRC) suggests that students need motivation, concentration, and interest in learning to attain improvement in reading skills. Based on the CSR model, a three-stage teaching method consisting of individual reading, group discussion, and collaborative reflection has been implemented among Chinese first-year college students. This method has been, further, evaluated and the researchers, Jin and Lei, (2020) discussed its limitations and possible solutions which will help the students achieve better reading skills. According to Haerazi and Irawan, (2020) EFL learners face problems not only with reading skills but also with internal factors such as motivation for reading and self-efficacy. These external factors can influence students reading abilities in the class. 

Improvement of Reading skill by Practising in a Team

One of the best ways to help students get better at reading is to have them practice reading books in small groups. Collaborative Strategic Reading (CSR) is a strategy to improve students reading skills by working in a group. This strategy includes previewing the text, clicking and clunking, getting the gist, and wrapping up. According to Anwar, (2020) based on an interview with the English teacher in SMP 1 Jogoroto in Jombang, East Java, it was found that many students still had problems with reading. When the teacher asked the students to read the English text, they seemed to be less motivated while some other students were found to have a lack of vocabulary. As a research technique, the author used Quasi quasi-experimental design which includes Pre-test and Post-test. The study shows the result that post-test scores are better than their pretest scores. It can be seen from their mean scores of pretest and post-test. The pretest scores of the students were 58,6 which is different after the implementation of the CSR technique the post-test scores were 81,58 which means the CSR technique is very effective on the students ability to read English text (Anwar, 2020).  

Another study of the Cooperative Integrated Reading and Composition (CIRC) strategy shows that the effectiveness of students reading comprehension requires motivation, mental frameworks for holding the ideas, concentration, and proper study techniques. There are many ways to be good at reading, as the readers should know the purpose of reading; they also should have an interest in the materials they are reading which can help them in comprehending the reading text (Hasyim et al., 2020). So, students reading skills can be enhanced through proper motivation and interest.

Reading in Collaboration among the Learners

The effect of collaborative reading is considered a useful strategy to increase students reading skills. Collaboration has been found to facilitate compre-hension of challenging academic texts because it can help students share their understanding and clarify their confusion (Hirano, 2015). Following the Collabo-rative Strategic Reading (CSR) model, a study of three-stage teaching methods has been conducted to facilitate Chinese first-year college students compre-hension of academic articles (Jin & Lei, 2020).  In this method, the teacher only offers general guidelines to facilitate task progression without leading the discussion among the students. The authors found that even without much help from the teacher, students adopted various strategies to make sense of the academic articles and worked out good summaries. However, this study also finds that pairing students often may hinder some students development of reading and cooperation competence, for they may overly depend on peers. To deal with this type of challenge, it is imperative to select the reading materials appropriately and divide the reading text activity among the partners. Randomly assigning reading materials and pairing students can reduce their excessive reliance on peers. In the end, the researchers have shown some limitations of collaborative academic reading and proposed the solutions also. In the future, further research may enhance the efficacy of the three-stage teaching method in the EAP context and beyond. 

Using Different Techniques in Teaching Reading Skills 

The use of different techniques in improving students reading skills is very important. To prove the effectiveness of the Extending Concept through Language Activities (ECOLA) technique Irawan, and Haerazi, (2020) applied quasi-experimental research in two classes by employing the ECOLA technique and Brainstorming technique and observed that the ECOLA technique is more effective for teaching reading skill because ECOLA technique encourages the learners to be self-motivated. Besides, this tech-nique also inspires the students to discuss, write, and compare their ideas to attain a better understanding of English texts.

Meanwhile, in another study Okasha, (2021) used critical thinking techniques which include debate, problem-solving, self, and pair assessment to improve EFL reading skills. In this study, the author utilized the quasi-experimental research design and a pre-post reading test for evaluating students critical thinking practice in a reading task. The result of the study reveals the effectiveness of critical thinking techniques in developing EFL reading skills among Jazan University students. In addition, the researcher emphasized a friendly and non-threatening learning environment and highlighted the teachers dealing with students feedback on reading tasks positively which will help EFL learners improve their reading skills. 

Research Design

This study adopts a qualitative research design to investigate the intricate experiences and perceptions of individuals facing difficulties while reading unfamiliar English texts. The technique is organized into participant selection, data collection, data analysis, and validation to guarantee a rigorous and thorough approach.

This study aims to assess the obstacles faced by secondary high school pupils when reading an unfamiliar English book. This study seeks to identify the challenges students have while reading unfamiliar texts and the potential remedies for these issues. This research will examine the difficulties encountered by pupils when reading unfamiliar English texts.

1. What are the challenges the students face while reading an unknown English text?
2. How do the students feel when they read an unknown English text? 

Participant Selection 

Purposive sampling is employed to select a diverse group of participants who vary in English proficiency levels, age, educational background, and cultural context. Participants are categorized as intermediate level, based on self-reports and informal assessments such as short reading comprehension tasks. A target of 20 participants from six different Bangla Medium institutions has been set, ensuring saturation of data while maintaining a manageable sample size for in-depth analysis. 

Data Collection

Semi-Structured Interviews

Comprehensive, semi-structured interviews are performed to investigate participants perspectives of their reading difficulties. Open-ended inquiries investigate matters such as unknown lexicon, intricate syntax, cultural allusions, and emotional reactions to challenges. Follow-up inquiries prompt participants to expand upon particular events or adaptive techniques.

Focus Group Discussions 

Focus groups are organized with participants of similar proficiency levels to foster peer discussions about common struggles. The group dynamic encourages the sharing of experiences and identification of collective challenges, such as interpreting idiomatic expressions or navigating context-heavy texts. 

Observational Studies 

Participants are observed during reading tasks where they engage with unfamiliar English texts (e.g., literary passages, academic articles, or technical manuals). Observations focus on visible signs of struggle, such as rereading, pausing, or seeking external aids. Concurrent think-aloud protocols capture participants immediate thoughts, strategies, and frustrations.

Artifact Analysis 

Participants annotate texts with comments or highlight difficult sections. These annotations are analyzed to understand specific problem areas, providing tangible evidence of their challenges.

Data Analysis 

Data from interviews, focus groups, and observations are transcribed and coded using thematic analysis. Initial coding identifies patterns related to linguistic, cognitive, and cultural difficulties. These codes are then categorized into broader themes, such as "semantic ambiguity," "contextual gaps," and "emotional responses to comprehension failure." The ongoing comparative procedure guarantees the refinement of emergent themes during the data collection process.

Validation 

To ensure credibility and trustworthiness, member checking is conducted by sharing findings with participants for feedback. Peer debriefing sessions with fellow researchers help refine interpretations and identify potential biases. The triangulation of data from interviews, focus groups, observations, and annotations guarantees a comprehensive grasp of the difficulties. This qualitative research emphasizes participants lived experiences and provides profound insights into the intricate interactions of linguistic, cultural, and cognitive elements that affect the comprehension of new English texts.

Theme Generation

This study categorizes the obstacles faced while reading unfamiliar English literature into specific themes through a data-driven thematic analysis. The themes arise from a thorough examination of participant experiences, observations, and qualitative data derived from interviews, focus groups, and text annotations. Themes are classified into linguistic, cognitive, and contextual categories, offering a thorough framework for comprehending the complex nature of reading challenges. 

Linguistic Obstacles 

Lexical Constraints: Challenges in comprehending intricate or unusual vocabulary, such as technical terminology, idiomatic phrases, and polysemous words, can result in comprehension failures. Syntax & Grammar: Intricate phrase structures, including nested clauses and passive constructions, impede accurate parsing and interpretation of meaning. Phonetic and Orthographic Complexity: Variations in pronunciation, irregular spelling, and difficulties in word recognition, especially for non-native speakers, intensify linguistic problems.

Cognitive Challenges 

Working Memory Overload: The necessity to retain and process numerous pieces of information concurrently, such as novel vocabulary and their contextual significances, burdens cognitive resources.

Inference and Prediction: Struggles with drawing inferences or predicting content based on limited prior knowledge of the topic or language. Reading Strategies: Variations in reading strategies, such as skimming, scanning, or rereading, often reveal gaps in effective comprehension methods.

Contextual Challenges 

Cultural References and Idiomatic Usage: Lack of familiarity with cultural nuances, historical references, or idiomatic language embedded in texts creates significant barriers. Genre-Specific Challenges: Texts with specialized content, such as scientific articles or literary compositions, present distinct difficulties due to their rich information or abstract concepts. Emotional and Motivational Factors: Anxiety, frustration, or diminished confidence in English competence adversely affect reading performance and the inclination to engage with tough materials. Accessibility Barriers: Digital texts with embedded hyperlinks or interactive elements can overwhelm readers, particularly those unfamiliar with navigating such resources. By generating these themes, the study captures the intricate interplay of linguistic proficiency, cognitive processing, and contextual understanding that influences the reading experience. These insights form the basis for developing targeted interventions, such as enhanced reading strategies, culturally adaptive materials, and supportive tools for learners at varying proficiency levels.

English texts reveals several critical findings that align with the identified themes, providing a structured understanding of the difficulties faced by readers. 

Linguistic Challenges 

Readers consistently struggled with understanding complex vocabulary, particularly idiomatic expressions, technical terms, and polysemous words. Advanced readers showed better coping strategies, such as context-based guessing, but beginners often relied on external aids. This finding directly corresponds to the "Vocabulary Limitations" and "Syntax and Grammar" subthemes, highlighting the importance of linguistic proficiency in text comprehension. 

Cognitive Challenges

Participants reported significant mental fatigue when processing long and complex sentences or multitasking between comprehension and inference-making. This was particularly prominent among intermediate readers, who often found their working memory overloaded. The challenges with "Working Memory Overload" and "Inference and Prediction" reflect the cognitive demands imposed by unfamiliar texts, emphasizing the need for better strategies to manage these cognitive loads. 

Contextual Challenges 

Cultural references and idiomatic usage posed major obstacles, with non-native readers struggling to grasp contextually rich phrases or culturally specific meanings. Additionally, scientific and technical genres were universally challenging due to their dense information. These findings align with the "Cultural References and Idiomatic Usage" and "Genre-Specific Difficulties" subthemes, underscoring the role of contextual familiarity in easing comprehension. 

Interactive Challenges

Over-reliance on dictionaries and translation tools interrupted reading flow, often leading to frustration and disengagement. Readers unfamiliar with digital platforms found hyperlinked texts and multimedia content overwhelming. This pertains to the subthemes "Use of External Aids" and "Technological and Accessibility Barriers," demonstrating how external variables can exacerbate understanding challenges. 

Emotional and Motivational Obstacles

Primary Observation: Novices often experienced worry and a deficiency in confidence, hindering their interaction with complex texts, whereas proficient readers exhibited enhanced resilience although still articulated discomfort with specialized genres. These findings are encompassed within the "Emotional and Motivational Factors" subtheme, highlighting the psychological dimensions of reading unfamiliar texts. Overall, these findings validate the thematic structure and emphasize the multifaceted nature of reading challenges. They suggest that addressing linguistic, cognitive, contextual, and interactive barriers requires an integrated approach tailored to readers proficiency and text-specific demands. 

The results of the study offer a thorough insight into the multifaceted problems learners face while interacting with unfamiliar English literature. The findings are classified into linguistic, cognitive, contextual, and interactive categories, providing insights into the intricate interaction of elements influencing text comprehension.

Linguistic Difficulties

Students of varying ability levels recognized vocabulary as a substantial obstacle. Novices faced challenges with fundamental word recognition, whereas intermediate and advanced learners encountered significant difficulties with technical terminology, idiomatic expressions, and polysemous vocabulary. Intricate language structures impeded understanding, such as nested clauses and passive constructions. These linguistic hurdles often led learners to rely on translation tools, disrupting their reading flow and reducing confidence. 

Cognitive Challenges 

The cognitive load emerged as a critical factor, especially for intermediate learners, who reported difficulties in retaining and processing information simultaneously. The need to decode complex vocabulary and syntax while maintaining coherence strained their working memory. Additionally, drawing inferences and predicting the texts meaning based on limited contextual cues proved challenging, highlighting gaps in effective reading strategies. These issues were more pronounced with dense or abstract genres such as scientific articles. 

Contextual Challenges 

Non-native readers faced significant challenges with cultural references and idiomatic expressions, which often lacked direct equivalents in their native languages. This lack of cultural familiarity impeded comprehension and diminished learners ability to infer meaning. Genre-specific texts, such as academic or literary works, posed additional challenges due to dense information, abstract themes, or stylistic peculiarities, making them particularly inaccessible to readers with limited background knowledge. 

Emotional and Motivational Obstacles

Emotional elements, including worry, frustration, and diminished confidence, significantly impacted the learners. Fear of failure and the perception of the text as overly complex deterred engagement. In contrast, advanced learners exhibited greater resilience but still expressed frustration when encountering genre-specific or overly technical texts. These findings emphasize the importance of tackling difficulties comprehensively, utilizing customized approaches to augment language acquisition, boosting cognitive flexibility, and developing cultural competency. They advocate for pedagogical approaches that alleviate cognitive load, including scaffolding techniques, and the creation of reader-friendly materials that diminish emotional obstacles to learning. Through the integration of linguistic, cognitive, and contextual help, instructors and learners can more effectively manage the complexities of reading unfamiliar English texts.

The findings of this study reveal that the students of Secondary High School face major problems with vocabulary and pronunciation. Due to their shortage of vocabulary, they do not understand the meaning of the text properly. As a result, they do not find interest in reading an unknown English text. Since there are a lot of new words in the text, the students cannot pronounce those words correctly. For this reason, they begin to stammer and get demotivated to read more. Moreover, they feel stressed and uncomfortable to read loudly in the class. As Haerazi and Irawan, (2020) suggest, EFL learners face problems not only with reading skills but also with internal factors such as motivation for reading and self-efficacy. These factors can influence students reading abilities in the class. 

Measures to be taken to Improve Reading skills

From the participants experiences, it can be assumed that the students of Bangla medium institutions have problems with vocabulary and pronunciation. They have poorer knowledge of English word meanings and for this reason; they are not motivated to read English text more and more. Though the learners use social media 2-3 hours per day, they usually avoid using English rather they chat in Bangla using the English alphabet which makes make devoid of learning English properly and effectively. So, to solve this problem, the students should be motivated to use English as much as possible. They need to utter the new words learn the meaning of the words and use those words in daily communication. The more they will pronounce the unknown words, the more they will be habituated to those words and be comfortable in reading the unknown text. There are many ways to be good at reading as the readers should know the purpose of reading, they also should have an interest in the materials they are reading which can help them comprehend the meaning of the text (Hasyim et al., 2020). This will enhance their interest and concentration in reading an unknown English text. To conclude, this study investigates the major challenges that students encounter while reading an unknown English text and also provides useful insights to solve the problems. Some recommendations are given below for possible solutions: 

1. Focusing on vocabulary enrichment. 
2. Being aware of the correct pronunciation.
3. Encouraging the students to use English words.
4. Following different strategies in English classrooms.
5. Reading the text with pleasure and interest.
6. Motivating the students to participate in reading willingly.
7. Growing a habit of reading from early childhood.

Further Research

This study has been done by using qualitative case study method but further research can be conducted by using qualitative and quantitative methods. The main focus of this study is only the students of the Secondary High School. The primary, secondary, and tertiary level students can also be included to have a holistic picture of the limitations of Bangladeshi education. Besides, teachers can be interviewed for further research to get the real condition of our students reading skills.

A.R.B.: Conceptualization, methodology, writing the manuscript. S.N.S.; and M.M.I.: Contributed to data analysis, investigation, and visualization. A.P.T.; and U.S.I.: Finally checked the manuscript and editing, Data Curation, Funding acquisition, and Formal Analysis. All authors who are involved in this research read and approved the manuscript for publication.

We would like to express our sincere gratitude and thanks to the individuals and organizations that helped us finish this study. First and foremost, we want to express our profound gratitude to the students and teachers who participated in this study. We are grateful to our academic mentors and colleagues for providing constructive feedback that substantially improved our analysis. Additionally, we thank our respective institutions for providing essential resources and advice throughout the research process. Finally, we acknowledge the constant support of our family and friends, whose encouragement and patience motivated us.

The authors declare that there is no conflict of interest regarding the publication of this article, Barricades to Reading Expertise among Students of Secondary High School of Bangladesh: Major Challenges and Insights. No financial, institutional, or personal interests have influenced the studys findings, interpretations, or conclusions and the research was carried out independently. The integrity of the research has been guaranteed by the open and honest handling of any potential biases.