Language Learners' Reading Comprehension Needs in the Turkish Context: A Comprehensive Needs Analysis

This study investigated the reading comprehension needs of 8th-grade Turkish EFL learners in lower secondary education. A mixed-method design was employed in which data were gathered using needs analysis forms, environmental needs analysis checklists, and teacher interviews. Data were collected from 28 students and 23 teachers. The findings revealed that students' reading comprehension needs can be categorized into three primary areas: (1) reading skills and strategies, including the effective use of reading strategies, vocabulary development, and critical thinking skills; (2) language proficiency, encompassing proficiency in both native and target languages and cultural understanding; and (3) environmental factors, such as access to resources, technology, and supportive learning environments. These findings underscore the complex nature of reading comprehension. Effective reading comprehension requires a holistic approach that encompasses various factors, including language proficiency, reading strategies, diverse and engaging reading materials and a supportive learning environment. By addressing these interconnected elements, more effective and inclusive reading experiences can be cultivated for Turkish EFL students.