From Scrolling to Studying: Overcoming the Challenge of Academic Reading English as an English Education Major

During my second year as an English education student, I came to the realization that one of the most challenging aspects of my academic journey was the reading of English texts, particularly those of an academic nature. Unlike others who struggle with time management or speaking fluency, for me, my biggest challenge was developing the discipline to read and understand academic English. This challenge was compounded by my daily habit of spending long periods of time reading social media platforms or seeking entertainment. However, through self-awareness and a few simple strategies, I was able to start overcoming this challenge and build a more productive reading habit—something I believe is essential for any English education major.

Reading academic English is already challenge in itself, even without the distraction of social media. Academic texts are often written in a formal, dense style, full of unfamiliar vocabulary, long sentences, and complex arguments. According to research by Suminar et al. (2023), many EFL (English as a Foreign Language) students in Indonesia struggle with reading comprehension due to limited vocabulary knowledge and lack of understanding of academic language structures. This resonates with my own experience—whenever I try to read a journal article or textbook, I feel overwhelmed and give up after reading just a few paragraph. Instead, I would spend hours scrolling social media for momentary pleasure, gaining no academic benefit. In retrospect, my social media habit trapped me in my comfort zone and made it harder for me to improve my reading.

It is a serious problem for English education students. As future English teachers, we are expected to master academic literacy skills—not only for our own studies but also to teach our students effectively. An undergraduate thesis by Sari (2023) highlights how English education students are required to engage with various academic sources, such as journal articles, research reports, and pedagogical books, to develop lesson plans, conduct research, and deepen their professional knowledge. Avoiding reading and relying on social media risks falling behind academically and professionally. I realize that if I cannot improve my reading skills now, I will struggle even more during my PPL (Field Experience Practice) and my future teaching career.

Picture by web Untar

Realizing this, I decided to change gradually, starting by limiting my social media use with a daily screen time app. It helped me become more aware of how much time I was wasting. Furthermore, I began small by dedicating just 10-15 minutes, five times a week, to reading one article or book chapter. I also selected topics that interested me, such as teaching strategies or cultural issues in English learning, to make the process more enjoyable. Gradually, I was able to increase my focus and stamina to read longer texts. I also started writing down unfamiliar vocabulary in my notebook and looking up their meanings, which improved my understanding over time. Eventually, I joined a small study group with my classmates, where we discussed journal articles together and helped each other understand difficult passages. These strategies may seem simple, but they have made a huge difference to me. Not only have I become more confident in reading academic texts, but I also feel more prepared to face future academic and teaching challenges.

In conclusion, the most difficult thing about being an English Education major, for me, is learning to read and understand English academic texts. My habit of spending too much time on social media makes this challenge even harder, but with small, consistent efforts and the right strategies, I can make progress. Developing excellent reading habits is not only important for my academic success but also for my future role as a teacher. As English education students, we must set an example by showing it is possible and rewarding to put down the phone and study.

REFERENCE

My Personal Experience.

Suminar et al. (2023), Frontiers in Psychology (on EFL students’ academic reading difficulties)

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1255389/full

Sari (2023), Undergraduate Thesis UII (on students’ perception of reading English texts)

https://dspace.uii.ac.id/bitstream/handle/123456789/51136/20322083.pdf?sequence=1&isAllowed=y