Language acquisition is an integral part of academic achievement, as it promotes communication, enhances content comprehensibility, and develops language skills. Throughout this academic process, students are required to be actively involved in language learning to meet the growing competencies of psychology and pedagogy education. Reading comprehension in academic reading and general reading is considered one of the essential factors for future progress in education. This paper focuses on how first-year psychology and pedagogy students acquire both academic and general reading comprehension through their learning stages. Several factors, such as student background knowledge, interests, and language skills, are related to the comprehension of the material they are encountering in academic studies. A study was conducted at Vatan University in Tashkent with first-year psychology and pedagogy students to identify the difficulties in reading comprehension, both in EAP (English for Academic Purposes) and EGP (English for General Purposes). Data was collected through a student survey, and the quantitative data were analysed using descriptive statistics. The data analysis revealed an engagement of reading comprehension skills, elevating the overall reading competency.
Differences in EAP Versus EGP Reading Comprehension in ESP Students
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