摘要：This article explores the problems that EFL learners may encounter when they perceive content-based learning materials. The main questions include: (A) Will inferior reading skills or improper use of learning strategies affect these problems? (B) What are the characteristics of the specific linguistic of reading comprehension that initiate academic problems? (C) How does the learner's learning strategy cause or initiate problems? The data used in this research are learners' midterm exam scores and the frequency of learning strategies employed by students. Including qualitative data in the form of student statements obtained from unstructured participatory interviews, in a descriptive and qualitative way based on content-based reading skills theory and learning strategies, this article will conduct a comprehensive analysis of these materials. As a result of data analysis, there is a situation in which the problems encountered by English readers in understanding content-based learning materials are initiated by inferior reading ability and improper application of learning strategies. The linguistic features of reading comprehension that initiate this problem are the lack of understanding of grammatical features, the low level of vocabulary acquisition, the lack of awareness of sensory construction, and the problems of discourse comprehension. The problems encountered when dealing with learning strategies are improper use of learning strategies, unclear learning goals and poor learning habits.
