Abstract
The purpose of this study was to evaluate learners’ practices of using reading comprehension strategies. A descriptive case study design which consisted of quantitative and qualitative data was used. The participants of the study were selected from200 grade 10 students and English language teachers in Chagni General Secondary School. To this end, 60 students were selected through simple random sampling technique followed by lottery method for questionnaire and 4 English language teachers were also selected through purposive sampling technique for interview purpose. Three data gathering tools: questionnaire for students, classroom observation and semi-structured interview for teachers were used. Therefore, both quantitative and qualitative data analysis techniques were employed. As a result, the qualitative data was qualitatively analyzed to triangulate the quantitative data obtained through questionnaire. Thus, the result of the questionnaire, interviews and classroom observation showed that most students have negative attitude towards the reading strategy and strategy use. Moreover, most students were not using reading comprehension strategies in an EFL class when reading their instructional materials. The study concluded that there was a weakness of students in using reading comprehension strategies. It is also possible to conclude that most of the students were reading the instructional materials with no care of the strategies which were believed to maximize their text understanding. Moreover, lack of interest and awareness and lack of reading habit were among the major challenges to execute reading strategies in EFL classes. Lastly, the researcher suggested that the practice of reading strategies in EFL classes at Chagni General School needs continuous follow up. DOI: 10.7176/JCSD/66-02 Publication date: August 31 st 2021
Highlights
In the Ethiopian educational policy, English language is taught as a course starting from grade 1 to 12 and used as a medium of instruction starting from 9 to the higher education
There seems to be general agreement that a reading strategy is conscious procedure that facilitates comprehension and knowledge acquisition (Brantmeier, 2002). As it is central in all academic disciplines, the failure to usesuitable reading strategies greatly hampers comprehension and this in turn could adversely affect academic performance at large
All models of comprehension recognize the need for readers to build up a mental representation of the text, a process that requires integration across a range of sources of information, from word features to knowledge concerning events in the world
Summary
In the Ethiopian educational policy, English language is taught as a course starting from grade 1 to 12 and used as a medium of instruction starting from 9 to the higher education. All models of comprehension recognize the need for readers to build up a mental representation of the text, a process that requires integration across a range of sources of information, from word features to knowledge concerning events in the world. For this reason, the simple view of reading, which could be seen as the first attempt to describe the “balanced literacy”, suggests that reading comprehension results from developing skills in the areas of decoding and linguistic comprehension (Kirby & Savage, 2008)
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