Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Abstract

Considerable research has shown that the use of reading comprehension strategies (RCS) inthe learning of second language (L2) has positive effects on students’ reading comprehension (RC)performance. However, the development of L2 reading comprehension has been a challenge to Year6 classes in Brunei that take place in an English as a foreign language (EFL) societal environmentwhere both students and teachers have to achieve and work through English as a medium ofinstruction (EMI). In this complex environment, English reading comprehension amongst studentsin Brunei has been identified as an area that needs to be improved. The purpose of this study was todevelop a deeper understanding of the complex relationships between the learning and teaching ofRCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. Thiswas achieved through an investigation of the facilitating or hindering factors involved in learningand teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students andteachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engestrom’sSecond Generation Activity Theory (2001) was used both as a theoretical framework and a methodfor analysis to generate a rich description of the complex environment in which the learning andteaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and amixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. Inthe first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students’group interviews, teachers’ interviews and classroom observations. Quantitative data were analysedusing SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancingreading comprehension. However, the facilitating or hindering factors of EMI in EFL environmentwithin an examination orientated education system such as students’ perceived Englishcompetencies, limited instructional resources, and teacher directed pedagogical practices led tocomplexities in implementing RCS in the learning and teaching of L2 RC. The findings of thisresearch provided evidence of some of the facilitators and hindrances of the learning and teachingof L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and theways students and teachers manage the learning and teaching of L2 RC within a complex system.This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen as complex as it is closely related to EMI policies in EFL setting within an examination orientatededucation system.The study adds to our understanding of RCS teaching and learning through the explorationof a context new to language learning strategies (LLS) research, that is, the use of RCS in Brunei. Itcontributes to the existing body of knowledge in the field of second language acquisition andteaching; and more specifically to understanding how activity theory can assist in exploring issuesin second language learning. This study enriches the existing evidence about how social aspect oflearning and teaching of RCS facilitate L2 reading comprehension for primary students and teachersin EFL/EMI contexts. This study also contributes to the understanding of factors and implicationsthat may be involved in the strategies used by students and teachers within a complex system. Thefindings provide information for policy makers, teachers and other stakeholders in Brunei, andbeyond, about the importance of RCS in delivering effective learning and teaching of L2 readingcomprehension.