Original Research

Analysing English First Additional Language teachers’ understanding and implementation of reading strategies

Nophawu Madikiza, Madoda P. Cekiso, Baba P. Tshotsho, Nhlanhla Landa
Reading & Writing | Vol 9, No 1 | a170 | DOI: https://doi.org/10.4102/rw.v9i1.170 | © 2018 Nophawu Madikiza, Madoda Phillip Cekiso, Baba Primrose Tshotsho, Nhlanhla Landa | This work is licensed under CC Attribution 4.0
Submitted: 16 August 2017 | Published: 22 August 2018

About the author(s)

Nophawu Madikiza, Department of English, University of Fort Hare, South Africa
Madoda P. Cekiso, Department of Applied Languages, Tshwane University of Technology, South Africa
Baba P. Tshotsho, Faculty of Social Sciences, University of Fort Hare, South Africa
Nhlanhla Landa, Department of English, University of Fort Hare, South Africa


Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers’ understanding and their implementation of reading strategies in their classrooms to develop teachers’ understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners’ potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy.


Reading Strategies, Reading Instruction, Reading, Reading Efficiency,Metacognition,


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Crossref Citations

1. Post-method practice in the English First Additional Language classroom: A transformative language pedagogy
Hlaviso Motlhaka, Wilfred Molotja, Ablonia Maledu, Thomas Chauke, Isaiah Ramaoka, Phaswane Phokwane
South African Journal of Education  vol: 42  issue: 2  first page: 1  year: 2022  
doi: 10.15700/saje.v42n2a2059