Original Research

Reading strategies used by Grade 9 English Second Language learners in a selected school

Madoda Cekiso, Nophawu Madikiza
Reading & Writing | Vol 5, No 1 | a42 | DOI: https://doi.org/10.4102/rw.v5i1.42 | © 2014 Madoda Cekiso, Nophawu Madikiza | This work is licensed under CC Attribution 4.0
Submitted: 31 July 2013 | Published: 10 September 2014

About the author(s)

Madoda Cekiso, Department of English, University of Fort Hare, South Africa
Nophawu Madikiza, Department of English, University of Fort Hare, South Africa


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Abstract

Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL) learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192) were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS) software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

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Crossref Citations

1. 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  issue: 1  year: 2018  
doi: 10.4102/rw.v9i1.170