Exploring Grade 8 English First Additional Language learners’ reading comprehension challenges

Abstract

Background: Reading is valued as a critical aspect of literacy, but there is a concern about the regression in reading comprehension that remains a global issue. Consequently, most countries around the world are worried about learners’ poor reading skills.

Objectives: The study investigated the reading comprehension challenges of Grade 8 English First Additional Language (EFAL) learners.

Method: This qualitative study used a case study design and thematic data analysis to process and analyse the data. The purposively selected sample for the focus group interviews consisted of 16 Grade 8 EFAL learners (eight girls and eight boys) from one secondary school in the Capricorn North District, Koloti Circuit.

Results: Learners experience challenges with pronunciation and limited vocabulary during reading comprehension. The results further indicate that learners experience challenges due to teachers’ inability to teach reading comprehension, low parental literacy, and poverty. The data analysis reported that the lack of a school library also contributed to reading comprehension challenges.

Conclusion: The findings revealed that educators contributed towards learners’ reading comprehension challenges.

Contribution: This calls for in-service training for educators on how to teach learners with reading comprehension challenges.