Reading comprehension and strategy awareness of Grade 11 English second language learners

Madoda Cekiso

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EFL/ESL Teaching and Learning Reading and Literacy Development Second Language Acquisition and Learning

Abstract

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

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1972Introduction to research in education 1991Language Learning Strategies: What Every Teacher Should Know 2002Assessing students' metacognitive awareness of reading strategies.1996Verbal Protocols of Reading: The Nature of Constructively Responsive Reading 1991Moving From the Old to the New: Research on Reading Comprehension Instruction 2003Teaching and Researching Reading 2007Reading Comprehension Strategies 2000Learning from text: A multidimensional and developmental perspective

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2017Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape 2021Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction 2014Reading strategies used by Grade 9 English Second Language learners in a selected school

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