Abstract:

This paper investigated the factors affecting the learners’ reading culture in English First Additional Language in Intermediate Phase. This paper aims to share how learners reading culture can be improved as this affects their academic performance because they do not have a basic reading culture in English First Additional Language. The sample consists of 15 learners in total from three selected schools. Qualitative research was chosen as the research method with a case study as the research design. The purpose of the study was to explore factors affecting the learners’ reading culture in English First Additional Language in Intermediate Phase. The interpretive paradigm underpinned this paper. The data was systematically analyzed and recording procedures were done. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. This is due to repeated curriculum changes within a short period without proper training of educators. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves because there was a strong relationship between socioeconomic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.

Keywords:

English First Additional Language (FAL), Reading Culture’ Reading Strategies, Phonemic Awareness.