Abstract:

Reading failure is a global problem. The results of the major surveys of learners’ performance (including the Progress in International Reading Literacy Study) in reading reveal that reading poses a challenge to both developed and developing countries. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension instruction is necessary. While some countries like America show an increase of 14 points higher from the previous results in the 2011 Progress in International Reading Literacy Study (PIRLS), South African results continue to decline. Therefore, this paper focuses on the English First Additional Language (EFAL) teachers’ perceptions of the reading habits and attitudes of grades 8 to 10 learners towards English with an aim to recommend effective ways of improving learners’ reading habits as well as their attitudes towards reading.

This qualitative study draws on a paradigmatic perspective using a case study design. The purposive selected sample for the semi-structured interviews consisted of five grades 8 to 10 EFAL teachers from two high schools in the Tshwane South District. A thematic data analysis process was used, generated by the perceptions of the research participants.

Findings of the study reveal that teachers believe that learners experience academic challenges because they do not engage habitually with texts. In fact, the data revealed that teachers were of the view that learners only read in the classroom for academic purposes to advance in their schooling programme. In addition, teachers were all in agreement that learners have a negative attitude towards print text, which aggravates their academic challenges. The results further indicated that all teachers concurred that there is a corresponding relationship between productive reading habits, a positive attitude towards reading and the academic performance of learners. Regrettably, the analysed information reported that all the interviewed teachers harbour negative perceptions of the EFAL reading habits and attitudes of the learners in their classrooms. It was disturbing to note that most of the teachers omitted to take responsibility for their contribution towards the ongoing demise of productive EFAL reading practices among learners in South Africa.

The findings revealed grave implications about the reading habits and reading attitudes of EFAL learners through the perceptive lens of the EFAL teacher. One of the most remarkable findings produced by this study, is that since the teachers have a negative attitude about the reading practices of EFAL learners, consequently the EFAL learners also portray a negative attitude towards it. Indeed, the reading practice dearth in South Africa, as well as from a global landscape perspective, is a great cause for concern that requires a continuous search of methods that will assist to adopt productive reading practices, a love for reading and improve reading skills among learners.

Keywords:

EFAL teachers’ perceptions, Reading, Reading habits and attitudes, EFAL learners.