Challenges faced by High School Learners in English First Additional Language Reading Comprehension in the Soshanguve Township, South Africa
Résumé
This study investigated the challenges faced by Grade 10 learners in English First Additional Language (EFAL) reading comprehension at a high school in Soshanguve Township, South Africa. Using a quantitative approach with a questionnaire survey design, the research aimed to identify specific challenges experienced by learners in comprehending English texts. A sample of a 105 Grade 10 EFAL learners participated in the study. Data was collected through a learner questionnaire using a Likert scale and analysed using descriptive statistics. The findings revealed that a significant proportion of learners struggled with various aspects of reading comprehension, including understanding complex sentences, identifying main ideas, dealing with unfamiliar vocabulary, and comprehending cultural references. Challenges were also noted in drawing inferences, interpreting figurative language, and synthesizing information from different parts of a text. The study highlighted the need for targeted interventions to address these challenges, including explicit instruction in reading comprehension strategies, vocabulary development, and exposure to diverse texts. The research contributes to the understanding of reading comprehension challenges in the South African EFAL context and provides insight for stakeholders within the education fraternity as to how to develop effective strategies for improving learners’ reading comprehension skills. Keywords: Reading, Reading Comprehension, English First Additional Language, Reading Comprehension Challenges.
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