Challenges faced by High School Learners in English First Additional Language Reading Comprehension in the Soshanguve Township, South Africa
Getrude Leboho 
, Florence Olifant & Madoda Cekiso
Issue: Vol.5 No.16 Issue Article 47 pp.3280 -3290
DOI: https://doi.org/10.38159/ehass.202451647 | Published online 24th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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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Getrude Leboho is a student in the Department of Applied Languages at the Tshwane University of Technology, South Campus, Pretoria, Gauteng Province, South Africa.
Florence Olifant is a lecturer in the Department of Applied Languages at the Tshwane University of Technology. She holds a Doctoral Degree in Language Practice (DDLP) from the same institution. Her expertise lies in teaching English and Psycholinguistics , with a research interest in the reading practices of secondary school learners studying English as a First Additional Language.
Madoda Cekiso is a professor in the Department of Applied Languages at Tshwane University of Technology, South Africa. He holds a PhD in English Applied Language Studies from the University of North-West, Potchefstroom Campus. His research interests include reading and writing in a second language, learning styles, onomastics and second language teaching methods.
Leboho,Getrude, Florence Olifant and Madoda Cekiso. “Challenges faced by High School Learners in English First Additional Language Reading Comprehension in the Soshanguve Township, South Africa,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3280 -3290. https://doi.org/10.38159/ehass.202451647
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
