Reading comprehension strategies used by teachers and Learners of English as a foreign language in selected adult language schools in Kampala, Uganda

Abstract

In this thesis, I examine the use of reading comprehension strategies employed by learners and teachers of English as a Foreign Language (EFL) in selected language schools in Uganda. Scholars confirm that strategic reading leads to comprehension. However, strategic reading in Uganda, specifically in EFL, is not adequately studied, implying that literature on this subject is scanty. EFL learners in Uganda continue to reveal reading inadequacies in terms of comprehension, yet the reading comprehension strategies they use are not documented. Specifically, the study set out to: 1 assess the knowledge of reading comprehension strategies among EFL learners and teachers in Uganda; 2 investigate the use of reading comprehension strategies among EFL teachers and learners in selected adult language schools in Kampala, and 3 compare the reading comprehension strategies used by EFL teachers and learners with the known effective reading comprehension strategies. An analytical research design was adopted for this study, and a qualitative approach was used. Data for this study were collected from language teachers, learners and administrators using interviews, focus group discussions and observation. Data were analyzed thematically based on the 4-Pronged Reading Comprehension Framework by McNamara (2007). Key findings reveal that teachers demonstrated limited knowledge of using reading comprehension strategies to address their learners‘ reading comprehension challenges and a number of learners lacked knowledge on how to use reading comprehension strategies. Observation of the teacher and learner strategies used in the classroom confirms that strategies were cognitive, therefore, they facilitated literal and inferential comprehension at the expense of metacognitive strategies that would lead to critical comprehension. EFL learners and teachers used a limited number of the strategies under the 4-prongs framework by Mc Namara (2007). EFL teachers and learners in Uganda, instead, use their devised strategies, which need to be studied further for their effectiveness. The study established that EFL teachers and learners use a limited number of reading strategies, which explains the low levels of reading comprehension among EFL learners in Uganda especially those under the 4-Pronged Framework. The study contributes to our understanding of the use of reading comprehension strategies by EFL teachers and learners in Uganda. The study recommends the use of several reading comprehension strategies specifically those under the 4-Pronged Comprehension Strategy Framework.