THE EFFECT OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF READING COMPREHENSION IN ENGLISH AS A SECOND LANGUAGE

Yazarlar

  • Rehabeam K. Shapaka Dr., University of South Africa, South Africa

DOI:

https://doi.org/10.46827/ejel.v9i4.5601

Anahtar Kelimeler:

reading comprehension- reading comprehension difficulties- reading comprehension strategies- teaching reading comprehension

Öz

This article investigated the effects of teachers’ instructional strategies on the teaching of reading comprehension in English as a second language. Data was collected through an interview schedule, field notes and an open-ended questionnaire. A purposeful criterion sampling technique was used to select ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings established the effect of teachers’ instructional strategies on the teaching of reading comprehension, the dominant instructional strategies used and the association between instructional strategies and the existing reading comprehension at schools. Teachers need to study and learn the application of instructional strategies apply strategies to optimise success and enhance teaching and learning, which results in positive students’ academic outcomes.

 

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Yazar Biyografisi

  • Rehabeam K. Shapaka, Dr., University of South Africa, South Africa
    The author is a focused education professional with a doctoral degree in management and experience in helping students achieve education goals. The author is talented at building lasting relationships and partnering with others to meet objectives. The author is enthusiastic and ambitious, with a successful career that involves building strong, effective teams of inspired educators and support staff. The author has over 32 years of experience in the academic landscape, with expertise in leadership and management, motivational academic leader excelling in performance-increasing initiatives, improving customer satisfaction and driving overall operational improvements. An innovative academic leader focused on engaging students and educators to meet objectives and drive student progress. The author has over 14 years of experience managing performing institutions, cultivating student rapport, and promoting successful education delivery. The author is an experienced leader with 14 years of experience in leadership/management through participation, coordination, supervision, delegation and devolution of power. The author currently focuses on advanced intensive/advanced research skills and publication in the Ministry of Education, Arts and Culture.

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Yayınlanmış

2024-09-29

Sayı

Cilt 9 Sayı 4 (2024)

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