Learners' self-efficacy beliefs in reading comprehension in English second additional language in a Namibian rural school
Abstract
The status that English holds in the language policy of the Namibian education system
creates challenges which influence classroom experiences in terms of the teaching and
learning of English as a second language in Namibian schools. Despite its value, learners
struggle with English, especially in reading comprehension, which might be caused by low
self-efficacy beliefs in reading comprehension. This motivated the need to do a study on
learners’ self-efficacy beliefs in English Second language reading comprehension. It has
been perceived in literature that learners with low self-efficacy beliefs will struggle with
reading comprehension in English. The primary aim of this study was to explore the nature
of grade 11 and 12 learners’ self-efficacy beliefs about their reading comprehension in
English Second Language at a rural Namibian school. This study also created a descriptive
profile of grade 11 and 12 learners’ reading habits, as well as strategies English teachers
could use to develop self-efficacy beliefs in reading comprehension of grade 11 and 12
learners. Bandura’s social cognitive theory formed the theoretical framework from which
self-efficacy beliefs on reading comprehension were viewed. To answer the research
questions, the concepts of reading habits, reading comprehension and self-efficacy were
discussed. The study followed a qualitative approach. Instruments for data collection were
individual interviews. A computer-based qualitative data analysis program, Atlas.ti™ version
7.0 was used to analyse data, identify and synthesise patterns. The results of the study
revealed that self-efficacy beliefs influence the English Second Language reading
comprehension of Namibian grade 11 and 12 learners. The following self-efficacy beliefs:
learners’ awareness of others’ reading difficulties; their situation specific self-efficacy beliefs;
their self-efficacy beliefs in reading comprehension; their motivational engagement; their
self-efficacy beliefs when they compare themselves socially; their self-efficacy beliefs about
their ability to read and master experience as well as self-efficacy beliefs formed by vicarious
experiences and verbal persuasions, emerged as factors that influence their self-efficacy
beliefs in reading comprehension. Their self-efficacy beliefs to read and comprehend for
academic reasons were prominent. Various strategies were suggested to cultivate selfefficacy
beliefs in reading comprehension. Positive self-efficacy beliefs in reading and
comprehension in English are important to function effectively in schools, in society and in
life. It has implications for learning, recreation and employment and necessitates continuous
research
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