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