Previous studies have shown that explicit reading strategy teaching has positive effects on English second language (ESL) students’ reading comprehension. However, Swedish upper- secondary students’ attitudes towards English reading comprehension classes are relatively unknown. This study therefore has the objectives of finding out to what extent reading strategies are taught explicitly in upper-secondary schools in Sweden, and to investigate how students and teachers perceive reading comprehension teaching. There were 107 students and 4 teachers from vocational upper-secondary education programmes participating in this study. Students filled in a questionnaire about reading strategies and how they are taught in class, and teachers answered corresponding questions in interviews. The findings show a wide range of perceptions among students and teachers, especially about how often reading strategies are taught explicitly. However, a majority believes that the use of reading strategies improves reading comprehension. Nevertheless, strategy usage is generally low and asking the teacher is the strategy most used among students. Teachers are recommended to teach reading strategies explicitly as most previous research shows explicit instruction to be more successful than implicit. Future studies on strategy teaching and their potential effects in different educational programmes are desirable.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-61494 |
| Date | January 2017 |
| Creators | Sibahi, Samir |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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