English reading habits among students in selected public upper secondary schools in Kicukiro and Rwamagana districts

Abstract

English reading is an incredible means to develop proficiency in English as a Second Language education, as it provides more exposure to the target language in and beyond class and school settings. Studies have indicated that students’ English reading habits are closely associated with their reading attitude as the latter informs their reading volume and optimization for academic and recreational purposes. This study sought to investigate English reading habits among students in public upper secondary education and to make a comparison of these across the urban/ rural divide. Four schools were purposively selected in the districts of Kicukiro and Rwamagana. Randomly sampled from these schools, 184 students in upper secondary completed a questionnaire that included 33 questions on attitude to reading English and English reading habits. Four teachers of English were also purposively selected from these schools for an interview to provide qualitative data in relation to the aim of the study. The findings indicated that the overall English reading attitude of these students is not good enough to drive good English reading habits. Consequently, the study found that their English reading habits unsatisfactory. Significant similarities were also found between the English reading habits of urban respondents and their counterparts from rural area. The implication of the study is that it may be helpful for ESL practitioners and stakeholders to address non-reading habits of the students at this level of education as one way to overcome the magnitude of lack of English proficiency among formally educated Rwandans. The study recommends that adequate steps be taken at the individual and institutional levels to encourage students to read on a daily and regular basis in an outside the school.