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.
