The Importance of Teaching Academic Reading Strategies to First-Year Multilingual Extended Degree Students at a South African University

Ulita Muidzo Chimenya; Choice Dimakatso Mpanza

doi:10.63081/uejtl.v3i2.127

Authors

Ulita Muidzo Chimenya University of the Witwatersrand https://orcid.org/0000-0003-4902-7362
Choice Dimakatso Mpanza University of the Witwatersrand https://orcid.org/0009-0002-5043-1629

Academic learning, Academic reading proficiency, Academic reading strategies, First-year extended degree , first-year extended degree students,, South Africa

Abstract

The purpose of this paper is to report on the findings from a study that was conducted to investigate academic reading problems in a South African university among first-year multilingual extended degree students. The paper particularly explores if it is helpful to teach academic reading strategies to first-year extended degree students. A case study design and a qualitative research approach were used to collect and analyse data for this study. Interviews were used to collect data from two lecturers. Focus group discussions and an open-ended questionnaire were used to collect data from 48 students. The study found that it is beneficial to teach academic reading strategies to first-year extended degree students. Among others, summarizing, note-making and text evaluation skills were proven to be helpful. However, because of the low levels of reading proficiency among these students, more and continuous reading support needs to be provided. For this reason, we recommend establishing structured reading discussion programmes to coordinate additional academic reading platforms that can help enhance first-year students’ reading abilities.

Author Biography

Ulita Muidzo Chimenya, University of the Witwatersrand

I serve as a Teaching Assistant in the Wits School of Education in the Language, Literacies and Literature Division.

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