THE EFFECT OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF READING COMPREHENSION IN ENGLISH AS A SECOND LANGUAGE

Abstract

This article investigated the effects of teachers’ instructional strategies on the teaching of reading comprehension in English as a second language. Data was collected through an interview schedule, field notes and an open-ended questionnaire. A purposeful criterion sampling technique was used to select ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings established the effect of teachers’ instructional strategies on the teaching of reading comprehension, the dominant instructional strategies used and the association between instructional strategies and the existing reading comprehension at schools. Teachers need to study and learn the application of instructional strategies apply strategies to optimise success and enhance teaching and learning, which results in positive students’ academic outcomes. Article visualizations: