Exploring learners' percerptions towards intensive reading strategy on reading for comprehension in selected secondary schools in Mafeteng
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Date
2025
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National University of Lesotho
Abstract
The school curriculum aims to equip learners with knowledge and skills required for successful livelihoods, emphasising work readiness and personal development. This qualitative study explored Grade 10 ESL learners’ perceptions of the Intensive Reading Strategy (IRS) within the framework of Ajzen’s Theory of Planned Behaviour and guided by Interpretivist Paradigm. Employing Inductive Thematic Analysis, six themes emerged: structured reading process, teacher as facilitator, assessment methods, learner attitudes, benefits and challenges of IRS. The findings indicate that IRS is most effective when implemented as a structured, interactive, and supportive multi-phase approach involving pre-reading, during-reading, and post-reading activities. Learners generally hold positive attitudes towards IRS, recognising its role in vocabulary development, language proficiency, and reading confidence, though cognitive overload and emotional challenges such as anxiety can hinder engagement. The study underscores the importance of differentiated instruction and formative assessment to meet diverse learner needs and enhance motivation. Therefore, IRS shows significant potential for improving reading comprehension and language skills in Grade 10 ESL classrooms, with implications for effective, learner-centred reading instruction that addresses both cognitive and emotional dimensions.