Abstract:
The reading skill is considered as one of the four fundamental language skills that every learner must possess. However, it seems to be not an easy task especially for English as a Second Language (ESL) learners. The aim of this study was to investigate the nature of challenges faced by ESL teachers and learners in the teaching and learning of reading comprehension in English Language. The inquiry further explored the contributing factors to those challenges. The focus of the investigation was on Grade10 English Language teachers and learners in two selected secondary school in the Quthing district. The study was underpinned by Vygotsky (1978) Socio-cultural theory. A case study qualitative design was employed where teachers’ interviews and students’ tests were used to generate data for the study. Data analysis procedure followed five phases of thematic coding as advocated by Robson (2011).
The main findings revealed that teachers are incompetent to teach reading comprehension while learners have poor comprehension and limited vocabulary to comprehend written texts. From this discovery, the study proposes that teachers should go for in-service programs and learners should be exposed to print-rich environment.
