Mitigating the COVID-19-induced learning loss in reading in rural English FAL Grade 10 classrooms: a free voluntary reading approach

Abstract

Although the global Coronavirus pandemic (COVID-19) seems to have passed and gone, its rippling effects still echo in the domains of education, especially in South Africa. Globally, the pandemic led to a total shutdown of schools in 2020 and the adoption of remote online teaching and learning pedagogies. While some learners in different parts of the world may have benefited from these interventions, most learners in rural areas of South Africa were left behind owing to various factors, including a lack of remote learning resources and infrastructure. As a result, most learners in rural schools suffered learning loss during COVID-19. Language skills such as reading were severely affected. Using the Participatory Action Learning and Action Research (PALAR) methodology, this qualitative study explored the use of the Free Voluntary Reading (FVR) approach to mitigate the COVID-19-induced learning loss in reading among Grade 10 English FAL learners in one rural school in the Free State province, South Africa. The Input Hypothesis Theory underpins the study (Krashen, 1981). Two Grade 10 English FAL teachers and ten Grade 10 English FAL learners purposively participated in this case study. The data collected through semi-structured interviews, focus group discussions, and classroom observations were analysed using a reflexive thematic analysis approach. The main findings revealed that the FVR was implemented successfully to mitigate COVID-19 induced learning loss in reading in rural English FAL Grade 10 classrooms. Evidence for successful implementation points to increased confidence to read, increased motivation to read for pleasure, reading with comprehension, increased imaginative abilities, and expanded vocabulary. The lack of books, a non-functional library, and a neglected reading period were some of the major challenges. The study recommends the inclusion of a reading period in the timetable and the restoration of school libraries to ensure the successful implementation of reading interventions. Guided by these findings, the study developed a model for implementing FVR in English language classrooms in South Africa and beyond.