Improving reading comprehension for English first additional language learners: a free voluntary reading approach

𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This study aims to demonstrate how free voluntary reading (FVR) approach can be used to improve reading comprehension for English first additional language (EFAL) learners. It adopted a qualitative Participatory Action Learning and Action Research (PALAR) and Social Constructivist Theory (SCT) as methodological and conceptual frameworks, respectively. In this regard, free attitude interviews, oral reflections and focus group discussions (workshops) were used to generate data from the ten participants in this study. The analysis and interpretation of this data was done at interpretive, descriptive and explanatory levels in accordance with Fairclough’s Critical Discourse Analysis (CDA). For this study to achieve its main aim, the following objectives were central. One, to establish the need for the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. Two, to identify the components and aspects necessary for free voluntary reading approach to improve reading comprehension for EFAL learners. Three, to determine the conditions suitable for the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. Four, to identify the possible threats to the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. This empirical data confirmed the existence of challenges in the teaching and learning of reading comprehension for EFAL learners. They included the following: persistent poor reading comprehension, continuous dependency on traditional pedagogic practices, a weak reading culture, and the use of English language. To circumvent the above-mentioned challenges, the study proposed the free voluntary reading approach and demonstrated how it could be used in this regard. For effective use, the approach must focus on both the macro level (outside the classroom) and micro level (inside the classroom). At the macro level, the focus is on needs identification process, context analysis, creation of vision and a road-map to overcome the challenges. At the micro level, emphasis is on context evaluation, co-lesson preparation, teacher-scaffolding, and peer scaffolding. The study found that mutual identification of the challenges that EFAL learners face pertaining to reading comprehension, creation of vision and setting out the road map to address the challenges, creation of a print-rich environment, instant access to reading materials, and co-lesson preparation are important in demonstrating how free voluntary reading approach can be used to improve reading comprehension for EFAL learners. ___________________________________________________________________