Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic performance. Objective: This study investigated the reading habits, attitudes and motivation of Grades 8–10 EFAL learners through the perceptive lens of EFAL teachers. Method: This qualitative study employed a case study design and a thematic data analysis process. The purposively selected sample for the semi-structured interviews consisted of six Grade 8–10 EFAL teachers from two high schools in the Tshwane South district. Results: Teachers believe that learners experience academic challenges because they do not habitually engage with texts, have a negative attitude towards printed text and read only to progress academically. The results further indicated that all these teachers concurred that there is a corresponding relationship between productive reading habits, a positive attitude towards reading and the academic performance of learners. Regrettably, the data analysis reported that the teachers have a pessimistic perception of the EFAL learners’ reading habits, attitudes and motivation to read. More disturbingly, most of the teachers lacked the responsibility for their contribution towards the ongoing demise of productive reading practices among learners in their classrooms. Conclusion: The findings revealed grave implications about learners’ reading habits, attitudes and motivation to read. Alarmingly, one of the most remarkable findings produced by this study is that the teachers themselves harbour negative perceptions about the reading practices of the learners in their classrooms.

中文翻译：

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老师对8-10年级英语的理解首选其他语言学习者的阅读习惯，态度和动机

背景：由于南非识字领域缺乏阅读实践，许多学习者既未养成富有成效的阅读习惯，也未对英语第一外语（EFAL）阅读表现出积极态度。因此，许多学习者会遇到阅读挑战，这会对他们的学习成绩产生负面影响。目的：本研究通过EFAL教师的感知角度，调查了8-10年级的EFAL学习者的阅读习惯，态度和动机。方法：该定性研究采用了案例研究设计和主题数据分析过程。目的是为半结构化访谈选择的样本包括来自Tshwane South区两所中学的六名8-10年级EFAL老师。结果：教师认为，学习者会遇到学术挑战，因为他们不习惯与课文互动，对印刷文本持消极态度，并且只能阅读以提高学业。结果还表明，所有这些教师都同意，生产性阅读习惯，对阅读的积极态度与学习者的学习成绩之间存在相应的关系。遗憾的是，数据分析报告说，教师对EFAL学习者的阅读习惯，阅读态度和阅读动机持悲观态度。更令人不安的是，大多数教师对教室中学习者正在不断淘汰的生产性阅读实践所做出的贡献没有责任。结论：研究结果揭示了学习者阅读习惯的严重影响，阅读的态度和动机。令人震惊的是，这项研究产生的最显着发现之一是，教师自己对教室里学习者的阅读习惯持负面看法。