Challenges in enhancing reading competency among JHS students: the lived experiences of English teachers

Abstract

This phenomenological study explores the lived experiences of English teachers regarding the reading competence of their junior high school students. Through in-depth interviews, the research aimed to understand the challenges teachers face, the coping mechanism they employ, and the insights they have gained. Thematic analysis was used to analyze data. Six themes emerged as challenges faced by JHS teachers with regards to their students' reading competence, namely lack of phonemic awareness, poor reading comprehension, reading disfluencies, anxiety among learners with poor comprehension skills, unattained competencies, and difficulty in reading long words. Six themes emerged as teaching strategies of JHS teachers amidst challenges in students' reading competency: guided reading, error correction, vocabulary development, comprehension development, reading intervention program and collaborative learning. Three themes emerged in terms of the insights and suggestions from the participants, including applying varied scaffolding strategies, widen reading opportunities, and aim for continuous professional development. The Multiple Intelligence Theory, Multi Modal Theory, and Behaviorism Theory supported this study. This study contributes to a deeper understanding of the complexities of developing reading competence in junior high school students and offers valuable insights for improving instructional practices and supporting teachers. Further, this study implied that teachers play a critical role in equipping students with the necessary skills and strategies to become proficient readers.