Exploring reading strategies and challenges of Bangla-medium tertiary level learners: a phenomenological study

Abstract

Reading skills play a crucial role in language acquisition, and their development is approached differently across various educational levels in Bangladesh. Understanding how reading skills evolve can enhance the overall effectiveness of language acquisition. This study employed a phenomenological qualitative research design to explore reading skills among university-going Bangla medium tertiary-level learners. This study specifically focused on understanding how Bangla-medium background university learners utilize various reading strategies. In Bangladesh, the English language is treated as a foreign language at the primary and secondary levels of education. Most learners in Bangladesh primarily follow Bangla not only as their first language but also as the medium of study at the secondary and higher secondary level, given that it is their native language. After completing higher secondary education in Bangladesh, the learners usually pursue the tertiary level of education at various tertiary level of institutions. This study explored how Bangla medium tertiary-level learners in Bangladesh engage with assessment procedures in reading pedagogy and the challenges they encounter while implementing these techniques in their academic studies. A total of nine tertiary-level learners were selected as participants based on their lived experiences and educational backgrounds. Information was collected through in-depth semi-structured interviews, observation, and analyzing artifacts. Interviews were recorded with permission from the participants, transcribed, and then analyzed to answer the research questions. The results revealed that tertiary-level learners employ several reading strategies but encounter difficulties while implementing them in their academic lives. These strategies include skimming, scanning, summarizing, using the interactive model, decoding unfamiliar vocabulary, understanding complex grammar, and intensive reading. This study will be significant for various stakeholders including teachers, students, curriculum developers, policymakers, and future researchers. The findings will also be significant for curriculum development, teacher training programs, and textbook writing at various levels.