Exploring different teaching approaches of English reading in Bhutanese secondary schools

Abstract

This study explored the English reading challenges among secondary-level students such as in an ESOL context, Bhutan. The solutions they take to overcome those challenges, and their opinions about reading strategies used in English classrooms and beyond. A qualitative phenomenological study approach was adopted, and seven secondary-level students from rural and urban schools were interviewed. This study has utilised the theories of Kasim and Raisha (2017), Carrell (1984), and Vijaya’s (2012). Further, the researcher has added a perspective of students. With the combination of the framework, the researcher found that students encounter various difficulties and different aspects or factors contribute ranging from linguistics to social factors. When asked about their solutions, the participants mentioned the employment of various coping strategies including the schemata approach and social affective strategy. Following this, the researcher gathered opinions on the effectiveness of strategies and found that students enjoy structured and organized learning in the classroom and increased of the student’s motivation for the English program through self-autonomy learning and exposure beyond the classroom. The current study has been found in the context of Bhutan, yet it is replicable or can be applied to any other ESOL context.