Teachers’ Perspectives and Roles of Guided Reading in Motivating Grade 7 English First Additional Learners: An Investigative Study

Abstract

This paper explores teachers’ perspectives on the role of guided reading in motivating Grade 7 English First Additional Language (EFAL) learners. Reading is a fundamental lifelong skill, yet many learners struggle with comprehension and intrinsic motivation, particularly in second-language contexts. Guided reading has been identified as a strategy to enhance reading proficiency and engagement by supporting decoding, comprehension, and exposure to diverse texts. Using a phenomenological design, four EFAL teachers from an Afrikaans secondary school were purposively sampled, and data were collected through semi-structured interviews. Thematic analysis revealed three key findings: guided reading fosters independent reading habits and comprehension skills; teachers’ instructional strategies, including discussion and contextualized vocabulary support, enhance learner motivation; and parental involvement plays a significant role in cultivating reading interest. Additionally, the influence of social media on reading engagement emerged as both a challenge and a potential avenue for motivation. The study concludes that guided reading, combined with supportive teaching practices and home engagement, can effectively promote reading motivation and proficiency among EFAL learners.