Tilla Olifant|Madoda Cekiso|Eunice Rautenbach
Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district
Tshwane University of Technology|Tshwane University of Technology|Tshwane University of Technology
background apart knowledgegaining commodity critical literacy believed practice exists people groups communities sociopolitical cultural context assumed without strong literacy skills postsecondary education employment options limited thus background investigation focused critical reading perceptions practices grade 8 english first additional language fal learners two high schools gauteng tshwane south district objective study investigated grade 8 learners critical reading selfperceptions practices english fal classroom method quantitative research approach based nonexperimental descriptive design used purposively selected research sample consisted 166 grade 8 english fal learners two high schools gauteng tshwane south district data collected use survey questionnaire well critical reading comprehension activity measurement evaluation instrument statistical package social sciences spss version 25 used analyse data solicited survey questionnaire reading comprehension activity specifically spearmans correlation coefficient variables used indicate relationship learners reading perceptions reading practices results results showed although learners selfperceptions indicated could critically analyse texts critical reading comprehension activity measurement evaluation instrument revealed learners unable apply critical reading strategies claimed using thus learners perception critical reading ability automatically accurate indicator actual reading practice ability conclusion findings study reemphasise reading crisis prevalent within south african reading literacy landscape devastating conclusion arrived learners engage critically classroom reading grade 8 english fal learners participating schools contributed existing reading crisis south africa