English Language Attitude as a Predictor of Reading Comprehension Performance Among Form Two Students in Serowe Sub Region Botswana

Reading comprehension has been an issue of concern worldwide as most students around the world cannot comprehend texts. This poor reading comprehension has been reflected in the students’ academic outcomes, an issue that is worrying. The current study therefore aimed at finding out whether English language attitude is related to reading comprehension performance. The study utilized Tajfel and Turner’s Social Identity Theory to explain Language attitude. Correlational design was used in the study. The target population was 1350 form two students. A sample of 230 students was chosen from seven junior secondary schools from Serowe Sub region in Botswana. The study utilized purposive sampling technique to select Serowe sub region and simple random sampling techniques to select the seven schools from Serowe sub-region. Lastly, it made use of stratified sampling to select boys and girls and ensure equal representation. The students were provided with an English comprehension that tested their reading performance. Additionally, a questionnaire was used to obtain students information on their language attitude. A Pilot study involving 30 students (15 boys, 15 girls) from one school was conducted to pretest the instruments and establish their psychometric properties. Data were analyzed using descriptive and inferential statistics. Pearson product moment correlation coefficient was used in data analysis. The findings provide valuable insights to educators, curriculum developers, and policymakers on enhancing reading comprehension through targeted interventions that foster positive language attitudes in learning environments.

Attitude, relationship, English language

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