Exploring Problems Encountered by Deaf/Hard of Hearing Students in Comprehending What They Read in EFL
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Date
2022-11
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Addis Ababa University
Abstract
The general objective of this study was to assess the problems encountered by deaf students in comprehending what they read in EFL. Accordingly, it determined the present reading comprehension level of grade 9-12 deaf students of Mekane Eyesus School for the Deaf, Hossana; it examined deaf students’ related factors that affect their EFL reading comprehension (background knowledge, motivation to read and reading strategies use); it also examined EFL teachers’ related factors that affect deaf students reading comprehension. Besides, correlations and predictive power of the factors of deaf reading comprehension were investigated. A mixed-method research approach was used under the umbrella of pragmatic research paradigm, particularly; descriptive co-relational study design was chosen. The samples were purposively selected 114 grade 9 to 12 deaf students and conveniently selected four EFL teachers. The data were collected through reading comprehension test, Motivation for Reading Questionnaire (MRQ) and EFL teachers’ interview. The data from the test and the questionnaire were analyzed using descriptive statistics (mean, std. deviation, frequency and percentage) and inferential statistics (Persons’ r correlation coefficient, Spearman’s correlation coefficient and Linear regression) analysis. The data from the interview were transcribed into text, coded into nodes and put into different maps and theoretical models by using Nvivo 12 Pro qualitative data analysis software. The test revealed overall low (struggling readers) reading comprehension with (M = 42, SD = 20) which is a reading comprehension score of below 60%. The questionnaire yielded three deaf students’ related factors. 1. In relation to background knowledge, deaf students indicated that prior knowledge of a text’s topic sometimes enable them to comprehend what they read in EFL with (M = 3.09 and SD = . 46). 2. In relation to motivation to read, the MRQ revealed that deaf students sometimes Intrinsically, Extrinsically and Overall motivated to read with (M = 3.4 and SD = .62), (M =3.35 and SD = .63) and (M = 3.37 and SD = .62) respectively. 3. In relation to reading strategies use, the majority of the sample reported medium level use with (M = 2.5 to 3.4) under each of the Global, Problem-solving, Support and Overall Reading Strategies use. The interview analysis along with word cloud as well produced the factors in four parent nodes basis and were consistent with the findings of the questionnaire. Regarding the correlation between reading comprehension ability and factors of reading comprehension, The correlation was a modest positive significant for background knowledge with (pearson’s r = .243 and p = .009). Besides, the correlation was a modest positive significant for Intrinsic motivation and Overall motivation to read with (Spearman’s correlation coefficient = .196 and p = .037) and (Spearman’s correlation coefficient = .282 and p = .002) respectively. However, the correlation was a moderate positive significant for Extrinsic motivation to read with (Spearman’s correlation coefficient = .324 and p = .000). For the reading strategies use the findings indicated, a moderate positive significant correlation for Overall reading strategies use with (Spearman’s correlation coefficient = .199 and p = .034) and a very strong positive significant correlation for Problem-solving reading strategies use with (Spearman’s correlation coefficient = .93 and p = .039). Finally, the linear regression model revealed that the variables of Background knowledge, Intrinsic motivation and Extrinsic motivation were significant R2 = .117, F (3, 110) = 4.880, p < .05 suggesting that our predictors are modest at predicting reading comprehension. The model indicated that Extrinsic motivation was the most important predictor of reading comprehension with (β =.333, t = 3.674 and p = 0.009). The second important predictor of reading comprehension was Background knowledge with (β = .144, t = 1.308 and p =.019). The third important predictor of reading comprehension was Intrinsic motivation with (β = -.143, t = -1.144 and p = .025). Accordingly, recommendations were forwarded.
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deaf students in comprehending what they read in EFL