Abstract

This qualitative study explores the reading habits and experiences of Grade 9 English second language learners in South Africa. Grounded in the socio-cultural theory of literacy and the self-determination theory, this study employed a case study research design involving four focus group interviews with a purposive sample of twenty-four Grade 9 English second language learners (six learners per focus group) from a Gauteng-based school in South Africa. The focus group discussions were guided by an interview schedule covering themes related to reading habits, reading material preferences, and factors that influence reading habits. The data were analyzed using thematic analysis to explore the Grade 9 learners’ reading habits, reading material preferences, and factors that influence their reading habits. The findings revealed that the learners’ reading habits were significantly influenced by personal interests and enjoyment, indicating that those who found reading enjoyable were more likely to engage with English texts regularly. Furthermore, the perceived importance of English for future success played a crucial role in motivating learners to read, as they recognized the need for proficiency in English to excel in their studies and future careers. In addition, the availability and accessibility of reading materials, both digital and print, were pivotal, with learners who had better access to diverse reading resources showing more consistent reading habits. The implications of these findings underline the need for a more engaging and enjoyable reading environment for learners, which can be achieved by incorporating a variety of interesting, relevant, and enjoyable reading materials into the curriculum and encouraging reading for pleasure. Furthermore, ensuring equitable access to a wide range of reading materials, including digital resources, is essential, and schools should thus focus on providing learners with the tools and resources necessary to access diverse reading materials, thereby encouraging effective reading habits and supporting their academic, socio-cultural, and economic development.