Research article | Open Access
International Journal of Language and Education Research 2025, Vol. 7(3) 196-212
Students' Affective Reading Strategy Use vis-à-vis Their Performance in Reading Comprehension
pp. 196 - 212
Publish Date: December 31, 2025 | Single/Total View: 3/2 | Single/Total Download: 3/2
Abstract
This study investigates the implementation and impact of affective reading strategies among Grade 12 students in Addis Ababa, Ethiopia. Recognizing a significant gap between teachers and students in utilizing these strategies for English reading comprehension, the research addresses the chronic underutilization of affective learning within the Ethiopian high school system. The purpose of the study is to examine the extent to which students employ affective reading strategies and to evaluate their impact on English reading comprehension, while identifying gaps in implementation and proposing ways to enhance affective learning practices. Using a combined descriptive-correlational design, data were collected via self-administered questionnaires (Cronbach's Alpha = 0.757) and reading comprehension tests from 267 randomly selected students. Results revealed students frequently employ strategies focused on anxiety reduction (e.g., self-encouragement, mean=3.72) and attention to physical responses (mean=3.68), but show low adoption of collaborative strategies like peer discussion (mean=2.19) or structured approaches like checklists (mean=1.72). Crucially, a moderate positive correlation (r = 0.60, p < 0.001) was found between overall affective strategy use and reading comprehension performance. The findings underscore the importance of affective strategies in language learning, highlighting their contribution to emotional resilience and academic success, while revealing significant variability in student preferences and usage patterns. This suggests a need for tailored instructional approaches to bridge the implementation gap and fully leverage affective learning's potential in Ethiopian English education.
Keywords: Language learning strategy, affective learning, reading comprehension, reading strategy, emotions, correlation
APA 7th edition
Kitaba, Y.A. (2025). Students' Affective Reading Strategy Use vis-à-vis Their Performance in Reading Comprehension. International Journal of Language and Education Research, 7(3), 196-212.
Harvard
Kitaba, Y. (2025). Students' Affective Reading Strategy Use vis-à-vis Their Performance in Reading Comprehension. International Journal of Language and Education Research, 7(3), pp. 196-212.
Chicago 16th edition
Kitaba, Yazew Aberra (2025). "Students' Affective Reading Strategy Use vis-à-vis Their Performance in Reading Comprehension". International Journal of Language and Education Research 7 (3):196-212.
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