English language reading and preparation for higher learning

Abstract

Across non-English speaking countries, within tertiary academic contexts, reading in English as a Foreign Language (EFL) is an important part of language proficiency that affects academic literacy. However, the findings of past studies suggest that students at university level in many non-English speaking countries are facing with difficulties reading English texts despite of the EFL preparation that they receive at the secondary school level. The purpose of this study was to examine how the secondary EFL curriculum in a Southeast Asian country prepares students for the university level EFL reading skills they will need in order to attain information literacy, particularly, in the current global economy. This study is descriptive in nature. Document analysis was the primary data collection method. The results of manifest content analysis suggest that in general the selected secondary EFL curriculum framework does emphasize more on the importance of teaching EFL reading to secondary school students in comparison to the other major language skills of EFL. The results of latent content analysis on the approaches to EFL learning instruction show that there are still explicit remnants of previously used approaches such as structural and functional incorporated in the current EFL reading curriculum although the curriculum is identified as being communicational, an instructional approach indicated by the findings of many past studies to be the most effective in enhancing EFL learning. The results of the study were discussed in relation to the current EFL curriculum framework and the implicit instructional policy embedded in the EFL secondary curriculum in the selected country with regards to the EFL academic literacy phenomenon at its tertiary level. Some recommendations on aligning EFL reading curriculum and instruction to help improve students' EFL literacy are also included.