Vol. 24 No. 2 (2015): Nordic Journal of African Studies
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The English Reading Proficiency of Future Teachers in Ghana

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  • Lieke Stoffelsma,
  • John H. A. L. de Jong
Lieke Stoffelsma
Radboud University Nijmegen
John H. A. L. de Jong
VU University Amsterdam
Nordic Journal of African Studies
DOI: https://doi.org/10.53228/njas.v24i2.127

Published 2015-06-30

How to Cite

Stoffelsma, L., & de Jong, J. H. A. L. (2015). The English Reading Proficiency of Future Teachers in Ghana. Nordic Journal of African Studies, 24(2), 24. https://doi.org/10.53228/njas.v24i2.127

Abstract

In this study we investigated the English reading proficiency, reading behaviour and reading attitude of 496 first-year B.Ed. students in Ghana. A reading test was compiled from two internationally recognized tests: the Pearson Test of English Academic (PTE-Academic) and the Programme for International Student Assessment (PISA). The results of the experiment indicated that most students in the samples drawn could adequately deal with reading texts in English which they might encounter as citizens (PISA standard). However, on the PTE academic test only about 48% of the students manifested a reading ability at CEFR B2 level or higher. Reading behaviour and attitude were measured through a questionnaire. 73.5% of the students reported reading study books in English every day or almost every day. Students demonstrated a positive attitude towards reading for school. No correlations were found between students’ academic reading proficiency and their reading behaviour, or attitude. Possible explanations are discussed.

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