Assessing Secondary School Students' Awareness and Challenges in Using Intensive and Extensive Reading Methods in Ethiopia

Language proficiency plays a vital role in students' academic success and personal development. This study examines how secondary school students in Ethiopia recognize and apply intensive and extensive reading methods to enhance their language skills. A descriptive survey design, employing a mixed-methods approach, was used to gather data. Quantitative data were collected from 380 students selected through a simple random sampling technique. In contrast, qualitative data were obtained from interviews with nine purposively selected English teachers based on their teaching experience. The combination of quantitative and qualitative methods provided a comprehensive understanding of both the benefits and challenges associated with these reading practices. The findings indicated a significant gap between students' awareness of the advantages of intensive and extensive reading methods and their practical application. Challenges contributing to this gap, as reported by students and supported by teachers, include time management issues, limited vocabulary proficiency, varying levels of motivation, comprehension difficulties, and the need for sustained focus during reading sessions. Both perspectives provided a holistic view of the barriers hindering effective implementation. To address these challenges, strategic interventions are proposed, including programs to enhance time management, vocabulary enrichment initiatives, motivation-building strategies, and structured support to improve comprehension and sustained focus during reading activities. These measures aim to bridge the gap between awareness and effective application, fostering improved language proficiency among secondary school students in Ethiopia.