Affective Dimensions in Learning Reading Skills: An Interpretive Inquiry

This study explores English language teachers’ understanding of the relationship between affective dimensions and English language classrooms with a focus on teaching and learning reading skills, especially in community secondary schools in the Gulmi district. This study is an interpretive inquiry, as the information collected from the three participants reflects their practice-based experiences, and needs to be interpreted in light of their contextual realities. This study explores the teachers’ personalized challenges they observed in students and the ways to enhance affective dimensions to strengthen reading skills. I used semi-structured interviews and field notes to generate information from the research participants. I transcribed the recorded information from the participants, and the information was coded in terms of both themes and participants. The themes were analyzed and interpreted. The information was categorically thematized and connected to four different affective dimensions: Deci and Ryan’s motivation for reading, Bandura’s self-efficacy for reading comprehension, Hidi and Anderson’s personal and situational interests, and Guthrie and Knowles’ positive and negative attitudes.