English Language Learners’ Experiences of Using Science Research Associate (SRA) Reading Materials

This study explored the experiences of English language learners in using the Science Research Associate (SRA) Reading Program to improve their reading comprehension. The research aimed to determine how SRA activities influence students’ reading experiences. A descriptive phenomenological design was employed to capture the lived experiences of selected Grade 10 learners who actively participated in SRA activities. Data were collected through written interviews and classroom observations and were analyzed thematically to identify emerging patterns and insights. Findings revealed that the SRA program helped enhance learners’ vocabulary, reading fluency, and understanding of texts through self-paced and level-based reading materials. Participants expressed that the colorful cards, comprehension questions, and immediate feedback encouraged independent learning and reading engagement. However, challenges such as limited time and difficulty in higher-level cards were also noted. . In conclusion, this study posits that the reading program serves as an effective supplementary tool in developing English reading comprehension among learners. The results suggest that integrating structured, interactive reading activities like SRA can promote autonomy, motivation, and literacy growth in the classroom.