Abstract
Reading plays a crucial role in Second Language education, for it provides exposure to the target language in and beyond educational settings. Studies have indicated that students’ reading volume is closely associated with their reading attitude as the latter informs reading optimization for academic and recreational purposes. Informed by the theory of reasoned action (TRA), this survey aimed at exploring the perceptions of the English reading attitude of students. Based on the descriptive survey design and mixed-methods approach, an attitudinal questionnaire and interviews were used to collect data. The target population in this survey consisted of 921 students enrolled in 4 selected public upper secondary schools in Kicukiro and Rwamagana, Rwanda, academic year 2022-2023. Of these, a sample of 184 (91 males and 93 females) was randomly drawn to answer questionnaire items. Additionally, four teachers of English were selected for an interview. Purposive sampling was employed in this selection. While the data from returned questionnaires were processed using Excel and analysed through visualization, data from interviews were analysed using quick impressionist summary. The findings indicated that the English reading attitude of these students is fairly good. These findings may help ESL practitioners and stakeholders to improve students’ English reading at this level of education to enhance English proficiency among educated Rwandans. This study concludes that these students risked turning themselves into alliterates, with repercussions on their English language proficiency and professional development. The study recommends that adequate steps be taken at the individual and institutional levels to enhance students’ English reading attitude in a view of turning them into avid readers and lifelong learners.