1

The Impact of Oral Reading Skills on Second Language

Learning of Primary Level Students: A Case Study of Inspire

School System Hazroo.

By …………...

MA ELT620

Supervisor

………………..

VIRTUAL UNIVERSITY OF PAKISTAN

 2

The Impact of Oral Reading Skills on Second Language

Learning of Primary Level Students: A Case Study of Inspire

School System Hazroo.

Thesis submitted in partial fulfillment of degree

requirement of B.Ed. (Secondary)

Virtual University Of Pakistan

 3

Declaration

This submission is my own work and contains no material previously

published or written by another person nor material which has been

accepted for the award of any other degree or diploma of the

University or other institute of higher learning, except where due

acknowledgment has been made in the text, in the Pakistan or

overseas.

Signature________________ Date_____________________
 4

Acknowledgments

My greatest thanks and praise go to Allah (God) who has given me

the aptitude, strength, and patience to persevere throughout my

journey.

I am deeply indebted to my original Director of Study,

………………., for his wise guidance, valuable feedback, inspiring

suggestions, endless patience, and tremendous help. I also owe my

thanks to my current Director of study, ……………. for his support

and encouragement. I wish to express thanks to my

supervisor……………... for the helpful discussions and invaluable

advice.

I would like to take this opportunity to extend my deepest

appreciation to the participants in my study, both students and

teachers for their time and help.

My gratitude is due to my dear parents, brothers and sisters, who kept

encouraging me and telling me how proud of me they are.

 5

Table of Contents

ABSTRACT 1

Chapter 1 2

Introduction 2

1.1 Introduction 2

1.2 Objectives of Study 6

1.3 Research questions 7

1.4 Hypothesis 7

1.5 Statement of the problem 7

1.6 Significance and scope of Study 8

Chapter 2 8

Literature Review 8

Chapter 3 14

Research Methodology 14

3.1 Research Design: 14

3.2 Research Method: 15

3.3 Population: 16

3.4 Sampling technique: 16

3.5 Sample Size: 17

3.6 Instrumentation-instruments/ tools used for data collection: 18

3.7 Validity and reliability of the tool/ Questionnaires: 19

Chapter 4 20

Analysis and Discussions 20

 6

4.1 Analysis of comprehension test 21

Table 1 21

Table 2 22

4.2 Analysis of the questionnaire 23

Table 3 23

Chart 1 25

Discussion and implications 25

Chapter 5 27

Conclusion 27

References 29

Appendix 1 32

Appendix 2 39
 1

Abstract:

In this paper, the researcher specifically investigates the impact of oral reading

skills in the process of learning a second language. This paper is a case study of

primary-level students of Inspire School System Hazroo and how oral reading

skills can help them in learning English as a second language. Three hundred and

fifty students of 4 and 5 grade and 10 teachers of Inspire School System Hazroo
th th

are assessed in this research paper to collect the results of the impact of oral

reading skills in the learning process of the English language. The impact of oral

reading fluency is assessed through a reading comprehension test and a

questionnaire. This paper is very important for primary-level teachers because it

provides them with shreds of evidence about the impact of oral reading skills.  

Keywords:

Oral reading skills, reading fluency, learning a second language, primary level

teachers.
 2

Chapter 1: Introduction

1.1: Introduction

The ability to read out the connected text quickly with understanding and accurately is

called Oral reading fluency. In this process, no significant effort in decoding the words is

involved. The element that is necessary for accurate reading comprehension, oral reading

fluency is one of them. Those students can easily comprehend the text that has proper

speed, accuracy, and right expressions because they can focus on the text.

        Oral reading is one of the few steps one has to tackle while learning a

language. Oral reading sets the foundations of children's reading and writing

skills. The oral reading proficiency of a student develops with time as he enters

and progresses through school. He uses oral language in all aspects of his

education, in the classroom as he connects with his class fellows and teachers and

throughout his life as he grows into adulthood. If the foundations of a child in oral

language are solid it will help him become a more successful reader and strong

communicator as well as build his confidence and overall sense of living.

At any stage of life, one can face difficulties and challenges during the process

of learning a foreign or second language. To learn a second language, one has to

master the structure, grammar, idioms, and specific words of that language. With

the increasing complexity of memorizing specific words to be used at the right

time in the right place, structures and grammar will become unstable if not

practiced again and again. In other words, an individual's language skills can
 3

become "out of action" if not practiced. To maintain the second language skills

every effort is required, regular support provided by the environment and the

learners’ ability to increase the skills with time. To improve oral reading fluency

these strategies can be helpful

i. Record students reading aloud on their own. If certain letter combinations

or words are causing problems, teachers may benefit from listening to the

child read aloud. However, this activity can be very stressful in front of a

classroom of children, especially for a student who struggles with fluency.

It is best to avoid calling on struggling readers during group reading and

instead ask them to work through a paragraph on their own. Make a

recording that can be analyzed later by a teacher or tutor to provide

targeted support.

ii. Ask the children to use a ruler or finger to follow along. Decoding is

easier when students don't lose their place when navigating a page. It is up

to the individual student how they go about it. Some like to use a pen or

pencil, others a piece of paper that they move down to cover the bottom of

the page and focus on the sentence in front of them.

iii. Have them read the same thing several times. When you're trying to

improve fluency, it helps to look at the same text multiple times. Each

reading becomes easier and motivation increases as students experience

improved fluency thanks to the repetition of words and phrases. It can also

help when it comes to developing comprehension skills because readers

have more opportunities to notice context clues.

 4

iv. Prime the words a student is going to see in a text and practice reading

them in isolation or in phrases. You can do this through an interactive

classroom-based activity. Get students to use the words and then practice

reading them off the board or on a piece of paper. A crossword puzzle can

be an effective teaching tool or playing spelling game. It is much easier to

read a word if it is fresh in the memory.

v. Some words are more common than others and students who have a hard

time with fluency will find it much easier to read when they are familiar

with 90% of the words in the text. About 50% of all books and classroom-

based materials for young readers contain words from the common use

language.

vi. Use a variety of books and materials. If a student has difficulty in reading,

it can be even more of a struggle to practice with material that is not

uninteresting to them. Try chapter books, comics, and poems. Even picture

books can work as long as the student does not understand the material

below their level. Experiment with different lengths of text, starting with a

short content and gradually working your way up to longer pieces. When

fluency is concerned, emphasize the quality of the student's reading, not

the number of pages or the speed at which they read them.

vii. Try different fonts and text sizes. If there is a visual impairment that is

causing some difficulty, reading large text or text printed on colored paper

can sometimes make things easier. There are specific fonts that are more
 5

suitable for anyone with learning difficulties, including dyslexia, as they

help decode sensible letters and language.

viii. Create a stress-free environment. When students enjoy a book, anxiety and

stress decrease and fluency increases. It is also possible to foster a relaxed

environment by removing any deadlines, time limits or assessment-related

goals and focusing on classroom learning for the sake of learning.

ix. Guide students to help them establish a steady pace. One of the

characteristics of reading fluency is establishing a consistent rhythm and

pace that guides students through the text. It doesn't have to be fast and

beginning new readers should have the option to start slowly and increase

their speed as they become more comfortable. Some students may want to

have a guide, such as a metronome, that gives them a rhythm they can

match. Others will find this strategy stressful. Playing music in the

background can also work.

In the process of learning and communication reading is an important skill.

Reading lessons are an important initial step in the development of mental and

linguistic abilities according to the current trends in education. Reading methods

include quiet reading, reading using subcultures (making words sound while

reading silently), and self-reading. The following note is the best example of what

English learners feel when they are asked to read aloud in the classroom. Phat, a

Vietnamese young man, wrote:

 6

Every day, I sat there in fear, hoping that I would not be called on. To

save me from embarrassment, I nervously followed the book, word by

word with my finger. Reading aloud was inevitable. My name was called

and my heart leaped and my mind struck blank for a moment. My voice

quivered as I pronounced each word like a novice. I felt ashamed for

stumbling and butchering most of the words. I felt ashamed because my

teacher corrected every other word. This experience scarred me.

In many classrooms, students are afraid of their class fellows as they know

that if they pronounce a word wrong or they read slowly, others will make fun of

them. They have fear of negative comments coming from a teacher. In many

classrooms, when students are asked to read aloud without proper preparation

they fail except for a few students.

Hence, this research is conducted to analyze the significance and importance

of oral reading fluency during the process of learning a second language. This

paper throws light on the different methods and suggestions to improve reading

fluency. The factors that are involved in the reading process are elaborated on in

detail and the impact of reading fluency in learning a second language is

examined through this case study. 

1.2 Objectives of the Study:

This research paper is conducted for these specific reasons. The main purpose

of the research is;

 7

 To make aware the teachers at the primary level of the significance

of oral reading skills in learning a second language.

 To find out the effects of oral reading skills while learning a

second language.

1.3 Research Questions:

This research paper answers these questions;

 Do the students of Inspire School System Hazroo understand the

text while reading in the English language?

 Do the students of Inspire School System Hazroo feel linguistic

difficulties while reading in the English language?

1.4: Hypothesis:

 The students of Inspire School System Hazroo do not understand the

text properly while reading in the English language.

 The students of Inspire School System Hazroo feel linguistic

difficulties while reading in the English language.

1.5: Statement of the problem:

  Fluent reading is essential for a successful school journey. Fluency is

useful when it is effective and it can prepare a student for reading with

understanding, instead of reading a text quickly without understanding it. In our

classrooms, most of the students read the text without understanding. They read to
 8

pass time or to pass the exams. In this case study, the students of Inspire school

system Hazroo are also unable to understand the English text properly. To polish

and build the language of students, teachers can enhance their oral reading skills

in the process of learning English as a foreign language. The teachers at the

primary level have to focus on oral reading fluency so the process of learning a

second language can be effective and useful.

1.6 Significance and Scope of Study:

        This research paper is very useful for primary-level teachers specifically

those who are going to teach a second language because it will help them to

enhance and polish the reading skills of learners. It is easy to build the

foundations for a new dimension in the early stages. This study is a proper guide

for growing the reading skills of learners in early grades. The results of this study

show that oral reading skills have a great impact on learning a second language. If

the oral reading skills of learners are accurate, they can easily learn English as a

second language. The methods and tricks of reading described in this paper

should be practiced in our schools to enhance the oral reading skills of our

students.

Chapter 2: Literature Review

This literature review will discuss the effects of oral reading fluency as well as the

role of other reading skills in the process of learning a second language. Oral

reading is used as an assessment tool to improve reading fluency, performance,

 9

and comprehension in any language learning process. Over the last thirty years, a

lot of research has been done on the oral reading method. Researchers are

looking for the impact of oral reading fluency in the process of learning a second

language. For decades, researchers are studying reading, and they have tried to

identify components that influence reading performance as well as reading

behaviors. They have found that Oral reading is one of the components that

influence the learning of a language on a large scale. Oral reading also

distinguishes proficient readers from less proficient readers. According to Grabe

and Stoler reading ability has always been considered critical to academic

success.

To Amer, 1997 Oral reading is often viewed as a dated methodology and it is also

discouraged by EFL/ESL teachers. Some researchers hold the opinion that oral

reading is a way of wasting class time. But Cho & Choi, 2008; Gibson, 2008 point

out potential benefits that can be gained from various oral reading techniques that

allow for oral proofreading, pronunciation practice, and conversational fluency.

Researchers have emphasized the importance of oral reading to children in first

language learning situations not only as a means of motivating children to read,

but also to improve their reading comprehension. (Alshumaimeri, 2005;

McCallum, Sharp, Bell, & George, 2004).

According to Al-Qurashi, Watson, Hafseth, Hickman, & Pond (1995), Oral

reading in second language learning situations is the best way to teach

pronunciation and word recognition in the early stages of second/foreign language

acquisition, but reading silently improves reading comprehension. Silent reading

 10

is traditionally considered the only way to teach students to read on their own.

(Al-Qurashi, 1995). As researchers continue to explore the effectiveness of oral

reading on both comprehension and language learning, still many questions are

unanswered. As Teng (2009) suggested, differences in native languages may

affect the oral learning of the second language (L2) for EFL learners. Reading in a

second language requires more cognitive ability for word recognition than reading

in one's native language (L1). Slow readers must use more cognitive resources

than good readers to gain word recognition. Amer (1997) states in her study of

EFL students, that the teacher's oral reading helps readers to find units of meaning

that arise from multi-word phrases rather than meaning derived from single

words. Oral reading also helps readers see the text as a whole with different levels

of meaning rather than as an isolated passage of graphic notation. Amer (1997)

suggests that, with adequate practice, students will gradually begin to understand

that a higher level of comprehension can be achieved by reading large meaningful

units of text. Oral reading by the teacher can also reinforce the correct

understanding of punctuation and reinforce the student's understanding.

The fear of negative comments and low self-esteem can affect badly the ability to

learn. This can also turn into a permanent, lifelong struggle in the academic career

of a student (Graves, Brandon, Duesbery, McIntosh, & Pyle, 2011). Many English

learners like Phat feel trapped in a never-ending cycle. They get scared when they

are asked to read new text aloud. In nervousness, they perform badly (Elksnin &

Elksnin, 2003). When they perform badly, they get stressed (Buhs, Ladd, &

Herald, 2001).
 11

In previous studies, second language acquisition has been seen as a method

different from first language acquisition (Bley-Vroman, 1990). The process of

learning a second language is different so it needs more time, practice, focus, and

abilities. It is also assumed that factors that affect an individual's ability to acquire

another language have no role in the development of the mother tongue (Dornyei,

2001).

Learning an educational language is equally difficult for native speakers and

English learners (August & Hakota, 1997; Butler & Hakota, 2009; Cummins,

1989). Students acquire social language or basic communication skills faster as

they learn these language skills mostly in context (Cummins, 1989). Just like

English students, many English learners learn English primarily when they

interact with others and also through television, radio, and street signs). Firstly,

they learn basic words like no, mine, and go. When the students start using basic

sentences, they use words like "I go there." They speak in complete sentences

later after learning. However, to succeed in school, English language learners

must get Academic Language skills, which can usually take five to seven years to

learn (Cummins, 1984). It takes a lot of time because it is a language that is

usually used in areas of educational content and not used in personal

conversation. This educational language is often related to abstract concepts like

independence and colonialism. These concepts are not in use by students, they

cannot see, touch, or do them. Furthermore, the important point to note down is

that all English learners do not have the opportunity to learn the language at
 12

home. The school is the only place where some students learn materials and

related terms.

Another problem with English learners is that they often go to schools where they

read improvised programs (August & Hakota, 1997). Most of the books are

fictional in these programs such as stories and folk tales (Duke, 2004). This can

be difficult because learning in grades four and above is often linked to textbooks

(Ellington, 2002). Everywhere we go (for example, museums, schools,

workplaces, and the Internet) we find text that provides information. Anywhere

we go, in museums, schools, workplaces, and on the Internet, we find text that

conveys information, not the text found in fictional stories.

Anyhow the importance of oral reading skills for mother-tongue learners is

widely acknowledged, but the effectiveness of oral reading in second language

classrooms continues to be debated. In his study of oral reading methods in the

classroom, Gibson (2008) found that teachers and learners are using oral reading

in a variety of ways. The main reason for using the reading is to practice

pronunciation and accent. Other reasons include speaking practice, making

graphic-phonemic connections, diagnosing pronunciation problems, improving

fluency, and practicing reading skills. In the case of second language learning,

Gibson (2008) also found that 82% of independent learners prefer to read orally

as part of private study. In her study, Asian learners in particular commented that

reading orally is especially important for them to practice pronunciation.

 13

 Over time the researchers and educators have used some instructional practices to

grow the oral reading fluency of those students who face difficulties during

reading a text in a second language.

i. Repeated reading: In this method, the learner reads short and proper passages

unless he gets proper fluency and accent. To get the proper fluency student reads

time and again and he also gets correction feedback from the teacher.

ii. Group reading: Two or more students are paired together to perform the reading

task in this method. One of the learners performs the role of a coach and the

others are students. One by one all the students read and others listen and provide

feedback to correct if mistaken. This method is very useful in early grades to

engage the students in the process of learning.

iii. Audio /video-assisted reading: In this method, the learner reads along with an

audio or video recording of the paragraph. This task can be performed with the

teacher or independently. This method can be very useful in learning a second

language but this is not often used in our schools.

iv. Slide and Glide: Teacher and student both are part of this reading method. The

teacher reads the first half of the sentence and the student completes the sentence.

They repeat the process to complete the whole passage. This method is not useful

for classrooms with a large number of students but this is very useful for

individual learners.

To conclude, this study has explored a lot of literature concerning the effects of oral

reading fluency in the process of learning English as a second language. Some

researchers are not in the favor of oral reading fluency but many researchers are in the
 14

favor of oral reading fluency. They have emphasized the significance and need for

oral reading fluency for learning a language. This research paper is very helpful for

the primary-level teachers in Pakistan who are teaching or going to teach English as a

second language.

Chapter 3: Research Methodology

This chapter is a detailed description of the research design, research method,

population, sample, sampling technique, sample size, tools used to collect data, and

the validity and significance of tools used in this research.

3.1 Research design:

Positivist philosophy is based on objective reality using facts and data. For the

purpose of the study and based on the nature of the problem and the research

questions and objectives of this research, the philosophy of this research will be

mainly positivist. By collecting a large number of reading comprehension tests from

as many students as possible, and to find out the facts about the challenges faced by

students while achieving oral reading fluency and studying in a second language the

questionnaire was filled by teachers. This research paper provides real facts and

figures in the form of results derived from tests and questionnaires.

In addition, the researcher wants to be independent and external so as not to

influence the participants' responses and avoid biasness to obtain objective data, the

reading comprehension test were not self-administered. The tests were distributed and

collected by the teachers of Inspire School System Hazroo. In addition, attention was
 15

paid to wording the questions correctly to clarify the language and check for

understanding of students after reading the text orally. Still, it is important to

understand the behaviors and actions of students so the questionnaire was filled by

the teachers to examine the behavior and understanding of students.

3.2 Research method:

Quantitative methods emphasize statistical, mathematical, or numerical analysis of

data collected through objective measurements and polls, questionnaires, and surveys,

or manipulation of already existing statistical data using computational techniques. In

this study, the data collected through reading tests were analyzed quantitatively to

investigate how reading strategies were used by the students in the test. The reading

problems and behaviors encountered by the students are examined through the

questionnaire filled by the 10 teachers of Inspire School System Hazroo. The

quantitative method is very suitable for this research paper because it fulfills the

objectives of the study. The objectives of the study were:

i. To make aware the teachers at the primary level of the significance of oral

reading skills in learning a second language.

ii. To find out the effects of oral reading skills while learning a second language.

Both objectives are gained by doing the research quantitatively, as the questionnaire

answers the first objective of the study and the reading comprehension test finds out

the effects of oral reading skills while learning English as a second language.

3.3 Population:
 16

From the population of 3rd, 4th, and 5th-grade students of Inspire School System

Hazroo the data was collected for this study. The participants for this research were

three hundred and fifty students and ten teachers of Inspire School System Hazroo,

200 were males and 160 were females. However, in this study, the gender factor is

not analyzed. The common factor among the students is that they belong to the same

age, same cultural, and same educational background. They had learned English for

two and three educational years before entering the 3rd, 4th, and 5th grades. These

students were chosen first because they are assumed to have acquired certain reading

skills and have their own way of processing a reading text, based on their previous

reading experience either in class or in tests. Those students may well represent

common English major students in Pakistan because they belong to the common

people of the country. Secondly, they don’t have the self-knowledge to monitor their

own behavior and reflect on the strategies they use in the test. Secondly, the teachers

selected for this study were teaching for the past ten years at the primary level.

Therefore, the results of the study may be reliable.

3.4 Sampling technique:

Test papers with answer sheets were distributed to participants with the aid of

teachers in Inspire School System Hazroo. Meanwhile, the questionnaire was sent to

the teachers via email so that they could complete it online and send back their

responses to the researcher very quickly. All the students were asked to set a timer

and finish the 20 reading comprehension questions within 25 minutes. Answers were

marked on an answer sheet as required by the TEM-4 test. Time limit should be taken
 17

into account strictly in a standardized reading test. When they finished the test in less

than 25 minutes, the actual time taken was recorded. They were asked to stop

answering questions or reviewing texts if the timer ringed even when they had not

finished all the tasks.

Then the teachers were asked to complete the questionnaire accordingly. The

quantitative analyses of the data were performed. Tables were given to show the

results of reading comprehension test and questionnaire.

3.5 Sample size:

Three hundred and fifty students of 3rd, 4th, and 5th grade of Inspire school system

Hazroo, and 10 teachers of English language at primary level are examined through

the comprehension test and questionnaire. The test used in this study consists of four

texts labeled Text A, Text B, Text C, and Text D, ranging in length from 100 to 150

words, complying with a total of about 700 words these passages discusses general

topics and is therefore accessible to primary level students of English. The

questionnaire used in this study consists of two parts, it includes a checklist of

reading strategies and six questions with multiple choices for teachers to complete

after students finished the reading comprehension test.

3.6 Instruments used for data collection:

This research paper has used a standardized reading test and a questionnaire. Three

hundred and fifty students in 3rd, 4th, and 5th grade were selected to participate in the
 18

reading test and the questionnaire was filled by the teachers of 3rd, 4th, and 5th-grade

students of Inspire School System Hazroo.

i. Reading Comprehension Test

The researcher has used the standardized reading comprehension test from the

reading component of the TEM-4 Model Test (2011) in this study. The data collected

from the test is accurate and reliable because no student has seen it or done it before.

In total, the test consists of four texts labeled Text A, Text B, Text C, and Text D,

ranging in length from 100 to 150 words, complying with a total of about 700 words

these passages discusses general topics and is therefore accessible to primary level

students of English.

Each passage is followed by five questions or incomplete statements, each with four

suggested answers marked A, B, C, and D. Students were asked to select the most

appropriate answer according to the context. The total score for the Reading

Comprehension Test is 20 points, one point for each choice. The time limit for this

test is 25 minutes, as required by the TEM-4 test syllabus.

ii. Questionnaire:

Questionnaires have long been adopted to investigate learner factors such as

learning styles and learning strategies. It is an efficient way to get to know the

participants’ attitudes, beliefs, and feelings toward a specific aspect of research

(Teddlie 2009: 232). The questionnaire used in the study is to collect the response of
 19

the teachers regarding the reading process and strategies used by students during the

comprehension test.

The researcher has used the questionnaire for teachers to complete after students

finished the reading comprehension test. This questionnaire is based on the checklist

designed by Zou (2005) who used both Cohen’s (1998) list of reading processing

strategies and Nevo’s list of multiple-choice strategies as a starting point. His

checklist was comprised of 12 reading strategies and 8 test-wiseness strategies in

accordance with the TEM-4 syllabus, with the 12 reading strategies further regrouped

into cognitive, metacognitive, and effective strategies. However, as Zou’s study

aimed to find out the different strategies used by students in the reading

comprehension test, minor changes were made according to the needs of the present

study. The second part of the questionnaire is about students’ own evaluation of

negative factors that hinder their reading comprehension in the test context. The

elements presented in the second part were adopted on the assumption that there may

exist certain connections between reading strategies and obstacles to efficient reading.

Questions are asked about the specific aspect that the students feel weak at in their

reading process. There are ten questions with choices offered for the teachers.

3.7 Validity of tools:

Validity here refers to the extent to which the questionnaire reflects reality, as it will

measure what the researcher wants to measure. Gray (2014) identifies some aspects

of a questionnaire that may threaten its validity such as the wording of the questions it
 20

contains, irrelevant questions, poor order of questions, or confusing structure or

design of the questionnaire.

According to the aspects of validity described by the researchers over time, the tools

used in this study are reliable and valid. The standardized reading comprehension test

is used in many case studies and research papers to find out the output of participants.

This is a very common and reliable tool for any study. So, both the tools used in this

research paper are accurate and valid for this study.

Chapter 4: Analysis and Discussion

The objective of this chapter is to analyze and interpret the results obtained and data

collected using questionnaires and reading comprehension test according to methodology

and research objectives. The purpose of data analysis is to answer research questions and

help determine correlations between variables. In the first section, the results of the

reading comprehension test are analyzed and discussed. According to the scores on the

reading test with reference to the time taken, the most proficient students and the least

proficient ones were chosen for comparison about their use of strategies.

The analysis of the questionnaire is presented and interpreted in second section of this

chapter. In this section, the data collected from the questionnaire is analyzed in two steps.

First, a figure is given to show the results of each statement based on the teachers’

responses to the checklist. Finally, an analysis of the questionnaire is made to display the

students’ perception of reading strategies and their opinions on current reading problems

in standardized tests.
 21

4.1: The analysis of reading tests:

Reading test papers were distributed to 350 students with the help of a researcher's

colleague. All students were asked not to spend more than 25 minutes on the test. They

were then asked to copy the answers to the comprehension questions and write down how

long the reading test took if they finished in less than 25 minutes. If they were unable to

complete the test within 25 minutes, they should stop where they were and make a note.

Incomplete time also included students taking self-checking if they felt it necessary. Each

test result was carefully checked and one correct answer received a score. There are 20

marks in total. Final exam performance was also timed, meaning the more marks a

student scored and the less time spent, the more proficient the student was.

Table 1

Total number Total number Number of Number of Response ;perc

of test of valid tests incomplete unreturned entage

tests tests

350 175 125 0 62%

The returned data showed that fifty students used less than 25 minutes, and one hundred

and twenty-five students completed the test on time. Fifty students completed the test in

30 minutes and 125 students used the 25 minutes but left the test incomplete. This

reduced the valid test results for analysis to 175 students. Individual students were ranked
 22

according to their test scores as well as time. Reading efficiency is reading speed

multiplied by comprehension rate (reading efficiency = reading rate × percentage

correct). Finally, fifty students from the top were selected as proficient students (Group

A) with an average performance value of 64, while the other fifty students from the

bottom were selected as non-proficient students (Group B) with an average performance

value of 36. The result shows that this test actually differentiates the non-proficient

students from the proficient students and is valid for comparison between these two

groups of students.

Table 2

Number of Marks Average of Reading

students obtained marks efficiency

Group A 50 15 to 19 64 75%

Group B 50 7 to 10 36 35%

4.2: The analysis of the Questionnaire:

The checklist including 10 statements was presented to the teachers. The teachers were

asked to complete the checklist by ticking the related box according to the use frequency

right after the students finished the reading test. 10 teachers participated in this task and

all 10 questionnaires were collected immediately for analysis. The results of reading

checklist are presented here in the table:

 23

Table 3

Statements Agree% Disagree% Uncertain%

S.1 While reading in English, students feel fear

of the teacher’s negative comments. 75% 20% 5%

S.2 While reading in English, students

understand the text properly. 50% 30% 20%

S.3 While reading in English, students feel

anxiety due to negative comments of class 70% 25% 5%

fellows.

S.4 While reading in English, students have

problems with the topic. 40% 40% 20%

S.5 While reading in English, students feels

linguistic difficulties. 60% 10% 30%

S.6 While reading in English, students select the

choice because it appears to have a word or 90% 10% 0%

phrase from the passage in it.

S.7 While reading in English, students perform

badly due to time pressure. 80% 15% 5%

S.8 While reading in English, students have less

confidence. 50% 20% 30%

S.9 While reading in English, students try to

underline in order to remember the text.

 24

30% 60% 10%

S.10 While reading in English, students

translates a sentence into L1. 95% 3% 2%

According to 1st and 3rd statement mostly teachers are agreed with the views that fear

of negative comments affects the performance of the students while reading aloud. 1st and

3rdstatement also supports the 8th statement, as the confidence of students lows down in

the result of negative comments of both teacher and class fellows.

50% of teachers are agreed with the 2nd statement that students understand the text

properly and then they answer the questions of comprehension test, but the 30% of

teachers think that students don’t understand the text properly and the make guesses and

find clues in the text to attempt the comprehension test. This fact also supports the 6thg

statement because 90% of teachers are agreed with researcher that students select the

choice because it appears to have a word or phrase from the passage in it.

Topic of the text is not the problem for students, as in 4th statement half of the

teachers don’t think that topic affects the performance of students. On the other hand,

remaining half of teachers are in view that topic affects the performance of the students.

As stated in 5th statement, linguistic difficulties matter the performance of the students

while reading in a second language because 60% of the teachers are agreed with the

statement.

Specific time given for the test also affects the performance of the students badly;

because 80% of teachers think that time pressure affects the performance of the students.
 25

In the second last statement, response of the teachers is in favor of our research, as it

proves that students don’t use reading strategies while reading in English.

According to 10th statement, almost all teachers are agreed with our research that

students translate the text into first language to understand it, because they don’t

understand the English text properly.

The given chart shows the graphic picture of the result of the questionnaire collected

from the teachers:

Chart 1

100%

90%

80%

70%

60%
Agree
50%
Disagree
40% Uncertain

30%

20%

10%

0%
S1 S2 S3 S4 S5 S6 S7 S8 S9 S 10

4.3: Discussion and implications

Statistics collected from the current study help illuminate how reading is important for

the learners of English language. The comparisons of strategy use between efficient and

non-efficient readers also throws light on the relationship between strategy use and
 26

efficient reading reflected in the test performance. Since the participants represent

average performance, their common problems revealed in the reading process may

provide Pakistani English teachers a direction for future teaching in the reading

classroom.

This research has found these facts:

1. English reading comprehension is difficult.

2. Students have a negative attitude towards reading in English. Students tend not to

do any extensive reading.

3. Most students are not able to use reading skills.

4. The source behind students’ difficulties in reading in English is their negative

attitude towards reading, and their lack of training to develop reading skills.

5. Students do not read for pleasure in English.

6. Most teachers are not aware of the reading skills that students should acquire.

7. The source of difficulty that many students experience in reading classes are

learners’ limited vocabulary and mispronunciation of words, lack of grammatical

awareness, failure to understand the main idea of a text and their limited exposure

to English language and little knowledge about English culture.

8. Most teachers do not try to make reading enjoyable.

9. Students are not given the chance to select topics for reading classes.

10. Many teachers do not train students to develop reading skills.

11. Students are asked to learn the pronunciation of words and structural aspect of

text and to read the text loudly one by one.

 27

12. Most teachers do not point out students’ problems in reading.

13. Most teachers teach reading in a traditional way.

14. Most teachers select topics according to their own interests.

15. Most teachers pay no attention to enhance activities for pre-reading, while-

reading and post-reading stages.

16. Teachers focus on linguistic accuracy rather than reading fluency and

comprehension.

17. Most teachers encourage little group work.

18. Teachers do not focus on individual problems due to limited time and

overcrowded classes.

To conclude, this study found a lot of difficulties faced by students and teachers in the

process of learning English language. To overcome these difficulties a lot of hard work is

needed to improve the performance of students.

Chapter 5: Conclusion

This chapter draws the conclusions from the findings of the research and interprets

these findings in line with the research objectives with link to the literature review.

Subsequently, recommendations are made based on the findings. This chapter also

highlights the contribution to knowledge and identifies the limitations of this study, and

suggests areas for further research.

This study investigates the main challenges that Pakistani students face in reading

comprehension while learning English as a second language, through the perceptions of

teachers and students at the Inspire School System Hazroo. This study also evaluates the
 28

current teaching practices of reading comprehension at the Inspire School System

Hazroo, and based on the findings, recommendations on how to enhance students’

comprehension skills are made. The findings of the study have revealed that students at

Inspire School System Hazroo lack the reading skills and the culture of reading and face

difficulties in English reading comprehension. Many teachers are not aware of reading

skills and they teach reading comprehension in a traditional way with over-emphasis on

decoding and accuracy. The insufficient learning environment in the school has a

negative impact on the process of learning and teaching because of the lack of facilities

and library resources, overcrowded classes, and limited time allocated to reading classes.

The limitations of this study were identified, and areas for further research were

suggested.
 29

References:

1. Akyol, H. (2006). Türkçe öğretim yöntemleri. Ankara: Kök Yayıncılık.

2. August, D., & Hakuta, K. (1997). Improving schooling for language-

minority children: A Research Agenda. Washington, DC: National

Academic Press. August, D. (2002). Presentation to Los Angeles Unified

School District, District 6. Commerce, CA.

3. Ahmad, A. (2012). Use of short stories as a tool of teaching reading in

English as a foreign language. Journal of Educational Research. v. 15 (2), pp.

72-83.

4. Anderson, N. J. (2008). Practical English Language Teaching: Reading. New

York, NY: McGraw-Hill.

5. Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge

University Press.

6. Bley-Vroman, R. (1990). The logical problem of foreign language

learning. Linguistic Analysis, 20, 3-49.

7. Butler, Y., & Hakuta, K. (2009). The relationship between academic oral

proficiency and reading performance: A comparative study between

English learners and English only students. Reading Psychology, 30(5),

412-444.

8. Cho, K., Ahn, K., & Krashen, S. (2005). The effects of a narrow reading

of authentic texts on interest and reading ability in English as a foreign

language. Reading Improvement, 42(1), 58-64.

 30

9. Clay, M. (2000). Running records: For classroom teachers. Portsmouth,

NH: Heinemann.

10. Cohen, J. (2011). Building fluency through the repeated reading method.

English Teaching Forum. v. 3, pp. 20-27.

11. Cohen, V. L., & Cowen, J. E (2008). Literacy for children in an

information age: Teaching reading, writing, and thinking. Belmont, CA:

Thomson

12. Cummins, J. (1989). Empowering minority students. Los Angeles:

California Association for Bilingual Education.

13. Carter, R and Nunan, D. (Eds.). (2001). The Cambridge Guide to Teaching

English to Speakers of other Languages. Cambridge University Press.

14. Dornyei, Z. (2001). New themes and approaches in second motivation

research. Annual Review of Applied Linguistics, 21, 43-59. Language.

15. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom.

United Kingdom: Cambridge University Press.

16. Gibson, S. (2008). Reading aloud: a useful learning tool? ELT Journal,

62(1), 29-36

17. Gray, D. E. (2014). Doing Research in the Real world. (3rd ed.). SAGE

Publication Ltd.

18. Tankersley, K. (2005). Literacy strategies for grades 4-12: Reinforcing the

threads of reading. Alexandria, VA: Association for Supervision and

Curriculum Development.
 31

19. Teddlie, Charles, and Tashakkori, Abbas. (2009). Foundations of Mixed

Methods Research integrating Quantitative and Qualitative Approaches in

the Social and Behavioral Sciences. California: SAGE Publications, Inc.

20. Zutell, J. & Rasinski, T. V. (1991). Training teachers to attend to their

student’s oral reading fluency. Theory into Practice, 30(3).

21. Zou, Shen. (2005). An empirical study of the reading strategies in TEM4

context. CELEA Journal, 28 (5). [pdf] Available at: http://www.elt-

china.org/teic/63/63-3.pdf [Accessed 6 March 2011].

 32

Appendix 1

The Reading Comprehension Test

Name: ________________

In this section there are four passages followed by questions or unfinished statements,

each with four suggested answers marked A, B, C and D. Choose the one that you think

is the best answer.

Text A

This paragraph is about two little kittens. They began to quarrel with each other during a

stormy night. One kitten had a mouse but the other kitten had none so their quarrel began.

The old woman became angry and swept them out of her house with her broom. Then,

they returned wet and cold. They realized their mistake and felt ashamed. They found that

it is better to lie by the fire in the house than to quarrel and fight. They learnt that fighting

is a bad thing so always tries to avoid it.

 The two little kittens fought during a stormy……

A. Night

B. Morning

C. Evening

D. Afternoon

 The old woman swept the kittens with a…….

A. Stick

B. Broom
 33

C. Hanger

D. Brush

 The kittens became wet with…….

A. Rain

B. Sweat

C. Water

D. Snow

 One kitten had no ……….so they began to fight.

A. Toy

B. Food

C. Mouse

D. Blanket

 They found it much better to……by the fire.

A. Lie

B. Sit

C. Stand

D. Fight

Text B

Alina has a smart tube of blue toothpaste. Its friend is a yellow tooth brush. Its home is

on a nice glass shelf. Alina uses it twice a day. She stands near the mirror and puts the
 34

paste on the toothbrush. Then she brushes her nice white teeth until they shine. She likes

it as it has such a nice taste. After use, she places it back on the glass shelf. She turns on

the tap in the washbasin and washes her face. She uses little water and does not waste it.

She knows water is important for everyone.

 What is the color of Alina’s toothbrush?

A. Red

B. Yellow

C. Blue

D. Green

 Where is the home of Alina’s toothpaste?

A. Bucket

B. Glass shelf

C. Kitchen

D. Washbasin

 How many times does Alina brush her teeth?

A. Once

B. Twice

C. Thrice

D. Four times

 Why do we brush our teeth?

A. For shine

B. For white color

C. For health
 35

D. For parents

 Alina uses little water because water is very…….

A. Less

B. Important

C. Useless

D. Useful

Text C

I have a pet called Rosy. It is a small green parrot. It has a red beak. It is six months old.

It was a gift from my uncle. Rosy loves to eat green chili, guava and peanuts. It loves to

eat seeds. I take good care of it. I feed it on time. I teach it words to speak. It loves to

whistle in the morning.

 What is the age of Rosy?

A. 8 months

B. 6 months

C. 1 year

D. 6 years

 What does rosy like to eat?

A. Seeds

B. Meat

C. Fish

D. Grass

 Rosy is a gift from my……

 36

A. Aunt

B. Mother

C. Uncle

D. Friend

 Rosy loves to whistle in the…...

A. Evening

B. Night

C. Morning

D. Afternoon

 Rosy has a ……beak.

A. Yellow

B. Red

C. Green

D. Blue

Text D

One sunny morning, Ayla decided to go to the park with her elder brother, Farhad. She

put on her yellow favorite shoes and left the house. On the way, they found a mother

duck with three little ducklings walking along the road. Ayla and Farhad were very happy

to see the baby ducks. She convinced her brother that they must follow the ducks. She

wanted to make sure that the ducklings got home safely.

 The morning was:

A. Windy
 37

B. Dusty

C. Sunny

D. Rainy

 The name of Ayla’s brother was:

A. Ahmad

B. Farhad

C. Omar

D. Zeeshan

 The color of Ayla’s shoes was:

A. Brown

B. Black

C. Yellow

D. Red

 Ayla found a:

A. Swan

B. Duck

C. Hen

D. Cat

 The total number of animals were:

A. One

B. Two

C. Three

D. Four
 38

 Ayla wanted to follow those animals because:

A. She found them cute.

B. She wanted to take them home.

C. She wanted to play with them.

D. She wanted them to go home safe.

 39

Appendix 2

Reading Checklist

Dear Teachers, this checklist is designed to elicit your thoughts on how students read the

passages and complete the comprehension questions. Thank you for your participation.

Name: ________________

There are altogether 10 statements related to paragraph reading in English as a second

language, each followed by 3 columns indicating the agreement, disagreement, and

uncertainty. Please tick the related box according to the statement.

Statements Agree Disagree Uncertain

S.1 While reading in English, students feel fear

of the teacher’s negative comments.

S.2 While reading in English, students

understand the text properly.

S.3 While reading in English, students feel

anxiety due to negative comments of class

fellows.

S.4 While reading in English, students have

problems with the topic.

 40

S.5 While reading in English, students feel

linguistic difficulties.

S.6 While reading in English, students select the

choice because it appears to have a word or

phrase from the passage in it.

S.7 While reading in English, students perform

badly due to time pressure.

S.8 While reading in English, students have less

confidence.

S.9 While reading in English, students try to

underline in order to remember the text.

S.10 While reading in English, students

translates a sentence into L1.