Reading Strategies of ESL learners at Diploma Level @ NUML

Department of English (GS)

National University of Modern Languages, Islamabad

Name: Pardeep Kumar

Roll No. 3383

Submission Date_____________

Table of Contents

Abstract

1. Introduction

1.1. Overview

1.2. Statement of Problem

1.3. Research Questions

1.4. Objectives

1.5. Significance

2. Literature Review

3. Research Methodology

3.1. Population

3.2. Sample

3.3. Research Tools

4. Results & Discussion

5. Conclusion

6. Reference

7. Recommendations

8. Appendix

Abstract:

This report reviews experimental studies of reading strategies of

ESL learners at Diploma level @ NUML, Islamabad. the aim of this

research or project is to find out problems faced by the second language

learners in reading skill of the English language and to resolve their

problem by better recommendation and suggestions and the other

upcoming learners at NUML get benefit from this research and avoid such

difficulties or face them by adopting recommendations. After getting

permission the data collected through questionnaire in the Diploma class.

After collecting and analyzing data the review concludes that ESL learners

@ Diploma level face a lot of difficulties in all the skills of language but

to some extent they find reading and writing easier than listening and

speaking what they face difficulty in reading strategies is the lacking of

vocabulary and knowledge as well and research is needed to understand

how best to ensure reading success for all English language learners

1. Introduction:

1.1. Overview:

This paper provides an overview of the research related to second

language learners and reading strategies. It also considers the current

explosion of research in second language reading has begun to focus

on readers' strategies. Reading strategies are of interest for what they

reveal about the way readers manage their interaction with written text

and how these strategies are related to text comprehension. Research

in second language reading suggests that learners use a variety of

strategies in the context of second language learning, a distinction can

be made between strategies that make learning more effective, versus

strategies that improve comprehension. The former are generally

referred to as learning strategies in the second language literature.

Comprehension or reading strategies on the other hand, indicate how

readers conceive of a task, how they make sense of what they read,

and what they do when they don't understand. In short, such strategies

are processes used by the learner to enhance reading comprehension

and overcome comprehension failures.

1.2. Statement of Problem:

As a learner of second language, students face a lot of

problems in reading skill, especially at diploma level @

NUML. Because students emphasis more on oral rather than

literal. Due this factor second language learners face a lot of

difficulties in reading strategies. So it is necessary to find out

the reasons & problems and eventually must be resolved.

1.3. Research Questions:

what strategies do the ESL learners adopt to improve

the reading skills

what are the difficulties of the ESL learners of reading

skills

1.4. Objectives:

To resolve the found problem so that new learners may take

benefits from my research work.

To improve the situation of ELT and reading skills at Diploma

Level @ NUML

1.5. Significance:

The significance of this research and study is that as an ESL

learner and as an ELT student where ever problem occurs

should be resolved immediately by conduction Action

Research in that particular area as this has been done.

2. Literature Review:

The current explosion of research in second language reading has

begun to focus on readers' strategies. Reading strategies are of interest

for what they reveal about the way readers manage their interaction with

written text and how these strategies are related to text comprehension.

Research in second language reading suggests that learners use a variety

of strategies to assist them with the acquisition, storage, and retrieval of

information (Rigney, 1978). Strategies are defined as learning techniques,

behaviors, problem-solving or study skills which make learning more

effective and efficient (Oxford and Crookall, 1989). In the context of

second language learning, a distinction can be made between strategies

that make learning more effective, versus strategies that improve

comprehension. The former are generally referred to as learning

strategies in the second language literature. Comprehension or reading

strategies on the other hand, indicate how readers conceive of a task,

how they make sense of what they read, and what they do when they

don't understand. In short, such strategies are processes used by the

learner to enhance reading comprehension and overcome

comprehension failures.

3. Research Methodology

For evaluation of research the researcher has collected data from NUML

Students through questionnaires. Research article is analyzed by taking

sixteen questionnaires separately and proved that habit of reading newspapers

develops reading skill of second language learner at university level as well as

enhances the vocabulary at some extents.

3.1. Population.

the students of Diploma Class @ NUML

3.2. Sample

Questionnaire designed in this regard;

students of Diploma Class Section A @ NUML

Department of English (FC) are selected as

sample of the study.

3.3. Research Tools

Data Collection & Data Analysis:

Questionnaire and observation

4. Results and Discussions:

In the response of this question there are several ideas collected, as

different students have different ideas like wise that everyone has his own

strategy or preference while reading something. i.e. some prefer skimming

strategy and some other just scan the passage or paragraph. Those who are

not keen interest in reading are slow readers and they deliberately on the

other hand some read very slowly with ful concentration to understand and

clear their concepts.

categor1 Category202468

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OtherNoYes

Every individual has his own belief in every situation, in ESL learning 25%

students think that reading is boring skill to read something get them bore but the

majority i.e. 75% believe that when they reading something they never feel bore

rather they become pleased and amuse.

Yes No02468

1012

Column1Column2%

If there is influence of reading on other language skills, it will not be any addition

but rather it is true that reading has prominent influence and 80% respondents also

agree that reading has influence in any way, and on the other hand there are 20%

respondents disagree this

Category 1

Category 2

02468

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one hourtwo hour3 hourother

By examining the above question and according to the chart Time duration also

matters to some extent in reading strategies, here is to talk about reading at once

means without stopping or doing any break. As above chart shows the results

Category

YesNo

Reading books related to course is to be called as study apart from the course

study books, there are a lot of learners or keen interesting students in reading

books as the above chart shows the result.

NUML well known institution with regarding to English department where short

courses are offered quarterly in a year and in these courses students improve their

all the skills but more they gain oral than literal because oral is more focused than

literal as in the response in of this question 70% students agree that oral

communication is more preferred than literal while only 30% are disagree.

In the language class room of FC department especially Diploma level all the

language skills treated equally but what makes the difference is that interest of

students and environment as well. As each respondent has given different

response than other keeping in mind their interest.

It makes a lot of difference if the teacher adopts different strategies in the class to

teach his students better. For effective reading strategies teachers also adopt

random strategies keeping in mind the level of students and situation as well.

Reading habit is good, there are two types of readers active and passive, active

readers read deliberately and consume contents slowly and do not jump any

section they do not get bore. On the other hand passive readers read faster than

active readers and consume contents quicky by jumping boring sections of the

book. If they both are given a book containing 300 pages active readers digest the

book within few days I.e. one or two weeks but passive readers would obviously

take more time to even taste it they take one month to comlete the book.

Vocabuary idioms nothing other02468

10121416

Series 1Column2Column1

As an ESL learners face a lot of difficulties in skills and as well as within the

skills there are such minor difficulties like vocabulary, pronunciation, speaking

and so on.

Every learner has command over any of the skill because they have interest and

past experience

As this chart shows the result

Reading Listening Speaking writing0

2

4

6

8

10

12

%Column2Column1

There is need to improve the reading skills and reading habit of diploma students

so that they learn in a better way and through reading students improve other

skills as well, practice, practice and practice makes a man perfect. Teachers make

them habitual this is said by the respondents.

The role of reading is most prominent because it affects and influence rest of all

skills. Respondents agree with it that in L2 learning reading plays key role to

improve and polish all the other skills as well.

. While reading news papers there are many strategies to be adopted but what

irritate the learners or readers is that lack of knowledge and vocabulary, 70% of

the learners are hindered by vocabulary & 30% by some other reasons like lack of

knowledge, idioms, cohesion and coherence and so on.

In data analysis each and every aspect is discussed to make the analysis clear cut ,

like everyone possess likes and dislikes in reading activities different people like

different activities like reading paragraph in class by participation of whole class,

reading silently and at the end asking questions from teacher and so on..

Strongly agree

agree uncertain disagree strongly disagree

02468

1012

Series 1

Reading is important that speaking at NUML is not to be agreed by many learners

but as general yes they agree that it is important than other skills as above chart

also shows the reflection because they are agreed that by reading more and more

they improve other skills as well.

There are several strategies to improve reading skills like skimming, scanning,

extensive and intensive and so on it depends upon the situation as well as the

interest of students that at what time which strategy they adopt to accomplish their

task.

strongly agree

agree uncertain disagree strongly disagree

012345678

Series 1

Technology has weaken the learner they rae become lazy to leaner by doing more

efforts rather they prefer to learn by sitting on one desk at the time. As mentioned

in the above chart it can be examined that reading on computer screen is more

effective and easy than reading book.

In the class room activities there are several kinds of exercise and it is certain that

learners also face difficulties to complete the exercise given by the teacher in the

class room activities as 50% of learners face the lack of knowledge during doing

any kind of exercise secondly 40% face difficult vocabulary.

ESL learners have a lot of difficulties in L2 learning. The main hindrances in

learning are vocabulary and pronunciation and at the second, listening also is

difficult to learn they agreed.

Nobody exclaimed anything difficulty about reading or writing.

5. Conclusion:

The spectrum of research on ESL reading instruction @ NUML might best

be characterized as having considerable breadth, but little depth. Many topics

have been covered, but few have been addressed extensively. Further, many

studies had design and/or implementation limitations, and/or research reports

were incomplete. Many were so seriously flawed that they were excluded from

this review. In spite of the relatively sparse probing of some issues, some tentative

themes about ESL reading instruction in the Diploma Class emerged. what goes

on in classroom ESL reading instruction, findings related to the role and timing of

native language reading and of ESL reading in ESL reading achievement, results

of studies on methods of instruction, and materials related to classroom

instruction as well as development of teacher knowledge about ESL reading.

6. References:

[1]Cheyney, A. B. 1992. Teaching Reading Skills through the

Newspaper. Newark: International Reading Association.

[2] Academic American Encyclopedia 1989. Grolier

Incorporated Danbury, Connecticut, Vol. 14.

[3] Google: - www.google.com

[4] How to Teach Reading Skills [Jeremy Harmer]

[5]Developing Second Language Skills (Second Edition).

KENNETH CHASTAIN.

7. Recommendations:

It is to recommend that there must be some strategies adopted

in the class room while lectures to teach the ESL learner in a

better way and learners must be given newspaper articles to

read out through different strategies guided by the teacher and

learners must change their strategies with the passage of time to

get command over reading skills as well as rest of other skills.

The Head of the Department should also arrange such type of

competitions twice in a semester so that learner learn more and

become motivated by giving trophies and certificates in this way

they also take interest and learn more by learning more and

more the fear and/or lacking of vocabulary or knowledge will be

demolished.

8. Appendix:

Questionnaire..

National University of Modern Languages, Islamabad

Research Survey Questionnaire

1) Which strategy you prefer most while reading__________________________________________.

2) Do you believe that reading something is boring?a) Yes b) No

3) What do you think has reading influence over other language skills? a) Yes b) No

4) How much time you could read at once____________________________.

5) Do you read some other books apart from course?a) Yes b) No

6) At NUML does reading preferred more than any other skill?a) Yes

b) No

7) In your class which language skill in more focused______________________.

8) During the lecture of reading in your class which reading skill/strategy is adopted_______________.

9) If you are given a book containing 300 pages within how much time will you be able to cover and through which strategy___________,___________.

10) What difficulty would you face while reading_______________________

11) Which skill of the second language is easy to learn____________________?

12) What would you suggest to improve the reading skills of ESL learner_______________________________________?

13) What role plays the reading skill in our L2 learning__________________________________

14) What hinders/irritate you in reading newspaper______________________________.

15) Which activity does you like in reading class_________________________.

16) Reading English is more important than speaking Englisha) Strongly agreeb) Agreec) uncertaind) Disagree

e) Strongly Disagree

17) What are the most effective strategies adopted by your teacher in reading class_________________

18) Reading on computer screen is more effective and easy than reading book

a) Strongly agreeb) Agreec) Uncertaind) Strongly disagreee) Disagree

19) What do you find most difficult about completing reading exercise___________________________.

20) As an ESL learner what difficulty do you find in language learning______________________________.

Thank you.