Employing Read-Aloud Instructional Strategy to Transform Reading Attitudes of ESL Leaners

Abstract

This study focuses on the influence of read-aloud instructional strategy on the reading attitudes of elementary school students in Pakistan. The study was experimental, where a read-aloud instructional strategy was used to investigate its influence on reading attitudes of elementary students. Thirty students (aged 7-8 years) were selected as intact groups of 15 each for the experimental and control group, respectively. The read-aloud strategy of storytelling was used as an intervention for the experimental group for the entire academic year, whereas the control group was taught with a traditional oral storytelling method. Data for reading attitudes were collected through a questionnaire identifying the reading habits and practices of the elementary students. The mean differences in the pre-test and post-test results of the reading attitude questionnaire of both groups were compared using independent sample t-test, and paired sample t-test. The effect size was also calculated with a 95% confidence interval. The findings of the t-test and gain scores reveal significant statistical differences, indicating the effectiveness of the read-aloud technique in increasing the attitude to learn and read in English. A systematic and repeated read-aloud technique is proven by research to improve reading comprehension and vocabulary development in young learners. The read-aloud strategy is unique as it creates a classroom community of learners based on a story theme that forms the basis for developing language skills. Keywords: elementary education, Pakistan, read-aloud instructional strategy, reading attitude. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.55