Abstract
The present study aims at exploring correlation between reading strategies instruction and proficiency in text comprehension. The task is carried out by investigating the current practices of teaching and learning of L2 reading comprehension skills of the higher level L2 learners of English in Pakistan. In this regard, initially, the extent to which teachers incorporate reading strategies instruction into their teaching of ESL reading skills is analyzed; and students’ proficiency in L2 text comprehension is evaluated. Subsequently, correlation between the two variables is identified by applying Pearson Product-moment correlational test on the statistical scores attained for each variable. The research has employed both quantitative and qualitative measures for data collection and analysis. The research instruments include a questionnaire for students pertaining to the availability of reading strategy instruction, and a reading comprehension test. The results acquired through the collected data and their statistical analyses have highlighted a strong positive correlation between reading strategies instruction and learners’ proficiency in text comprehension.
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