META-ANALYSIS OF READING STRATEGY USAGE IN ESL CLASSROOMS

Abstract

Purpose of the study: To create awareness among the practitioners including students as well as teachers regarding the application of reading strategies to compensate the lack of proficiency in terms of reading. It also aims at assessing the existing model of teaching reading in institutions and achievement rate of strategy intervention for second language learners. Methodology: Meta-analysis method has been used to do this study, where the articles and thesis related to the reading strategies were downloaded from Scopus and ProQuest databases. Main Findings: The study found that however, problem solving, and global strategies are playing significant role in reading comprehension, supporting strategies serves the base. Therefore, ESL students require systematic training from the basic (i.e supporting strategies) Applications of this study: The study can be applied in terms of research as well as teaching and learning. Future research can be done on the level-based strategy intervention and its effects. Teachers can use this idea to define techniques to teach reading strategies based on level of the learners and students can test their proficiency and use this as a guide to self-learning process. Novelty/Originality of this study: Most of the research works on reading strategies concentrated on the applications of strategies and its effectiveness in the reading process. Yet, the differences in the reading strategy deployment based on the levels of the learners are neglected. Hence, present study classified the strategies according to the proficiency and grade levels of students.