Abstract
At the elementary, secondary, and collegiate levels, teaching English as a foreign language (EFL) typically focuses on implementing teacher-centered approaches or merely adhering to the scope and order of English textbooks. While ignoring students' actual interests and requirements, a lot of attention is placed on improving grammar abilities, honing isolated concepts, and studying various realities depicted in commercial textbooks. Because of the conscious and unconscious conditioning that these traditional methods have had on students, many teachers believe that learning English is dependent on memorizing grammar rules and repetition of pointless and irrelevant ideas, which lowers student academic performance. In order to enhance the English teaching and learning process, this descriptive study suggests using reading as a teaching technique.
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