Abstract
The growing importance of English as an international language globally demands the students in Pakistan to be proficient in English especially reading skills. Thus, the objective of the study was to identify which reading strategies were taught by the English teachers to elementary pupils. In order to achieve the research objective, quantitative research design was employed in this study. Data were collected through random sampling of 100 teachers from 50 public schools which offer English as a subject using a set of questionnaires. The data were analysed using SPSS. The data are presented in percentages and frequency. The major findings indicate that the majority of the teachers have many problems in teaching English reading strategies to elementary students. It is hoped that the findings could help the education department officers in developing a suitable module to conduct training for elementary English teachers. Such measure is vital in order to improve the teaching capabilities of the English teachers in teaching reading strategies as to enhance the pupils’ reading comprehension.
Highlights
English language is known as an international language especially for business, and academic purposes
English teachers need to know what are the reading strategies needed employed by the students especially in English as a Second Language (ESL) context in which reading in a foreign language is even more demanding (Maslawati et al, 2015)
The objective of this study was to identify the reading strategies taught by English teachers in the teaching of reading at elementary schools in Haripur, Khyber Pakhtunkhwa, Pakistan
Summary
English language is known as an international language especially for business, and academic purposes. Students all over the world should have the mastery of English in order to read and comprehend references which are mainly written in English. This is the main reason that a large number of students learn English language across the world (Alsagoff, McKay, Hu, & Renandya, 2012). Studies need to be conducted on the ESL English teachers’ teaching approaches in teaching reading strategies to the students. The findings of such studies could be used for the relevant authority to conduct effective future training in order for them to become more effective English teachers. By equipping the pupils with these reading strategies, they could become independent readers with little assistance from the teacher (Maslawati et al, 2015)
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