Chachar, Zulfiquar Ali (2023) Exploring the perceptions, attitudes and the practices of Pakistani Pre-University EFL learners about the reading approaches: a mixed methods study. Doctoral thesis, Universiti Tun Hussein Onn Malaysia.

Preview	Text 24p ZULFIQUAR ALI CHACHAR.pdf Download (734kB) | Preview
	Text (Copyright Declaration) ZULFIQUAR ALI CHACHAR COPYRIGHT DECLARATION.pdf Restricted to Repository staff only Download (308kB) | Request a copy
	Text (Full Text) ZULFIQUAR ALI CHACHAR WATERMARK.pdf Restricted to Repository staff only Download (4MB) | Request a copy

Abstract

Pakistani EFL learners suffer from a lack of reading proficiency. As a result, students have lost motivation and interest in reading in English. Furthermore, their poor reading skills have an impact on their academic performance. This study attempted to explore whether the currently employed intensive reading (IR) and extensive reading (ER) approaches could be a potential solution to address the reading issues in the Pakistani EFL context of Sukkur IBA University. This study attempted to explore the perceptions of students about these two approaches. The study also revealed how these approaches are employed in EFL classrooms at Sukkur IBA University. In addition, this study investigated the effects of these two approaches on the reading comprehension abilities and reading attitudes of EFL learners. A concurrent embedded mixed methods design was used to achieve the study's objective. Semi-structured interviews and readers' reflective diaries were used for exploring the practices and perceptions about the reading approaches and the reading attitude questionnaire and reading comprehension tests measured the effects of the two approaches. Prior to the data collection, the validity and reliability of the data collection tools were checked. The Cronbach alpha value of the questionnaire was 0.789 and the KR-20 score of the reading comprehension test was 0.752. Qualitative data trustworthiness was also checked. In total, 220 EFL learners were non-randomly selected based on the Morgan Table of sample size for the quantitative part, while for the qualitative part, in total, 20 participants were selected for semi-structured interviews and reflective diaries based on convenience and purposive sampling techniques. The researcher used descriptive statistics (mean scores) and inferential statistics (paired sample t-test) techniques for data analysis. The SPSS-27 software was used for quantitative analysis. In terms of qualitative data analysis, Braun and Clarke's (2006) six steps of thematic analysis techniques were used. The six steps are (1) Familiarity with data (2) Generating initial codes (3) Searching for initial themes (4) Developing and reviewing themes (5) Defining, and naming themes (6) Presenting themes with in-depth descriptions. The findings revealed that EFL learners were taught using both IR and ER approaches. Furthermore, their perceptions of the reading approaches were very positive, as they believed that both approaches were useful and beneficial for the development of their reading skills and other language skills. The findings of the study also revealed that the EFL learners significantly developed positive attitudes towards reading in English, and their reading comprehension ability also significantly improved at the end of the program. The EFL learners also reported some challenges while reading in English, and thus the EFL teachers may reconsider their teaching of reading in the future based on the findings of this study. This study is believed to make a positive contribution to English language teaching and learning of reading in university settings. Furthermore, this study also contributes to the existing literature on IR and ER approaches. Implications drawn from the current study recommend the use of integrated IR and ER approaches in language classrooms to help learners develop their proficiency and positive attitudes toward reading in English. Finally, this study is projected to be helpful for teachers, policy makers, syllabus designers, and administrators.

Actions (login required)

View Item