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.
Purpose of the study: Language, culture, and gender affect the ways one refuses an offer, suggestion, request, or invitation. Moreover, what we say and how we say may change the contextual meaning. Therefore, a study was conducted to examine the use of speech acts of refusal by the Khowar language speakers to know whether there is any gender difference. Methodology: The undergraduate level students, aging between 15 and 25, participated in the study. An open-ended questionnaire was used for data collection. The questionnaire contained four hypothetical situations and each situation required the use of speech acts of refusal by the participants. A refusal classification format devised by Beebe (1990) was used to analyse the data. Main Findings: The findings showed that both males and females used almost similar refusal strategies in all four situations. Direct and indirect refusal speech acts with pre-and post-refusal strategies were used in nearly the same quantity. The study also revealed that language, culture, and social status did not play an important role in realising refusal strategies. Application of the study: The study will help linguists, language teachers, and anthropologists to understand the nature of male and female Khowar language speakers. It will also add valuable literature on the use of language and gender differences. The originality of the study: The study is significant being the first of its kind that addressed the gender difference and language use in Khowar language speakers. The study is also vital as it will preserve a minor language spoken in one of the remotest areas of Pakistan.
Coherence and cohesion are considered two main elements of essay writing. Despite their importance in writing, they are still regarded as difficult to teach and learn as compared to grammar and spelling. Theme-rheme development is suggested to be a tool to teach coherence and cohesion in writing. This experimental study was carried out to verify whether the teaching of theme-rheme approach helps the learners to improve their textual coherence. Forty graduate-level students (20 males and 20 females), aging between 19 and 23, participated in the study. The participants were equally divided into two groups. The experimental group was taught coherence and cohesion by using the thematic progression method, whereas the controlled group was taught by using the ordinary method. Pre- and post-tests were conducted to compare the effects of the thematic progression method. The findings show that the teaching of coherence and cohesion through the thematic progression method helped the learners to improve their essay writing quality. The experimental group outweighed the controlled group as it got twice higher marks in the post-test than the pre-test. In contrast, the controlled group showed a negligible improvement.
The study is based upon a small project of developing an academic reading test in an English language teaching class and evaluating its authenticity. The article is basically in the form of a report explaining the whole procedure of developing the test, administering it with an English language teaching class and finally evaluating its authenticity. While evaluating the test the focus is on the validity and reliability of the test. The evaluation of validity and reliability has been carried out both quantitatively and qualitatively. The results show that the academic reading test was good and worked well in assessing the learners' reading ability. However, it cannot be called a perfect test and still needs some improvement. So finally some necessary suggestions have been provided for improving the test and making it more valid and reliable.
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