Relative Effectiveness Of Reading Activities In The Pakistani ESL Context

Abstract

The quality of reading determines the quality of both content and language learning. Reading plays a key role in developing advanced grammatical skill and academic vocabulary necessary for creating written discourse and thus raising learners’ level of language proficiency. However, a substantial body of ESL college learners in Pakistan are reported to be struggling for attaining a satisfactory level in reading proficiency. Notably, the scrutiny of underachievement reveals that indiscriminate insistence on  GTM and consequent failure to actively engage learners for cognitive development are included in major issues. For addressing these problems, a promising alternative is suggested in Task-Based Learning (activities-based learning). A 40-minute task-based class, 3 days a week, was run for four weeks. The sample comprised 111 students of Intermediate Level. The researcher-created videos on reading activities uploaded on his YouTube channel were watched by the learners.[1] Listening to the recorded lecture was followed by a set of activities in which the participants were engaged before they showed their work in the physical classroom. Subsequently, relative effectiveness of ten prevalent reading activities was studied through written tests. Quantitative data analysis was made by SPSS. Furthermore, qualitative data collected through interviews were analyzed by inductive approach thematic analysis.  Mathematical nature of activities, such as Main Idea Formula, Students Created Quizzes & Tests and Cause & Effect Grid made them relatively more effective.