English as Second Language Challenge Faced by Students: Comparative View of Public and Private Sector Students
DOI:
https://doi.org/10.55737/qjssh.943335348Keywords:
English Reading Difficulties, Primary Grade Students, Public and Private Schools, Teachers' PerceptionsAbstract
The present study diagnosed English reading difficulties faced by students among primary school learners in public and private sector schools. To investigate the problem, teachers' perceptions were taken to find out the prevailing situation. A survey study was conducted using a rating scale instrument. Data analysis highlighted significant differences in pronunciation problems, with public school learners encountering more problems. On the other hand, public school learners also experience more problems regarding speed, but the difference between both sectors was not significant. Comprehension problems are comparable between the two groups. Gender-based disparities show that male students in public schools encounter more pronunciation challenges, though overall reading problems are significant for both genders in public schools. Recommendations include targeted programs for pronunciation improvement and enhanced comprehension instruction. This study contributes valuable insights for educators, policymakers, and curriculum developers aiming to address English reading challenges in diverse school settings.
References
Aamer, A., Muhammad, Y., & Masood, S. (2019). Practices of elementary school teachers for developing English language competencies among students Journal of elementary education, 29(2), 210-222.
Arias, L. D. (2017). Memory? No way! Revista Folios, (18), 115-120. https://doi.org/10.17227/01234870.18folios115.120
Channa, M. A., Nordin, Z. S., Siming, I. A., Chandio, A. A., & Koondher, M. A. (2015). Developing reading comprehension through Metacognitive strategies: A review of previous studies. English Language Teaching, 8(8), 181-186. https://doi.org/10.5539/elt.v8n8p181
Elttayef, A. I., & Hussein, N. O. (2017). Arab Learners' Problems in Learning English Language: A Teacher Perspective. Journal of Literature, Languages and Linguistics, 40(9), 1-6. https://iiste.org/Journals/index.php/JLLL/article/view/40064/41208
Jamil, M. & Muhammad, Y. (2019). Teaching Science Students to Think Critically: Understanding Secondary School Teachers’ Practices: Journal of Research and Reflections in Education, 13(2), 256-272. https://ue.edu.pk/jrre/articles/Article%209.pdf
Jamil, M., Muhammad, Y. Masood, S. & Habib, Z. (2020). Critical Thinking: A Qualitative Content Analysis of Education Policy and Secondary School Science Curriculum Documents. Journal of Research and Reflections in Education, 14(2), 249-258. https://ue.edu.pk/jrre/articles/Article14-2-7.pdf
Jamil, M. (2021). Secondary school science teachers’ practices for the development of critical thinking skills: An observational study. Journal of Development and Social Sciences, 2(IV), 259-265. https://doi.org/10.47205/jdss.2021(2-iv)22
Jamil, M., Muhammad, Y., & Qureshi, N. (2021). Critical thinking skills development: Secondary school science teachers’ perceptions and practices. sjesr, 4(2), 21-30. https://doi.org/10.36902/sjesr-vol4-iss2-2021(21-30)
Kazi, A. S., & Iqbal, H. M. (2011). Use of language learning strategies by students at higher secondary level in Pakistan. International Journal of Social Sciences & Education, 1(4), 555–574. https://ijsse.com/sites/default/files/issues/2011/v1i4/paper%2021/paper%2021.pdf
Kelly, G (2006). How to Teach Pronunciation, New Delhi: Dorling Kindersley Pvt, Ltd.
Khokhar, A. J., & Muhammad, Y. (2020). Islamic habitus in English language textbooks produced by boards in Pakistan. Journal of Islamic Thought and Civilization, 10(1), 288-310. https://doi.org/10.32350/jitc.101.16
Khokhar, A. J., & Muhammad, Y. (2022). An imagined space with an imagined time: Analysis of English language textbooks used in state schools in Pakistan. Citizenship Teaching & Learning, 17(2), 227-247. https://doi.org/10.1386/ctl_00092_1
Lee, C. K. (2010). An overview of language learning strategies. Annual Review of Education, Communication & Language Sciences, 7(1), 132–152.
Muazzam, H. A., Muhammad, Y., & Naseer, H. (2021). English language teachers' attitudes towards instructional policy in public secondary schools: An interview study. Global Educational Studies Review, VI(I), 24-35. https://doi.org/10.31703/gesr.2021(vi-i).03
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. London: Cambridge University Press.
Ravindran, S. (2016). Modes of learning English as a second language and the role of motivation: A case study on the second-year students of the Faculty of Arts, University of Jaffna. ELT Voices- International Journal for Teachers of English, 6(10), 5–15. https://drive.google.com/file/d/1BF3rM28UgcQCWCcdrH685lmQWox70kNA/view
Takac, V. (2008). Vocabulary learning strategies and foreign language acquisition. UK: Multilingual Matters.
Thornbury, S. (2006). How to teach vocabulary, India: Pearson Education India.
Tomlinson, B. (2007). Language Acquisition & Development, London: Athenaeum Press.
Walters, J. (2004). Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research. Language Teaching, 37(4), 243-252. https://doi.org/10.1017/s0261444805002491
Warsi, J. (2004). Conditions under which English is taught in Pakistan: An applied linguistic perspective. Sarid Journal, 1(1), 1–9. https://d1wqtxts1xzle7.cloudfront.net/57732017/2004_Warsi-
Zare, P. (2012). Language learning strategies among EFL/ESL learners: A review of literature. International Journal of Humanities and Social Science, 2(5), 162–169. https://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/20.pdf
