PROMOTING READING SKILLS THROUGH TEACHER MODELLING IN AN EFL CLASSROOM

Abstract

Reading is an essential skill for academics. Through reading, learners can enhance other language skills as well. In Pakistan, English is taught as a second language other than the native language: Urdu. English also holds the status of official language in Pakistan. Despite the fact, people are not fluent in English language. One reason for producing less-proficient language learners could be the teaching methods used in the context. Therefore, the present study used teacher modelling as a tool for promoting reading skills in an undergraduate EFL classroom. Using one intervention cycle, action research was employed within a qualitative research paradigm. Six undergraduate students, who were studying English as a compulsory subject, were selected using purposive sampling. The participants achieved lower grades in pre-reading tests which helped identify the low proficient readers. The final performances were compared after the implementation of the intervention cycle. Three data collection instruments were used: researcher's diary, students’ feedback and pre and post-test results. The study's findings revealed that teacher modelling promotes reading skills in learners.