Employing Read-Aloud Instructional Strategy to Transform Reading Attitudes of ESL Leaners

Asma Shahid Kazi, Zarmina Usman, Shagufta Moghal, Muhammad Amir Saeed, Zoobia Asad

Abstract

This study focuses on the influence of read-aloud instructional strategy on the reading attitudes of elementary school students in Pakistan. The study was experimental, where a read-aloud instructional strategy was used to investigate its influence on reading attitudes of elementary students. Thirty students (aged 7-8 years) were selected as intact groups of 15 each for the experimental and control group, respectively. The read-aloud strategy of storytelling was used as an intervention for the experimental group for the entire academic year, whereas the control group was taught with a traditional oral storytelling method. Data for reading attitudes were collected through a questionnaire identifying the reading habits and practices of the elementary students. The mean differences in the pre-test and post-test results of the reading attitude questionnaire of both groups were compared using independent sample t-test, and paired sample t-test. The effect size was also calculated with a 95% confidence interval. The findings of the t-test and gain scores reveal significant statistical differences, indicating the effectiveness of the read-aloud technique in increasing the attitude to learn and read in English. A systematic and repeated read-aloud technique is proven by research to improve reading comprehension and vocabulary development in young learners. The read-aloud strategy is unique as it creates a classroom community of learners based on a story theme that forms the basis for developing language skills.

 

Keywords: elementary education, Pakistan, read-aloud instructional strategy, reading attitude.

 

DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.55



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