Abstract
This research investigates the perspectives of teachers and students regarding English reading challenges encountered by primary school students in Gujranwala district, Pakistan, encompassing both public and private schools. The research categorizes the challenges into three aspects: pronunciation problems, speed problems, and comprehension problems. A total of 96 teachers and 320 students participated in the study. Findings indicate a notable difference between the perceptions of teachers and students. Teachers perceive a higher intensity of difficulties across all categories compared to students. Statistical analysis reveals a significant difference between the two groups' perceptions (p = 0.026), indicating that teachers have a more heightened awareness of the problems faced by students in English reading. These results emphasize the importance of addressing these challenges through improved teaching methodologies and resources, tailored interventions, and enhanced communication between educators and learners.
Key Words
English reading difficulties, Primary level, Students’ Perception, Teachers’ Perception
Introduction
As
highlighted by Nunan (2002), the term "jargon" encompasses various
linguistic elements, including lexis, phrasal words, and colloquial
expressions. Proficiency in a language involves not only understanding syntax
but also having a substantial grasp of its vocabulary. Language operates as a
system of rules that interconnect these linguistic components, predominantly
words, into meaningful constructs. In many respects, words serve as the
fundamental building blocks of a language, forming the very foundation from
which language emerges.
The
value of possessing a rich and well-defined jargon with clear significance has
long been recognized as pivotal for effective reading. To cultivate creative
reading abilities, students must enhance their vocabulary. This enhancement not
only facilitates reading comprehension but also expands their domains of
expertise, thereby enriching their writing and comprehension skills.
Vocabulary emerges as the third crucial factor
influencing the reading comprehension of secondary school students. As
suggested by Archer (2003), a student's reading vocabulary naturally expands
through the act of reading. Encountering new words in written text prompts the
reader to decipher these unfamiliar terms, consequently incorporating them into
their spoken vocabulary. However, for a term to be comprehended from written
text, it must already exist within the reader's spoken lexicon. Proficient
reading comprehension hinges on the reader's adeptness at decoding words
(Fuchs, 2005).
In the context of Indonesian classrooms,
writing is often underutilized as a learning tool, primarily employed for
replicating knowledge rather than fostering its development. Consequently,
students may find reading more challenging due to a lack of engagement.
However, writing can play a pivotal role in honing productive skills, while
reading comprehension serves as a receptive skill essential for acquiring new
knowledge. Hence, struggling students are burdened with copious reading tasks.
Correspondingly, Joseph (2001) contends that
explicit instruction on comprehension is imperative, as students grapple with
comprehending text, deciphering word meanings, and inferring information. The
struggles with understanding text may arise from an inadequate grasp of word or
concept meanings, difficulty recalling factual details, an incapacity to deduce
conclusions from the material, and an inability to synthesize disjointed
fragments of information provided in the text.
Challenges persist for less experienced
comprehends, particularly in drawing conclusions from implicit information
within a text, linking ideas coherently, and ascertaining word meanings through
context. These reading comprehension issues are discussed across three research
sources. Central to these studies, as articulated by Snow (2013), is the
principle that the author's central message or main idea is often encapsulated
in a single sentence within a paragraph or chapter. As students advance to
higher grades, identifying the key idea becomes more intricate, as it might be
explicitly stated or inferred from the text.
The English language holds a significant place
in the global arena, serving as a bridge that connects people from different
cultures and backgrounds. In Pakistan, a country with a diverse linguistic
heritage, English has emerged as an essential tool for communication,
education, and career advancement. However, students in Pakistan encounter a
range of challenges while learning and mastering the English language (Muazzam,
Muhammad, & Naseer, 2021). These challenges stem from cultural, linguistic,
and socio-economic factors, and addressing them is crucial for enhancing
language proficiency and promoting educational success (Thornbury, 2006).
Pakistan is a multilingual country, with
several languages spoken across its provinces. Urdu serves as the national
language and is widely spoken, but it coexists with a plethora of regional
languages such as Punjabi, Sindhi, Pashto, Balochi, and more. This linguistic
diversity can pose challenges for students when learning English, as they often
face interference from their native languages. This interference can lead to
pronunciation, grammar, and vocabulary errors that hinder effective
communication.
One
of the most significant hurdles for students in Pakistan is the lack of
sufficient exposure to the English language outside of the classroom (Aamer,
Muhammad, & Masood, 2019). Practices of elementary school teachers for
developing English language competencies among students. While English is the
medium of instruction in many schools, it is not commonly spoken in everyday
conversations at home or in the community. This limited exposure makes it
difficult for students to practice and reinforce their language skills,
resulting in an inability to speak confidently and naturally (Subon, 2013).
The
quality of English language instruction varies widely across schools in
Pakistan. Some institutions lack well-trained teachers who are proficient in
the language themselves. This deficiency can lead to improper teaching
methodologies, ineffective learning resources, and an inability to address
individual student needs. Moreover, the focus on rote learning rather than
interactive and communicative approaches can further hinder language
development.
Socio-economic factors play a significant role
in shaping students' access to quality English education. Private schools in
urban areas often offer better English language programs, while public schools,
particularly in rural regions, struggle to provide adequate resources and
trained teachers. This creates a disparity where students from privileged
backgrounds have a higher chance of mastering the language compared to their
counterparts. However, the format and requirements of these tests can be
challenging for Pakistani students, as they demand a level of language
proficiency that may not align with the education they have received (Zare,
2012).
In Pakistani society, making mistakes while
speaking English can be met with ridicule or embarrassment. This fear of
judgment often discourages students from practising the language openly,
leading to self-consciousness and hindered progress. Societal pressure to be
proficient in English adds to the stress, creating an environment where
students might shy away from using the language altogether. The digital divide,
characterized by unequal access to technology and the internet, poses a
considerable challenge for English language learners. Online resources,
language learning apps, and interactive platforms could significantly aid
language acquisition, but students without access to these resources are at a
disadvantage. This divide exacerbates the gap between students from different
socio-economic backgrounds.
While
English proficiency is undoubtedly beneficial in today's globalized world,
students in Pakistan face a range of challenges in learning the language.
Cultural and linguistic diversity, limited exposure, inadequate instruction,
socio-economic disparities, standardized testing, fear of mistakes, and the
digital divide all contribute to these difficulties. Addressing these
challenges requires a multi-faceted approach involving curriculum reform,
teacher training, increased access to resources, and a shift in societal
attitudes towards language learning. By doing so, Pakistan can equip its
students with the necessary language skills to succeed in academia, careers,
and cross-cultural interactions on the international stage.
Table 1
Problems in pronunciation in
government primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
0 |
0 |
0 |
38 |
22.8 |
22.8 |
Moderate
|
16 |
41.0 |
41.0 |
103 |
61.7 |
61.7 |
High |
23 |
59.0 |
59.0 |
26 |
15.6 |
15.6 |
Total
|
39 |
100.0 |
100.0 |
167 |
100.0 |
100.0 |
The
provided table illustrates a comparison between teachers' and students'
perceptions regarding the pronunciation challenges encountered by students in
English reading within public schools. The data is categorized into three
levels of deficit: Low, Moderate, and High.
Among teachers, none reported perceiving
a Low deficit in students' pronunciation, while 41% identified a Moderate
deficit, and 59% noted a high deficit. In contrast, students' perceptions
differ; 23% felt there was a Low deficit, 62% recognized a Moderate deficit,
and only 16% perceived a high deficit. The table highlights a notable
divergence in perspectives between teachers and students. While teachers appear
to emphasize a higher level of pronunciation challenges, with a majority
identifying a high deficit, students, on the other hand, seem to perceive their
own pronunciation struggles at a Moderate level more predominantly.
It's
worth noting that a significant proportion of students (22.8%) did not
acknowledge a Low deficit, indicating some degree of self-awareness regarding
their pronunciation issues. The observed disparities between teachers' and
students' perceptions underscore the importance of open communication and a
comprehensive understanding of students' viewpoints to effectively address and
improve English pronunciation skills in public school settings.
Table
2
Problems
in reading speed of English language in government primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
0 |
0 |
0 |
42 |
27.5 |
27.5 |
Moderate |
15 |
38.5 |
38.5 |
83 |
54.2 |
64.2 |
High |
24 |
61.5 |
61.5 |
28 |
18.3 |
18.3 |
Total |
39 |
100.0 |
100.0 |
153 |
100.0 |
100.0 |
The
provided table presents a comparison between teachers' and students'
perceptions concerning speed-related challenges experienced by students during
English reading within public schools. The data is segmented into three deficit
levels: Low, Moderate, and High.
From the standpoint of teachers, none
indicated perceiving a Low deficit in students' reading speed, while 38.5%
observed a Moderate deficit, and a larger proportion of 61.5% identified a high
deficit. In contrast, students' perceptions diverged; 27.5% believed there was
a Low deficit, 54.2% recognized a Moderate deficit, and 18.3% perceived a high
deficit. The table underscores a noteworthy difference in viewpoints between
teachers and students regarding reading speed challenges. Teachers appear to be
more inclined to label the issue as a high deficit, while students
predominantly view their reading speed challenges at a Moderate level.
It
is interesting to observe that a substantial percentage of students (27.5%)
acknowledge even a Low deficit in their reading speed, suggesting that students
are fairly self-aware of their reading pace. The disparities in the
interpretations between teachers and students emphasize the significance of
effective communication and mutual understanding to address reading speed
challenges in the context of English education in public schools.
Table 3
Problems in English language
comprehension in government primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
4 |
10.3 |
10.3 |
45 |
29.4 |
29.4 |
Moderate |
12 |
30.8 |
30.8 |
90 |
58.8 |
58.8 |
High |
23 |
59.0 |
59.0 |
18 |
11.8 |
11.8 |
Total |
39 |
100.0 |
100.0 |
153 |
100.0 |
100.0 |
The table is divided into
three levels of deficit: Low, Moderate, and High. The data showcases the
frequency and percentage of respondents who hold each perception within these
categories.
According to teachers'
perceptions, 10.3% of them consider the comprehension problems to be at a Low
deficit level, 30.8% perceive it as Moderate, and the majority of 59.0% believe
it to be at a high deficit level. On the other hand, students' perceptions reveal
a different perspective. Only 29.4% of students view the deficit as Low, while
a significantly higher percentage of 58.8% see it as Moderate, and a mere 11.8%
perceive it as High. Evidently, there exists a notable dissonance between
teachers' and students' viewpoints on the severity of comprehension problems.
Teachers tend to perceive the problems as more severe compared to how students
themselves perceive them. These differences in perception could potentially
impact instructional strategies and support mechanisms implemented in public
schools to address English reading comprehension issues.
Table 4
Problems in reading of
English language in government primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
0 |
0 |
0 |
40 |
26.1 |
26.1 |
Moderate |
14 |
35.9 |
35.9 |
94 |
61.4 |
61.4 |
High |
25 |
64.1 |
64.1 |
19 |
12.4 |
12.4 |
Total |
39 |
100.0 |
100.0 |
153 |
100.0 |
100.0 |
The table is categorized into
three deficit levels: Low, Moderate, and High, with corresponding frequencies
and percentages of respondents for each perception.
According
to teachers' perceptions, none of them indicates a Low deficit level in English
reading difficulties. Instead, the majority of teachers, accounting for 64.1%,
perceive the difficulties to be at a high deficit level. Conversely, students'
perceptions reveal a different view. While 26.1% of students believe the
difficulties are at a Low level, a larger percentage of 61.4% view them as
Moderate, and only 12.4% consider them to be at a high level.
The table illustrates a
noticeable disparity between teachers' and students' viewpoints on the severity
of English reading difficulties. Teachers tend to see the difficulties as more
severe than the students themselves do. Such differences in perception can
significantly influence the design of appropriate interventions and support
strategies to address these challenges effectively within public school
systems.
Table 5
Problems in pronunciation in
private primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
4 |
7.0 |
7.0 |
38 |
22.8 |
22.8 |
Moderate |
31 |
54.4 |
54.4 |
103 |
61.7 |
61.7 |
High |
22 |
38.6 |
38.6 |
26 |
15.6 |
15.6 |
Total |
57 |
100.0 |
100.0 |
167 |
100.0 |
100.0 |
The table is categorized into
three deficit levels: Low, Moderate, and High, along with the frequencies and
percentages of respondents reflecting each perception.
Teachers' perceptions reveal
that 7.0% of them consider the pronunciation problems to be at a Low deficit
level, while the majority of 54.4% perceive them as Moderate and 38.6% view
them as High. On the other hand, students' perceptions show slightly different
figures. A smaller portion of 22.8% of students see the pronunciation problems
as Low, while a significant majority of 61.7% perceive them as Moderate, and
15.6% consider them to be at a High deficit level. The table highlights a
discrepancy between the perspectives of teachers and students regarding the
severity of pronunciation problems. Teachers tend to regard these issues as
more pronounced compared to students' viewpoints. Such variations in perception
can significantly impact the development of targeted strategies and approaches
aimed at improving pronunciation skills among students within private school
settings.
Table 6
Problems in reading speed of
English language in private primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
3 |
5.3 |
5.3 |
35 |
21.0 |
21.0 |
Moderate |
28 |
49.1 |
49.1 |
96 |
57.5 |
57.5 |
High |
26 |
45.6 |
45.6 |
36 |
21.6 |
21.6 |
Total |
57 |
100.0 |
100.0 |
167 |
100.0 |
100.0 |
The table categorizes these
problems into three deficit levels: Low, Moderate, and High, accompanied by the
frequencies and percentages representing each perception.
From
the teachers' perspective, 5.3% of them perceive the speed problems as Low,
while almost half (49.1%) view them as Moderate and a substantial portion
(45.6%) see them as High. Conversely, students' perceptions show different
figures. A smaller percentage of 21.0% of students perceive the speed problems
as Low, while a larger majority (57.5%) perceive them as Moderate, and 21.6%
consider them to be at a High deficit level.
This table highlights a
disparity between the viewpoints of teachers and students regarding the
severity of speed-related problems. Teachers tend to regard these issues as
more substantial compared to the perspectives of students. These differing
perceptions can play a pivotal role in tailoring effective strategies to
address speed-related challenges during English reading among students within
private school contexts.
Table 7
Problems in English language comprehension in
private primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
11 |
19.3 |
19.3 |
24 |
14.4 |
14.4 |
Moderate |
20 |
35.1 |
35.1 |
100 |
59.9 |
59.9 |
High |
26 |
45.6 |
45.6 |
43 |
25.7 |
25.7 |
Total |
57 |
100.0 |
100.0 |
167 |
100.0 |
100.0 |
The table classifies these problems into three
deficit levels: Low, Moderate, and High, along with the frequencies and
percentages reflecting each perception.
Teachers' perceptions show
that 19.3% of them perceive the comprehension problems as Low, while 35.1%
consider them to be at a Moderate deficit level, and the highest proportion of
45.6% views them as High. On the contrary, students' viewpoints exhibit
slightly different statistics. A smaller portion of 14.4% of students perceives
the comprehension problems as Low, whereas a significant majority (59.9%)
perceive them as Moderate, and 25.7% view them as High.
The table underscores a divergence between
teachers' and students' perspectives on the severity of comprehension problems.
Teachers tend to see these issues as more pronounced compared to students'
perceptions. Such differing viewpoints play a crucial role in shaping targeted
interventions and strategies to address comprehension challenges during English
reading among students within private schools.
Table 8
Problems in reading of English language in
private primary classes
|
Responses of Teachers |
Responses of Students |
||||
|
N |
% |
Valid % |
N |
% |
Valid % |
Low |
5 |
7.0 |
7.0 |
29 |
16.8 |
16.8 |
Moderate |
27 |
49.1 |
49.1 |
110 |
66.5 |
66.5 |
High |
25 |
43.9 |
43.9 |
28 |
16.8 |
16.8 |
Total |
57 |
100.0 |
100.0 |
167 |
100.0 |
100.0 |
The table categorizes these difficulties into
three deficit levels: Low, Moderate, and High, alongside the corresponding
frequencies and percentages for each perception.
From the teachers'
standpoint, 7.0% of them perceive the English reading difficulties as Low,
while a substantial portion (49.1%) sees them as Moderate, and 43.9% view them
as High. In contrast, students' perspectives reveal slightly different figures.
A smaller proportion of 16.8% of students perceive the difficulties as Low,
while a significant majority (66.5%) consider them to be at a Moderate level,
and another 16.8% perceive them as High.
This table emphasizes a difference in the
perceptions of teachers and students regarding the severity of English reading
difficulties. Teachers tend to see these challenges as more significant
compared to students' viewpoints. These contrasting perceptions influence the
design and implementation of targeted strategies and interventions aimed at
mitigating English reading difficulties among students within private school
environments.
Table 9
T-test in English reading difficulties as
perceived by teachers and students
|
N |
M |
S. D. |
p |
Teachers |
96 |
4.019 |
.531 |
.026 |
Students |
320 |
3.578 |
.518 |
According to the data, teachers (96
respondents) have an average mean perception score of 4.019 with a standard
deviation of 0.531. In contrast, students (320 respondents) have a slightly
lower mean perception score of 3.578 with a standard deviation of 0.518. The
significance value (Sig.) of 0.026 suggests a statistically significant
difference between teachers' and students' perceptions of the reading problems.
This indicates a divergence in how teachers and students perceive the
challenges faced by students in English reading at the primary level, with
teachers having a slightly higher mean perception score compared to students.
Main Findings
1. Both public and private school teachers perceived a higher intensity of pronunciation problems among students compared to the students' self-perception. This suggests that teachers are more attuned to the difficulties students face in correctly pronouncing English words during reading.
2. Teachers from both types of schools also reported more speed-related reading problems among students than the students themselves acknowledged. This indicates that teachers observe a greater challenge in students' reading speed, possibly influenced by syllable recognition and language processing issues.
3. Both groups, teachers and students, recognized higher levels of comprehension difficulties in English reading. However, teachers perceived these problems to be more intense than the students did. This could point towards potential issues in text understanding and contextual analysis.
4. Teachers across public and private schools observed more intense difficulties in English reading among students than the students perceived themselves. This consistent trend signifies that educators are more aware of the challenges students face in reading English texts, encompassing pronunciation, speed, and comprehension.
5. The study revealed a significant difference in perception between teachers and students regarding English reading difficulties. Teachers consistently perceived a higher level of difficulties compared to the students' own assessment. This finding emphasizes the importance of effective communication and understanding between teachers and students regarding language challenges.
So it is concluded that the study found a notable discrepancy between teachers' and students' perceptions of English reading difficulties. Teachers tend to have a more critical view of students' struggles in pronunciation, speed, and comprehension. This highlights the need for open dialogue and targeted interventions to bridge this perception gap and address students' actual needs effectively.
English reading difficulties are prevalent across both public and private schools in Gujranwala district. However, educators' heightened awareness of these difficulties underscores the urgency for tailored teaching approaches, focused remedial strategies, and comprehensive curriculum enhancements to support students' language development.
Recommendations
On the basis of the findings it is recommended that teachers should receive regular training and professional development workshops to enhance their understanding of various reading difficulties. This will enable them to better diagnose and address specific challenges students face.
Incorporating interactive and communicative teaching methods can facilitate improved pronunciation, reading speed, and comprehension. Engaging in activities that encourage speaking, listening, and critical thinking can make the learning process more effective.
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Cite this article
-
APA : Tahira, Y., Ali, S., & Mehmood, S. (2023). English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception. Global Language Review, VIII(II), 477-486. https://doi.org/10.31703/glr.2023(VIII-II).39
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CHICAGO : Tahira, Yasmeen, Shafqat Ali, and Samra Mehmood. 2023. "English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception." Global Language Review, VIII (II): 477-486 doi: 10.31703/glr.2023(VIII-II).39
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HARVARD : TAHIRA, Y., ALI, S. & MEHMOOD, S. 2023. English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception. Global Language Review, VIII, 477-486.
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MHRA : Tahira, Yasmeen, Shafqat Ali, and Samra Mehmood. 2023. "English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception." Global Language Review, VIII: 477-486
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MLA : Tahira, Yasmeen, Shafqat Ali, and Samra Mehmood. "English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception." Global Language Review, VIII.II (2023): 477-486 Print.
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OXFORD : Tahira, Yasmeen, Ali, Shafqat, and Mehmood, Samra (2023), "English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception", Global Language Review, VIII (II), 477-486
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TURABIAN : Tahira, Yasmeen, Shafqat Ali, and Samra Mehmood. "English Reading Difficulties Faced by Students at Primary Level: Cross Comparison of Teachers' Perception and Students' Perception." Global Language Review VIII, no. II (2023): 477-486. https://doi.org/10.31703/glr.2023(VIII-II).39