COMMON READING STRATEGIES USED BY ESL TERTIARY LEARNERS OF PAKISTAN’S

The present study explored the common reading strategies employed by Pakistani ESL tertiary learners to tackle down the reading comprehension problems. Reading comprehension plays a pivotal role in academic success, understanding the strategies learners adopt to address challenges is essential. The data were collected through semi-structured focus group interviews with third and fourth-year undergraduates of Sindh University's English Department. Thematic analysis of the interviews revealed that undergraduates used a range of strategies to enhance their comprehension and tackle difficulties, including cognitive strategies such as scanning, skimming, rereading, intensive reading, predicting text, referring to the dictionary, and using contextual clues. Meta-cognitive strategies involved maintaining patience and recalling former ideas, while social strategies were driven by intrinsic, instructional, and exam-based motivations. The findings of the present study revealed that a combination of cognitive, meta-cognitive, and social strategies is crucial for improving reading skills and tackling reading comprehension problems. The study emphasizes the significace of a multi-strategy approach, as different strategies serve to address different aspects of reading comprehension. The findings gained from this study can inform teaching practices and assist educators design effective reading strategies that cater to the diverse needs of ESL learners, ultimately enhancing their reading proficiency and academic performance.