Examining the Beliefs and Practices of Pakistani Secondary School ESL Teachers about Reading Instruction

Abstract

This study investigates the beliefs and instructional practices of ESL teachers in public and private secondary schools in Karachi, Pakistan, with a focus on reading instruction. Using a quantitative research design, data were collected through the Teachers' Orientation to Reading Instruction Questionnaire (TORI) from 160 ESL teachers (80 public, 80 private) and classroom observations from a sub-sample of 40 teachers (20 public, 20 private). Descriptive statistics and independent samples t-tests were used to analyze the data. Findings reveal that while there is no significant difference between public and private school teachers in their text-based and competence-based beliefs, significant differences exist in actual classroom practices. Public school teachers more frequently employ text-based reading strategies, whereas private school teachers are more inclined toward competence-based, student-centered approaches. These findings underscore disparities in teaching practices between the two sectors and highlight the need for targeted teacher training programs to enhance reading instruction, particularly in public schools. The study contributes to the limited literature on reading instruction in Pakistan and provides direction for future research and policy reforms in ESL education.