Pakistani EFL Teachers’ Perceptions and Practices of Teaching Intensive Reading at University Level: A Qualitative Exploration

Abstract

This research explores how Pakistani English teachers teach intensive reading at the university level. The research setting was a private university in the province of Punjab, Pakistan, and the research sample included three experienced English teachers. The topic, intensive reading, has received close to no previous research in a Pakistani context; thus, through a qualitative study, the researchers set out to get detailed insight into the topic. Findings revealed that teaching intensive reading is host to countless problems, such as teachers’ lack of precise knowledge, students’ diverse educational backgrounds, class size, and time constraints. Problems identified in this research can help ELT teachers, administrators and policy makers improve teaching and learning English as a second language in Pakistan. Recommendations for further research include testing the findings of this research with the help of quantitative methods.