Pakistani ESL Learners’ Perspectives: Challenges in Developing Critical Academic Reading Skills

https://doi.org/10.5281/zenodo.17069152

Abstract

Developing critical academic reading skills is essential for Pakistani undergraduate students, as these skills enable them to evaluate, interpret, and engage with academic texts effectively. However, many ESL learners in Pakistan struggle to acquire such competencies despite exposure through university coursework. This study investigates the specific academic reading skills that Pakistani undergraduates find most challenging and explores the factors contributing to these difficulties. A mixed-methods approach was employed, incorporating a Likert-scale questionnaire and open-ended responses from 229 students at a public university in Pakistan. Quantitative data were analysed descriptively, while qualitative data were examined through content analysis. Findings reveal that only a small proportion of students demonstrated full confidence in their critical reading abilities, while the majority either partially mastered or lacked confidence in these skills. The most problematic areas identified were making inferences, analysing context, detecting assumptions, and evaluating arguments. Contributing factors included linguistic limitations, such as restricted vocabulary and inadequate proficiency, as well as non-linguistic issues like lack of confidence, confusion, and difficulty comprehending complex texts. The study highlights the need for targeted pedagogical strategies, including the explicit teaching of critical thinking and academic reading skills, to better support Pakistani ESL learners in higher education.