Impact of Collaborative Learning on Reading Skills of Undergraduate ESL Learners at a Public Sector University in Karachi

Abstract

This study aims to determine if Collaborative Strategic Reading (CSR) may enhance the reading comprehension skills of undergraduate ESL students at a public institution in Karachi, Pakistan. A mixed-methods strategy with 80 undergraduate students was employed to establish 80 experimental groups (CSR) and control groups (traditional instruction). Pre- and post-tests yielded quantitative data, while questionnaires, focus groups, and classroom observations gathered qualitative information. Qualitative results indicated enhanced learner engagement, reduced fear, and improved peer-learning dynamics, while statistical analysis using paired t-tests demonstrated a significant increase in the reading scores of the experimental group—p < 0.05. The study concludes that, particularly in resource-constrained environments, CSR serves as an effective educational instrument for public universities in Pakistan. It also recommends its incorporation into ESL courses alongside teacher preparation and institutional support.