Abstract
Learning materials written in English language often embarrass our students due to lack of the command over this imported language. As Pakistani Universities curriculum happens in English, therefore, the study will let us know the extent to which University students comprehend written English. This paper will let us know whether different socio-economic factors affect the reading skill of English language. Further it will help the teachers and curriculum developer to look into such factors while teaching or developing English curriculum. It will also help the students to know about their English reading skill and work for its improvement in the light of findings. Further it will be helpful for the further researchers to work in the respective field. Learning of material written in English language often embarrasses our students due to lack of command over the important language. Reading comprehension is today more important than it was in past because of the introduction of 'Information Technology' at the same time Pakistani students face a number of problems while reading text, written in English. The researcher therefore, conducted a research to evaluate the English reading comprehension of Gomal University (D. I. Khan, Pakistan) students and relate it to different interesting factors. The study was meant to know whether socio-economic factors of the Gomal University students affect reading comprehension. The main objective of the study is to find the relationship between the socio-economic factors of the University students and their reading skills.
Keywords
Family background, Imported language, Reading skills, Socio-Economic factors
DOI
https://doi.org/10.54784/1990-6587.1250
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Farooq, S. U., & Shah, I. (2010). Comparative study about English socio-economics factors of Pakistani universities students. Business Review, 5(2), 159-166. Retrieved from https://doi.org/10.54784/1990-6587.1250
Submitted
March 04, 2021
Published
July 01, 2010
Included in
Publication Stage
Published
