A Systematic Review of Reading Instruction in ESL Classrooms

Abstract

There is a lack of systematic reviews on reading in an ESL context at the tertiary level. The purpose of this research is to fill the gaps. To perform systemic analysis, the PRISMA method is used. Recent academic articles and books were included in the inclusion criterion. The research-based on reading competencies. The best pedagogical practices and assessment practices on Reading were explored. The synthesis revealed that a sub-skills approach to Reading would be effective. Some interesting findings emerged from the study. Caveats for future research are presented in the research synthesis.