2025 IJRSE – Volume 14 Issue 6
Available Online: 20 March 2025
Author/s:
Navaz, Abdul Majeed Mohamed*
South Eastern University of Sri Lanka, Sri Lanka (navazamm@seu.ac.lk)
Fathima Hana, Mohamed Yoosuff
Rainbow International School, Saudi Arabia (hanayoosuff@gmail.com)
Abstract:
This study investigates the effectiveness of bottom-up and top-down approaches in the context of tertiary-level ESL classes. Among numerous approaches to teaching reading, the bottom-up and top-down reading approaches stand out. Although the top-down approach is generally considered preferable for teaching reading, its application appears to be less prevalent in Asian countries. For this study, eight instructors and fifty students were selected using a purposive sampling technique. A mixed-methods research design, incorporating classroom observations, online focus group discussions, and survey questionnaires, was employed to collect data. The findings revealed that the top-down approach is more effective than the bottom-up approach in enhancing the reading comprehension skills of ESL undergraduates. Additionally, ESL learners perceive the top-down approach as more engaging and enjoyable compared to the bottom-up approach. This study recommends the adoption of the top-down reading approach in ESL classes to foster better comprehension among learners. The insights gained from this research could significantly contribute to the field of reading comprehension for ESL practitioners.
Keywords: reading comprehension, English as a Second Language, top-down reading approach, bottom-up reading approach, ESL learners
DOI: https://doi.org/10.5861/ijrse.2025.25018
Cite this article:
Navaz, A. M. M., & Fathima Hana, M. Y. (2025). The effectiveness of bottom-up and top-down approaches in reading comprehension of ESL learners: A study among ESL students of a Sri Lankan university. International Journal of Research Studies in Education, 14(6), 105-116. https://doi.org/10.5861/ijrse.2025.25018
* Corresponding Author