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THTHE SCIENTIFIC AND METHODOLOGICAL INTERPRETATION OF THE
CONCEPT OF DEVELOPING OF READING COMPETENCE OF PUPILS IN
FOREIGN LANGUAGE EDUCATION
Ismoilova Oygul Abdiqaxxorovna
Master student
Namangan State Institute of Foreign Languages
E-mail:ismoilovaoygul32@gmail.com
Advisor:Erkulova Feruza Melikuziyevna
PhD ,Associate professor
Namangan State Institute of Foreign Languages
Named after Isxakhan Ibrat
Abstract:
Reading competence is a fundamental aspect of foreign language
education,playing a key role in the development of communicative skills and academic
success .This article explores the scientific and methodological interpretation of the
concept of developing of reading competence among pupils in English as a foreign
language .Using a mixed-methods approach ,the study includes theoretical analysis
,surveys of teachers and students and classroom observations .The study was conducted
among 29 9
th
grade students at a rural secondary school in Uychi district in Namangan
region of Uzbekistan.The pupils were divided into 2 groups ,the control group and the
experimental one. Results indicate that traditional translation –based reading instruction
remains common,while many students struggle with vocabulary ,comprehentionand
motivation.However, when exposed to interactive and strategy-based reading tasks
,students demonstrate noticeable improvement in understanding and engagement .The
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study concludes that a well-structured methodological framework ,focused on learner
needs ,text authenticity and skill integration ,is essential for effectively fostering reading
competence in foreign language classrooms.
Keywords:
reading competence,EFL,reading strategies,education research,foreign
language education.
INTRODUCTION
In today's globalized world, the ability to read effectively in a foreign language,
particularly English, has become an essential skill for school pupils. Reading competence
not only facilitates language acquisition but also supports academic achievement and
fosters independent learning. It enables learners to access a wide range of information,
develop critical thinking, and engage with diverse cultures through written texts.Despite
the recognized importance of reading, many pupils face challenges in developing adequate
competence in this skill. Common difficulties include limited vocabulary, poor
comprehension strategies, and a lack of motivation, often resulting from traditional,
teacher-centered approaches that focus mainly on translation and rote learning. These
methods do not always align with the communicative and cognitive demands of modern
language education.In response to this issue, educational researchers and practitioners
haveemphasized the need for a clear scientific and methodological understanding of how
reading competence is developed in foreign language education. This involves not only
defining the concept itself but also identifying effective teaching strategies, appropriate
materials, and assessment tools that support skill development in meaningful and learner-
centered ways.This article aims to explore the theoretical foundations of reading
competence in the context of English as a foreign language (EFL), analyze current teaching
practices, and propose methodological recommendations for enhancing reading
instruction. The study seeks to contribute to both academic discourse and practical teaching
by offering evidence-based insights into the effective development of reading competence
among pupils.
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Although lots of researches were made on the theme of development of reading
competence of pupils we may still contribute towards the researches done by many other
researchers and scholars by investigating and using new methods and approaches to
develop reading competence.
LITERATURE REVIEW
The development of reading competence in foreign language education has been
widely studied across various educational contexts. Scholars agree that reading is not only
a foundational linguistic skill but also a critical component of communicative competence.
Russian researchers such as Galskova N.D. and Minyar-Beloruchev R.K. have
contributed significantly to the theory of foreign language teaching. Galskova (2006)
emphasizes the integration of communicative and cognitive goals in developing reading
competence, noting that reading activities should reflect real-life language use. Minyar-
Beloruchev (1990) underlines the methodological importance of text complexity,
authenticity, and cultural context in fostering reading skills among language learners.
American scholars have also explored reading competence from pedagogical and
cognitive perspectives. Grabe and Stoller (2002) identify reading as a multifaceted process
involving decoding, comprehension, and critical analysis. They advocate for a strategic
reading approach that encourages students to actively engage with texts. Similarly,
Krashen (1989) introduces the concept of "comprehensible input," highlighting the
importance of extensive reading in natural language acquisition and competence building.
In the Uzbek context, educators such as Jalolov J.J. and Rakhmatova Sh. have emphasized
the integration of national educational standards with communicative and interactive
methods in language learning. Jalolov (2009) stresses the need for age-appropriate and
culturally relevant texts to develop reading skills effectively. Rakhmatova (2021)
highlights the role of formative assessment and differentiated instruction in reading lessons
to support pupils with varying proficiency levels.
Collectively, these perspectives contribute to a holistic understanding of how
reading competence can be nurtured through scientifically grounded and methodologically
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sound approaches in foreign language classrooms. The convergence of international and
local experiences underscores the importance of contextualization and learner-centered
pedagogy.
METHODS/METHODOLOGIES
This research is grounded in both qualitative and action research methodologies,
combining classroom-based observation, student task analysis, and teacher interviews to
explore the effectiveness of methods used in developing reading competence among 9th-
grade pupils.
The study draws on the communicative approach outlined by Galskova (2006) and
Minyar-Beloruchev (1990), focusing on authentic reading tasks that integrate language
input with cultural content. Lessons are structured to promote not only comprehension but
also engagement with real-world themes, reflecting Galskova’s emphasis on the cognitive
and cultural dimensions of reading.
Krashen’s (1989) theory of comprehensible input provides the foundation for the
text selection, ensuring that reading materials are age-appropriate and linguistically
accessible to foster natural acquisition and learner motivation. In parallel, Grabe and
Stoller’s (2002) strategy-based instruction model is employed through pre-reading
predictions, while-reading scaffolding, and post-reading discussions to improve
comprehension and critical thinking.
Within the Uzbek context, the research applies Jalolov’s (2009) recommendations
on text appropriateness and educational alignment. Reading tasks are chosen from the
national curriculum (specifically the Prepare textbook) and adapted to suit learners’
interests and linguistic readiness. In-class formative assessments and scaffolded tasks are
modeled on the methods described by Rakhmatova (2021), focusing on differentiated
instruction and pupil autonomy.To gather data, the following methods were
used:Diagnostic
pre-tests
and
post-tests
to
measure
changes
in
reading
competence.Classroom observation protocols to evaluate student engagement during
reading tasks.Teacher surveys and interviews to gather qualitative insights into
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methodological choices and challenges.Student reflections and journals to assess perceived
improvements and interest in reading.This mixed-methods approach allows for a
comprehensive analysis of how theoretical principles are applied in practice and how they
influence the development of reading competence in the foreign language classroom.
The variety of methods were used in the research which was done at rural school
number 6 in Uychi district.The number of 9
th
grade pupils was 29.All of them were
gathered and divided into 2 groups,one of which was experimental and the other one was
control .The lenth of experiment was 4 weeks.During this period of time all of the puils
were involved ,all of the participants were active during the lessons ,which lasted for 45
minutes.
PROCESS STEPS
Before beginning the research a survey designed for English teachers was
administered to understand the existing methods and challenges in reading instruction and
another survey for 9
th
grade pupils was also taken to assess their current level of reading
competence and to compare the results at the end of it. The research was conducted in
several well-structured stages to ensure a systematic exploration of how reading
competence can be developed and enhanced in a foreign language classroom .
To compere the pupils’ progress in reading comprehention another survey was taken
from them. Reading texts were selected from the “Prepare” textbook, with a focus on the
final units relevant to students’ interests and the national curriculum. Texts were chosen
based on Krashen’s (1989) principle of comprehensible input, ensuring they were both age-
appropriate and linguistically accessible.
Pre-reading, while-reading, and post-reading activities were developed based.
Activities included prediction tasks, guided comprehension questions, vocabulary context
exercises, summarizing tasks, and dramatization activities.
For pre-reading activity was chosen the activity which was called “mystery bag”.The
objective of it was to spark curiosity and activate background knowledge related to the
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reading topic.In this activity the teacher prepares a small bag with 3-5 mystery items related
to the text ,the teacher shows the objects one by one and pupils are divided into two groups
and share predictions about the text.
As for while-reading activities ,a very interesting activity was chosen which is called
“Read and highlight”(Color coded focus)Here the pupils read a section of the text and they
are asked to highlight or underline the important facts in green,new and interesting
vocabulary in yellow and confusing parts or questions in red.This improves active reading
and attention ,students become more aware of what they understand ,don’t understand and
what they find useful. The next activity was called “Dialogue creator” in which the teacher
chooses a descriptive or narrative paragraph from the text that doesn’t include direct
speech. The students work in pairs and create a short dialogue that might take place
between two characters in that scene. They performed the dialogue and shared it in class.
This helps students engage creatively and interpret characters’ thought and motives.
For post-reading activities was chosen summarizing or one sentence summary.After
reading,each student had to write a one-sentence summary of the passage and they share
and compare their sentences in groups.This enhanced comprehention and helped
studentsvidentify main ideas.
Over a 4-week period, lessons were conducted using the designed methods. Each
class followed a structured plan that incorporated communicative and cognitive
engagement
Teachers observed students’ engagement, participation, and comprehension
throughout each lesson. Pupils also completed short reflective journals about what they
understood, found interesting, or struggled with after each session.
After the instructional period, a post-test was administered to assess progress in
reading comprehension. Results were compared with the pre-test to measure improvements
and identify effective strategies.
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In-depth interviews with teachers were conducted to evaluate the practicality,
effectiveness, and challenges of the applied methods. These insights were analyzed
alongside student outcomes to draw final conclusions.
TOOLS
Lots of and variety of tools were used during this research.The aim of them was to
know how effective they were in the experiment and to get to know their results at the end
of this research.Many English language teachers were involved into the survey in the
google forms platform which was taken at the beginning of it and both experimental and
control groups participated in the paper based survey taken at the beginning and at the end
of the research.
ANALYSING DATA/RESULTS
The table below presents the comparative results of the control group and the
experimental one in developing reading competence .The control group was taught using
traditional reading instructions and methods ,while the experimental group was exposed to
interactive and strategy-based methods.
Group No.of pupils Pre-test Avg. Post-test .Avg. Progress Improvement Category
Control 14 52.3 59.1 6.8 Low Group
Experimental Group 15 51.7 75.6 23.9 High
The data clearly shows that the experimental group demonstrated a significant
improvement in reading competence with a progress rate of 23.9%, which falls into the
High improvement category. In contrast, the control group achieved only a 6.8% increase,
categorized as Low improvement. These results provide strong evidence that interactive
methods, such as task-based reading, vocabulary context training, and prediction strategies,
are more effective in enhancing pupils’ reading skills in foreign language education.
ANALYSING A SURVEY TAKEN FROM 9
TH
FORM PUPILS
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Here is the survey for the 9
th
grade pupils taken at school.
As for the first question about understanding the main idea of a short story most
pupils reported that they “Often” or “Sometimes” understand the main idea. A smaller
number selected “Always,” while few chose “Rarely.”While many students show
developing comprehension, full confidence is still emerging. More practice with main idea
identification is needed.
As for the second question about understanding new words from the context the
responses were spread across “Often,” “Sometimes,” and “Rarely.” Only a few pupils
chose “Always.” Pupils are still acquiring the skill of contextual guessing. Focused
instruction on using clues within texts can enhance vocabulary inference.
To the third question about enjoing reading responses leaned toward “Agree” and
“Strongly agree,” though some pupils were “Not sure.” Very few chose negative
options.There is a generally positive attitude toward reading, but for some students reading
may still feel like a task rather than an enjoyable activity.
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In the 4
th
question about using a dictionary or translator the majority of pupils
selected “Often” or “Sometimes,” showing that translation tools are widely used.Students
rely heavily on support tools. There is room to train them in guessing meaning from context
and building vocabulary memory.
To the question if they feel confident about reading competence many pupils
answered “Not sure” or “Agree,” while some chose “Disagree.”Confidence in reading
independently is developing, but not yet strong. Guided reading and encouragement can
help improve self-assurance.
Most pupils chose “Rarely” or “Once a week.” A smaller number selected “A few
times a week” or “Every day.” To the 6
th
questionEnglish reading outside class is limited.
Encouraging reading through homework, reading clubs, or digital platforms could increase
engagement.
As for the question about what type of English texts they usually read
most selected Textbook passages and Social media posts. Others also marked Song
lyrics and Short stories.Pupils are exposed to simple and familiar text types. Expanding
access to varied and level-appropriate authentic materials will support development.
Overall Summary
The 29 pupils demonstrated:
Basic but growing comprehension and vocabulary strategies.
A generally positive attitude toward English reading.
Frequent reliance on dictionaries or translators.
Limited reading beyond classroom tasks.
These insights suggest that students would benefit from more structured strategy
training, regular exposure to engaging texts, and encouragement to build reading habits.
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The foundation is present, and with guided support, reading competence can be
significantly improved.
DISCUSSION
The aim of this research was to investigate the scientific and methodological
foundations of developing reading competence among 9th grade pupils in the context of
foreign language education. The study was grounded in the understanding that reading
competence is not merely the ability to decode words, but a complex set of skills involving
ccomprehemtion comprehension, comprehention,vocabulary development, strategy use,
and engagement with diverse text types.
The research process was structured in several key stages: initial diagnostics,
implementation of differentiated teaching methods, observation of pupil behavior, a survey
of reading attitudes and strategies, and a final comparative assessment of progress. This
multifaceted design allowed for a thorough analysis of both the cognitive and affective
dimensions of reading competence.
At the outset, a diagnostic test was conducted to evaluate baseline reading skills
among pupils. The results showed that many students had limited abilities in identifying
main ideas, inferring vocabulary from context, and reading independently. These initial
findings informed the selection of teaching strategies used during the experimental phase.
During the intervention stage, an experimental group was taught using interactive
and strategy-based approaches, such as pre-reading tasks, vocabulary prediction,
contextual guessing, skimming and scanning techniques, and post-reading discussions. The
control group, meanwhile, received conventional instruction focused on textbook-based
reading and vocabulary memorization. This pedagogical contrast allowed the research to
examine the practical impact of methodological innovation.
The survey instrument, administered to all 29 pupils, provided additional insights
into their self-perception, reading habits, and motivational factors. While many pupils
expressed a positive attitude toward reading, the data also revealed a reliance on external
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aids like dictionaries and limited engagement with reading outside the classroom. These
findings align with the diagnostic data, reinforcing the importance of cultivating
autonomous learning strategies and reading fluency.
The post-test results revealed a significant difference between the two groups. Pupils
in the experimental group showed markedly higher progress in comprehension, vocabulary
use, and confidence. This improvement demonstrates that reading competence is
significantly influenced by the methods and materials used in instruction. The experimental
group also showed greater enjoyment and motivation toward reading, emphasizing the link
between emotional engagement and academic performance.
Moreover, the research affirmed that developing reading competence requires an
integration of scientific theory—such as the communicative approach, constructivist
principles, and Bloom’s taxonomy—with methodological practice, including scaffolding,
formative assessment, and learner-centered instruction.
CONCLUSION
In summary, this research confirms that methodologically informed, interactive,
and student-focused instruction has a profound impact on learners’ reading competence in
a foreign language. It underscores the need for ongoing teacher training, the inclusion of
authentic reading materials, and the creation of an environment where reading is viewed
as both a skill and a lifelong habit.
REFERENCES
1. Galskova, N. D. (2006). Modern methods of teaching foreign languages: A
textbook for students. Moscow: ARKTI.
2. Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. Harlow:
Pearson Education.
3. Jalolov, J. J. (2009). Foreign Language Teaching Methodology. Tashkent:
O‘qituvchi.
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4. Krashen, S. D. (1989). Principles and Practice in Second Language Acquisition.
Oxford: Pergamon Press.
5. Minyar-Beloruchev, R. K. (2001). Methods of Teaching Foreign Languages:
Basic Concepts and Categories. Moscow: Higher School.
6. Rakhmatova, Sh. (2021). Innovative Approaches to Teaching Foreign Languages
in General Secondary Education. Tashkent: Fan va Texnologiya.
