Abstract:
The aim of this study is to find out whether teaching reading skill promotes effective
learning of future tense of English as a Second Language (ESL) among the first-year
students of Faculty of Management studies and Commerce and the Ramanathan
Academy of Fine Arts (Faculty of Arts). The research problem is that “how far
teaching reading skill helps to improve learning of future tense. In order to find
out the solution to the research problem, mixed method research methodology
was employed. In the quantitative study, experimental method in the form of pre,
post-test was adopted and probability sampling was used to select the subjects. A
specially devised pretest based on four types of future tense was administered for
the experimental group and the control group. A similar test was administered as
posttest for these two groups. However, for the experimental group a similar third
reading activity with explanation of teacher was devised, and this treatment was
not given to the control group. The quantitative results weretriangulated by using
participant observation. In the post test, participants who performed inadequately
in the pretest (before intervention of reading), scored well in both experimental
group and control group. Hence, theresults of posttest revealed that participants
in the experimental group scored higher than they scored in the pretest.
