An Experimental Study of the Think–Pair–Share Strategy and its Influence on Reading Performance of Undergraduate ESL Students in Pakistan

Abstract

This experimental study investigated the effectiveness of the Think–Pair–Share (TPS) instructional strategy in enhancing the reading comprehension performance of undergraduate ESL students in Pakistan. The target population consisted of undergraduate students enrolled in public sector universities. Using a quasi-experimental pre-test–post-test control group design, two intact classes were selected through simple random sampling, comprising a total of 90 undergraduate students. The experimental group (n = 46) was taught reading comprehension through the Think–Pair–Share strategy, while the control group (n = 44) received instruction through conventional lecture-based methods. Data were collected using a standardized reading comprehension achievement test. The reliability of the instrument was established through the test–retest method, yielding a reliability coefficient of 0.83. Data were analyzed using mean scores and standard deviations to address the research question, while an independent samples t-test was employed to test the research hypothesis at a 0.05 level of significance. The findings revealed a statistically significant improvement in the performance of students exposed to the Think–Pair–Share strategy compared to those in the control group. The experimental group demonstrated a higher mean gain score, indicating that collaborative interaction through structured peer discussion positively influenced reading comprehension outcomes. The study concludes that the Think–Pair–Share strategy significantly enhances reading performance among undergraduate ESL learners in Pakistan. It is recommended that university-level English language instructors integrate TPS and other cooperative learning strategies to promote active engagement, critical thinking, and deeper textual understanding in reading classrooms.