Reading Comprehension as a Predictor of Academic Performance among Pakistani Undergraduate ESL Students in Karachi

Reading comprehension is a foundational academic skill that plays a pivotal role in shaping the academic outcomes of undergraduate ESL (English as a Second Language) students, especially in the context of Pakistani higher education where English serves as the primary medium of instruction. This study investigated the relationship between reading comprehension and academic performance among undergraduate ESL students enrolled at a public university in Karachi, Pakistan, during the academic year 2022–2023. A quantitative correlational research design was employed, involving 258 undergraduate students selected through simple random sampling. A 40-item standardized reading comprehension test was administered to assess students’ reading comprehension levels, while academic performance was gauged using students’ General Weighted Average (GWA) Descriptive statistics including frequency, percentage, mean, and standard deviation were used to describe the participants’ demographic profile, reading comprehension levels, and academic performance. Pearson Product-Moment Correlation Coefficient was applied to determine the relationship between the two variables. Results revealed that the respondents demonstrated a high level of reading comprehension and very high academic performance. Furthermore, findings indicated a weak but statistically significant positive relationship between reading comprehension and academic performance (r = .355, p = .001). The results suggest that improvements in students’ reading comprehension are associated with better academic performance. Hence, strengthening reading comprehension through effective instructional strategies and university-wide ESL literacy programs is recommended to further enhance students’ academic achievement in Pakistan.