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This study aims at improving the language skills of pupils, particularly their Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS), which are two components of the Four-Pronged Approach to English language teaching. The other two components are Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) but they were not included in this study. The researcher conducted the study using the pre-test—post-test quasi-experimental research design in which fifth grade pupils were divided into two groups: the control group exposed to the regular teaching approach and the experimental group exposed to the instructional strategies of the four-pronged approach for 78 sessions. Prior to the conduct of the interventions, a pre-test was administered to determine the pupils’ level of GLR and CT. The researcher also prepared lessons plans that followed the instructional plan of the four-pronged approach, which were used during the 78 sessions. Results revealed that the experimental group’s Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS) improved significantly as compared to those in the control group. The findings suggest that the strategies of the Four-Pronged Approach help enhance in English language abilities of pupils. Relevant recommendations are forwarded in light of the outcomes of the study.
Keywords: English as a Second Language, Language Skills, Genuine Love for Reading, Critical Thinking, Four-Pronged Approach
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