A critical analysis of the Secondary-Tertiary Academic Reading Skills gap among ESL Secondary School and Sri Lankan university students

The review analyses the pedagogical differences identified between ESL learners in selected secondary schools in Sri Lanka and university students. Elements that might influence this difference include curriculum implementation, approaches to teaching, language barriers, and cultural issues. The work also expounds on the implications of these challenges for students' learning and possible intervention approaches. Such recommendations include changes in trends in teachers’ practices, the ways fiscal resources are allocated, and teachers’ preparation curricula. In the context of the present study, the findings can be helpful for policymakers, educators, and learners with the goal of promoting and facilitating equal and efficient ESL learning in Sri Lanka.