Harold Cyril

                                       I am an English Language Instructor, Lesson Writer, Freelance Soft Skills Trainer & Researcher. I have done PhD in English Language Teaching. I have over two decades of experience in Teaching and a dozen years in Training. I believe that my knowledge, skills, optimism, and decades of experience in teaching English Language and Literature, Business Communication, Technical Communication and Correspondence along with Soft Skills Training would make me an ideal candidate for the above position. I worked in Libya as an Assistant Professor of English for over three years. I also worked as an English Teacher in the Maldives for three years. I coach students preparing for GATE (Verbal Ability) and Nursing Government Exams as well.

         I am industrious, adaptable and creative as well. I understand the brand value of your reputed academy and if given an opportunity, I would contribute my best for a mutually beneficial 

                                              I have over two decades of experience in Teaching and a dozen years in Soft Skills Training in. I worked in India, Libya & the Republic of Maldives respectively. Presently I am presently in Dubai . I am also a Lesson Writer for under graduate learners at Center for Distance Education, Nagarjuna University, India. I was a Panel Interviewer for MBA admissions at Symbiosis International University, India in Feb. 2022.  I firmly believe that my knowledge, skills, optimism, and decades of experience in teaching English Language, Literature, Business Communication, Technical Communication and Correspondence along with Soft Skills Training would make me an ideal candidate for the above position. I coach students preparing for GATE (Verbal Ability) and Nursing Government Exams.  I am industrious, adaptable and creative as well. 

                                              I started my PhD in 2014 and graduated in April, 2021 at Acharya Nagarjuna University, India. Choosing a research title and working on it over the years have been a herculean task for any researcher and I am no exception. I had to meet deadlines for course work and writing thesis. A considerable amount of time was spent on data collection, research design as well as discussing ideas and theories on “Extensive Reading” with  my academic supervisor and university colleagues.

                                              The study sets out with an assumption that Extensive reading unfolds avenues of opportunities for engineering students in personal and professional life.  It also briefs about the prevalent practices that technical institutions adopt to teach English and communication skills in particular. The main aim is not to discourage intensive reading instruction but to make them avid and fluent readers by highlighting the rewards of Extensive Reading. 

                                                  The thesis is divided into six chapters. The first chapter sheds light on the background study followed by the significance, research problem, objectives, outline, limitations and review literature. The second chapter elaborates the nature and significance of reading in a foreign language and countless definitions on reading. Finally, it explores the benefits of Extensive Reading. The third chapter gives a comprehensive idea about the pedagogical aspects and issues related to Extensive Reading in ESL contexts. The fourth chapter provides a pragmatic view on research design, methodology and research gear. The research tools are questionnaires, tests, observations and informal interviews. The survey sample comprises two hundred and forty (240) final year engineering students from three select colleges of JNTU, Hyderabad. (i.e. eighty (80) students from each college.) The fifth chapter offers a broad analysis of the data that was gathered from three select colleges of Hyderabad. The collected data of each college was thoroughly analyzed and the results were discussed under separate headings. The final chapter is about conclusions, findings and suggestions. The research draws to a close with pedagogical implications, limitations and future scope for study.