scholarly journals EXPECTATIONS AND REALITY OF LEARNER AUTONOMY AND COMMUNICATIVE COMPETENCE IN PAKISTANI HIGHER EDUCATION INSTITUTIONS: A REVIEW

2020 ◽  
Vol 5 (34) ◽  
pp. 91-101
Author(s):  
Choudhry Shahid ◽  
Eng Tek Ong ◽  
Kung Teck Wong ◽  
Asma Perveen
Keyword(s):  
Higher Education ◽  
English Language ◽  
Communicative Competence ◽  
Higher Education Institutions ◽  
Skill Development ◽  
Learner Autonomy ◽  
Education Level ◽  
Target Language ◽  
Factors Affecting ◽  
Main Factors

The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.

scholarly journals Motivational Strategies among English Language Teachers: An Examination in Higher Education Institutions in the Malaysian Context

2020 ◽  
Author(s):  
Suhaida Omar ◽  
Nik Ahmad Farhan bin Azim @ Nik Azim ◽  
Noor Syamimie Mohd Nawi ◽  
Noraini Zaini
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Higher Education Institutions ◽  
Learner Autonomy ◽  
Teacher Behavior ◽  
Language Teachers ◽  
Future Research ◽  
Motivational Strategies ◽  
Context Specific

Little attention was given to explore and understand motivational strategies among English language (EL) teachers, particularly at higher education institutions (HEIs), despite the on-going interest on this matter. Identifying which strategies are adaptive and maladaptive could help them to promote student motivation in return. This study aims to identify the degree of importance and implementation of motivational strategies among EL teachers and explore to what extent they implement the strategies that they perceived as important. The online questionnaires were distributed to 49 teachers at 11 public universities in Malaysia, and ten of them were interviewed. The findings of this study suggested the implementation of motivational strategies heavily depended on teachers’ perceived motivation in teaching. The highest-rated strategy was Proper Teacher Behavior, and the least preferred was Promote Learner Autonomy, indicating that teacher behavior as an important element in ensuring effective language learning. Next, despite the findings that most students are not ready for learner autonomy, the teachers appeared to have a more positive outlook on the inclusion of learner autonomy, and this contradicts findings of previous studies in the Asian contexts. It also indicates that motivational strategies are neither cultural nor context-specific. However, some strategies are still regarded as very practical, while some are less practical in different learning situations. Future research may include private universities to contribute to the knowledge gap on the lack of information on this topic and eventually enable academics to engage in motivational strategies research across all HEIs in Malaysia.

Implementing TQM practices in Pakistani Higher Education Institutions

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizwan Ahmed ◽  
Syed Iftikhar Ali
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Evaluation Process ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Main Factors ◽  
Measurement And Evaluation

<span>Implementing TQM practices at the Higher Educational Institutions of Pakistan,<span> especially at the business schools, is relatively a new concept and it is in its initial stages.<span> The theoretical framework of this study is based upon the instrument that measures the<span> extent of TQM implementation in Higher Education Institutions. Based upon literature<span> review, the framework having 14 dimensions is used in this study. Exploratory Factor<span> Analysis (EFA) extracted 13 factors as the determinants of TQM Implementation in<span> business schools of Pakistan such as Stakeholders’ Focus, Recognition and Reward,<span> Measurement and Evaluation, Process Control and Improvement, Resources, Leadership,<span> Empowerment are some of the main factors as each of these factors are explaining more<span> than 5% of the variation in the data<br /><br class="Apple-interchange-newline" /></span></span></span></span></span></span></span></span></span></span>

scholarly journals FACTORS AFFECTING THE CHOICE OF HIGHER EDUCATION INSTITUTIONS BY PROSPECTIVE STUDENTS IN LATVIA

2016 ◽  
Vol 4 ◽  
pp. 422-430 ◽  
Author(s):  
Nadezda Rika ◽  
Jana Roze ◽  
Irina Sennikova
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Stepwise Regression ◽  
Higher Education Institutions ◽  
Organizational Factors ◽  
Spearman Correlation ◽  
Prospective Students ◽  
Social Psychological ◽  
Factors Affecting ◽  
Comprehensive Knowledge

Because of increasing competition among Latvian higher education institutions (HEIs), the administrators of these institutions are becoming increasingly interested in understanding how their potential students choose their institution. Comprehensive knowledge of consumer behavior allows institutions to become more effective at making good strategic marketing decisions and to better respond to customers’ needs. The purpose of this study is to understand what factors affect the decision of secondary school leavers in choosing a particular higher education provider and the variables that might predict a student’s choice. The research is based on data collected by the means of a survey distributed among final year students of Latvian secondary schools, with 644 responses analyzed using Spearman correlation and stepwise regression analysis. Analysis of four major groups of factors: cultural, social, psychological, and organizational, revealed that psychological and organizational factors are the best predictors of the choice of HEI. These explained 48% of the variance of the dependent variable (R2 = 0.48; F (1; 641) = 293.46; p < 0.001). The results provide details of the factors with great importance to young people of Latvia in choosing their higher education provider. The HEI can use these factors for designing various student attraction strategies, and thus increase their market share and competitiveness.

scholarly journals Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

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