Language Practices of English Language Teachers at Secondary Level: A Comparative Study of Public and Private Schools in Lahore, Pakistan

Abstract This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.

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A Comparative Study of EFL Classroom Management Strategies employed by Public and Private School English Teachers

Journal of Education and Educational Development ◽

10.22555/joeed.v7i1.2642 ◽

2020 ◽

Vol 7 (1) ◽

pp. 71

Author(s):

Nauman A Abdullah

Keyword(s):

Public Sector ◽

Classroom Management ◽

Private Sector ◽

Comparative Study ◽

English Language ◽

Management Strategies ◽

Language Teachers ◽

Public And Private ◽

Classroom Management Strategies ◽

English Language Teachers

<div><p>This research project was a comparative study of classroom management practices of English language teachers in secondary level public and private sector schools of Lahore. The purpose of the research was to establish the practices and the strategies used by the English language teachers. A total of 200 including 100 public sector and 100 private sector school teachers, teaching English language, were randomly selected for the present research using random sampling techniques. A close-ended questionnaire was developed by the researchers to collect data from the respondents. The researchers personally collected the data. After receiving the data they were entered into the spreadsheet of SPSS version 21.0. Different statistical techniques were used to analyze the data. Mean scores along with standard deviations were calculated in descriptive statistics. In inferential statistics, independent sample t-tests and one-way ANOVA were calculated. There were significant differences in the classroom management strategies used by public sector and private sector English language teachers. Policy recommendations were given for the administration of the schools to encourage EFL teachers to effectively use classroom management strategies.</p></div>

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A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools

Global Language Review ◽

10.31703/glr.2021(vi-iii).07 ◽

2021 ◽

Vol VI (III) ◽

pp. 65-74

Author(s):

Amna Zahra ◽

Ayesha Butt ◽

Sadia Rafique

Keyword(s):

Public Sector ◽

Private Sector ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Teaching Methodologies ◽

Public And Private ◽

Primary Level ◽

English Language Teachers ◽

Public And Private Sector

The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.

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Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽

10.3329/iiucs.v13i0.37649 ◽

2018 ◽

Vol 13 ◽

pp. 93-102

Author(s):

Md Morshedul Alam

Keyword(s):

Secondary Schools ◽

English Language ◽

Secondary Level ◽

Communicative Language Teaching ◽

Language Teachers ◽

Policy Makers ◽

Large Class Size ◽

Rural Bangladesh ◽

English Language Teachers ◽

Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

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A Comparative Study on the Current TESL Curriculum: Identifying a Match for Industry Revolution (IR) 4.0

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.6p.214 ◽

2018 ◽

Vol 7 (6) ◽

pp. 214 ◽

Cited By ~ 1

Author(s):

Faizah Abd Majid

Keyword(s):

Comparative Study ◽

English Language ◽

Language Teachers ◽

Curriculum Developer ◽

Policy Makers ◽

Common Trend ◽

Core Courses ◽

English Language Teachers ◽

The Common ◽

Programme Outcomes

This paper examines TESL curriculum and how the curriculum relates to the training of the super skills needed in Industry Revolution 4.0 (IR 4.0). Specifically, a comparative study on several TESL programmes offered in several public universities in Malaysia will provide the common trend among the universities and specific strengths of each university. Focus of comparison includes the programme outcomes (PO), discipline core courses offered, methods of delivery and assessment. The comparisons are made to shed some lights on how universities are providing relevant training for the pre-service English language teachers in meeting the demand of Industry Revolution 4.0. In addressing the relevance of the curriculum, a discussion on the super skills needed for IR 4.0, IR characteristics and components will be briefly provided. Findings that address the strengths and rooms for improvement in the current TESL programme curriculum in meeting the need of IR 4.0 could benefit policy makers, curriculum developer and TESL trainers.

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The Causes of English Writing Anxiety among Pakistani ESL Students: Perceptions of Teachers and Students

Pakistan Journal of Humanities and Social Sciences ◽

10.52131/pjhss.2021.0901.0109 ◽

2021 ◽

Vol 9 (1) ◽

pp. 21-27

Author(s):

Muhammad Fareed ◽

Imran Khan ◽

Huma Akhtar

Keyword(s):

English Language ◽

Writing Skills ◽

Language Teachers ◽

Esl Students ◽

Public And Private ◽

Writing Anxiety ◽

Language Writing ◽

English Language Teachers ◽

Group Interviews ◽

Public And Private Sector

English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents’ Urdu translation into English. The findings revealed multiple causes of Pakistani ESL students’ English language writing anxiety.

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Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask

Modern Applied Science ◽

10.5539/mas.v12n4p1 ◽

2018 ◽

Vol 12 (4) ◽

pp. 1

Author(s):

Hamzah A. Omari

Keyword(s):

Grade Level ◽

English Language ◽

Language Teachers ◽

Descriptive Statistics ◽

Public And Private ◽

Basic Stage ◽

Secondary Stage ◽

Efl Teachers ◽

Different Types ◽

English Language Teachers

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level.

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Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges

Rupkatha Journal on Interdisciplinary Studies in Humanities ◽

10.21659/rupkatha.v12n5.rioc1s23n1 ◽

2020 ◽

Vol 12 (5) ◽

Author(s):

Nafis Mahmud Khan ◽

◽

Khushboo Kuddus ◽

Keyword(s):

Quantitative Research ◽

English Language ◽

Language Teaching ◽

Secondary Level ◽

Language Teachers ◽

English Language Teaching ◽

Significant Information ◽

Secondary English ◽

Teachers Perceptions ◽

English Language Teachers

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

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Englicious: Teaching English Grammar in Schools

English Today ◽

10.1017/s0266078415000437 ◽

2015 ◽

Vol 31 (4) ◽

pp. 63-64

Author(s):

Rachel Fletcher

Keyword(s):

English Language ◽

National Curriculum ◽

Continuing Professional Development ◽

Secondary Level ◽

Language Teachers ◽

Teaching English ◽

English Grammar ◽

English Usage ◽

English Language Teachers ◽

Online Library

Englicious is a new online library of resources for English language teachers that has been designed by the Survey of English Usage at UCL. It offers not only lesson plans and activities for use in the classroom, but a collection of Continuing Professional Development resources for teachers, all aimed at supporting the teaching of the new National Curriculum in England. There is a particular focus on spelling, punctuation and grammar (SPaG), and especially on preparing pupils for the Year 3 and Year 6 SPaG tests, but users will also find materials covering many other aspects of English Language at both a primary and a secondary level.

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