scholarly journals The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Mamuna Ghani ◽  
Muhammad Din
Keyword(s):  
Creative Writing ◽  
Quantitative Research ◽  
Language Skills ◽  
Achievement Test ◽  
Teaching Tool ◽  
Teaching English ◽  
Efl Learners ◽  
Language Areas ◽  
Esl Learners ◽  
And Task

Creative writing means the ESL/EFL learners’ capacity to respond vividly and spontaneously, and to convey responses freely in their writing. This study brings to light the fact that teaching English through literature does not render any positive pay off in developing and honing the EFL/ESL learners’ creative writing. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards “developing creative writing through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals Developing Lexical Competence Through Literature: A Study of Intermediate Students of Pakistan

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Muhammad Din ◽  
Mamuna Ghani
Keyword(s):  
Quantitative Research ◽  
Vocabulary Knowledge ◽  
Intermediate Students ◽  
Efl Learners ◽  
The Difference ◽  
Lexical Competence ◽  
Esl Learners ◽  
Insight Into ◽  
And Task

This study brings to light the fact how much teaching English through literature renders any pay off in developing and honing the EFL/ESL learners’ lexical competence. This study strives to investigate the role of literature in developing the ESL/EFL learners’ lexical competence, find out the ESL/EFL learners’ attitude towards teaching lexical competence through literature, know the lexical competence level of the ESL learners, examine ESL/EFL learners’ vocabulary knowledge and get insight into the difference between the ESL/EFL learners’ receptive and productive knowledge of vocabulary. In the Pakistani context, literature seems to be inadequate language teaching tool at HSSC level. To achieve the set objectives, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of vocabulary was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher has also conducted “Vocabulary Level Test” and “Word Associate Test” as achievement tests. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop lexical competence when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals Language Competence of HSSC Level Students in Pakistan: Developing Writing Proficiency through Literature

2018 ◽  
Vol 8 (3) ◽  
pp. 65
Author(s):  
Muhammad Din ◽  
Muhammad Asif Khan ◽  
Mamuna Ghani
Keyword(s):  
Quantitative Research ◽  
Achievement Test ◽  
Sentence Structure ◽  
Writing Proficiency ◽  
Language Competence ◽  
Efl Learners ◽  
Proficiency Level ◽  
Writing Skill ◽  
Language Areas ◽  
Pie Chart

Writing is a means of communication and part of everybody’s education. Writing as a medium of language has its special features. This study brings to light the fact that teaching English through literature does not render any substantive and positive pay off in developing and honing the ESL/EFL learners’ writing skill. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of four categories i.e., grammar, vocabulary, sentence structure and creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards “developing writing skill through literature” and the score of their achievement test. This study has also strived to categorize the subjects in accordance with their proficiency level and computed a pie chart to illustrate their proficiency level. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals Problems in Sentence Construction at HSSC Level in Pakistan

2017 ◽  
Vol 8 (1) ◽  
pp. 200
Author(s):  
Muhammad Din ◽  
Mamuna Ghani
Keyword(s):  
Secondary School ◽  
Quantitative Research ◽  
Achievement Test ◽  
Sentence Structure ◽  
Teaching English ◽  
English Sentence ◽  
School Certificate ◽  
Syntactic Skills ◽  
Sentence Construction

This study entitled “Problems in the Construction of Sentence at HSSC Level in Pakistan” strives to unearth the problems faced by the students in learning sentence structure through literature and the facts regarding the role of literature as a teaching tool in teaching English as a second/foreign language with reference to the construction of sentence at Higher Secondary School Certificate (HSSC) level in Pakistan. This study also investigates how much the students learn English sentence structure through literature. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 30 items encompassing the different aspects of sentence structure was designed to collect data from 600 subjects (male/female) of HSSC (Higher Secondary School Certificate) level. The researcher has also conducted an achievement test so that a correlation might be drawn between their attitude towards “teaching English sentence structure through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX) which is commonly used in applied linguistics. The findings of this study explicitly reveal that the EFL learners remain unable to learn and develop both the contraction of sentence and syntactic skills when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the FL educators. 

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Vol 2 (1) ◽  
pp. 68-81
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
pp. 64-76
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that the ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Glocal Intercultural Communicative Competence among Young EFL Learners from English Native-teacher’s Perspective within Saudi Vision 2030

2021 ◽  
Vol 2 (1) ◽  
pp. p11
Author(s):  
Abdurrahman M. Alfahadi
Keyword(s):  
Quantitative Research ◽  
Communicative Competence ◽  
Language Skills ◽  
Future Research ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Course Material ◽  
Vision 2030 ◽  
Key Issues ◽  
Native Teachers

This qualitative research aims, first, to address key issues in the language classroom with regards to fostering the development of Intercultural Communicative Competence among Saudi EFL foreign language young learners under the influence of VAS 2030, and second, to provide practical ideas for EFL teachers to promote Intercultural Communicative Competence at the GLOCAL level in a more integral way. It intends to investigate glocal intercultural communicative competence among young EFL learners from English native-teachers’ perspective within Saudi vision 2030. The sample of the study included 4 English native teachers from America, England, South Africa and Canada. This qualitative-quantitative research used questionnaire survey and texts as data collection instruments. The data was analyzed textually and numerically. The findings of the study showed that the participants showed their consciousness about the significance of glocal intercultural communicative competence in developing young EFL learners’ language skills within Saudi Vision 2030. Also, the results showed the significance of the glocal intercultural communicative competence in developing Saudi EFL learners’ language skills (competence). Also, it is concluded that raising young Saudi EFL learners’ awareness about the importance of the glocal intercultural communicative competence should be incorporated in EFL textbooks, course material and teaching curriculum in Saudi Arabia. This study recommends that further future research be conducted in this regard.

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Effectiveness of Explicit Corrective Feedback in Learning English

Al-Burz ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 9-20
Author(s):  
Uroosa Shah
Keyword(s):  
Second Language ◽  
Frequency Distribution ◽  
English Language ◽  
Language Skills ◽  
Corrective Feedback ◽  
Efl Learners ◽  
Estimation Techniques ◽  
Different Types ◽  
Esl Learners ◽  
English Subject

This study has been aimed at contrasting the consequences of explicit and implicit corrective feedback on pupils of second language. Furthermore, in this research, corrective feedback is categorized into different types and their effect on ESL/EFL learners was also analyzed. A 5-point likert-scale was utilized in this study which was responded by teachers of English subject. After the responses have been collected, SPSS has been used to do all the estimation techniques involving correlation and frequency distribution which represented that explicit type of corrective feedback has a huge influence on the language skills of the learner specifically with their command on the second language. A total of 150 teachers have responded to the questionnaire. The sampling of this particular research were the instructors of English language center of Quetta city, Baluchistan. This thesis emphasizes teachers to adopt the technique of providing overt kind of “Explicit” corrective feedback in a very productive and strategic method and make EFL/ESL learners aware of the techniques through which they can enhance their linguistic skills. Teachers had better not focus upon the feedback rather they ought to take on distinguish methodologies of corrective feedback. In addition, it would be significant for educators to inquire “the way of handling errors on advanced and elementary levels”. Undoubtedly explicit kind of feedback is more efficient and productive as it can be observed easily but instructors must acquire the types of corrective feedback according to students caliber and course levels.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

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