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The purpose of this study is to evaluate ELT methods, techniques and to indicate classroom activities in the higher educations’ institutions in Punjab particularly with reference to CLT. This study also focuses to point out hurdles and major training needs for improvement in ELT situation. Teachers of college and university are selected as participants for this study. Data is collected from one hundred and eighteen participants by using a questionnaire combination of open ended and close ended items. Data collected have been analyzed qualitatively and quantitatively in the form of percentage, tables and graphs. The findings show that with other teaching techniques and activities, CLT techniques and activities are also being used in our higher education institutions to some extent and similarly facts and figures about ELT success areas manifest that English language teaching in Punjab, Pakistan is moderately successful with respect to different aspects like reading speed, exam success, oral fluency etc. Teachers identified that conversation with native speaker is not as successful as needed. Teachers face many difficulties but these are manageable with respect to CLT. Mostly teachers suggested teacher training programme, use of new technologies, support from administration, small class size and training with native teachers to improve overall ELT situation.
English is one of the most used languages in the world. In Bangladesh, English is introduced here at the primary level and its inclusion continues till the tertiary level of education. A student has to study English as a compulsory subject for ten years to pass the S.S.C. exam. At the secondary level in Bangladesh, English is taught for five years followed by the curriculum of the primary level that includes the learning of English for five years as well. However, after ten years' schooling of English, most of the students fail in English in the S.S.C. exam. Even if they pass, they get very poor marks. However, the students who pass and somehow get good marks do not seem to reflect their achievement practically. They can neither speak fluently and naturally nor understand English when they are not spoken to nor comprehend the meaning of what they read nor can they interpret the reading materials. They cannot write correctly and speak out their feelings and opinions. As a result, they do not learn English at all and reach the target stage that they were supposed to by the end of their curriculum. They pass the examination but actually they are unable to use the language. An empirical study of the causes of the secondary students’ failure in learning English is done. Schools are visited, and data are collected through questionnaire surveys and interviews of the teachers, students and guardians; data are analysed, and finally presented to reveal the causes of their failure.
—Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.
The present study is a comparative study of private and government colleges regarding pedagogical skills of English language teachers and their effectiveness in developing communication skills in undergraduates. Major objectives were to analyze and compare teaching methods used by teachers in both private and government colleges and to evaluate utility of these methods in developing active skills of English language in students..
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