Jehangir Adil Education 2016 HSR SUSIT Peshawar 24.06.2016
Jehangir Adil Education 2016 HSR SUSIT Peshawar 24.06.2016
A Thesis Submitted
By
Jehangir Adil
Supervised By
Prof. Dr Muhammad Iqbal
Ph.D (Education) USA
DEPARTMEN OF EDUCATION
FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION SARHAD
UNIVERSITY OF SCIENCE AND INFORMATION TECHNOLOGY,
PESHAWAR – PAKISTAN
SPRING 2015
Approval sheet
We approve the thesis of Mr. Jehangir Adil under the title,
“Diagnostic Study of English Teaching Practices at Secondary
Education Level in Khyber Pakhtunkhwa, Pakistan” submitted to
Sarhad University of Science and Information Technology, Peshawar, in
partial fulfilment of the requirements for the award of the Degree of Doctor
of Philosophy in Education.
DEPARTMENT OF EDUCATION
FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION
SARHAD UNIVERSITY OF SCIENCE & INFORMATION
TECHNOLOGY, PESHAWAR-PAKISTAN
SPRING-2015
ii
Dedication
iii
Acknowledgements
First of all, the researcher is grateful to Almighty Allah, Who gave him strength
to complete this work. Thereafter, all thanks are due to the Holy Prophet Muhammad
(PBUH), who received revelation of Allah ‘Read in the name of Allah.’
Third, his sincere thanks are also due to Professor Dr. Qamar Zaman Chairman
Statics Deptt: University of Peshawar and Dr M.Shakeel who always encouraged him
in this endeavour. There are a number of other friends and relatives who supported him
in this research. Among those are: Mr. Dr Muhammad Younas; Mr. Humayun Khan
and Rubi deserving his special thanks.
Last but not the least; he expresses his deep sense of gratitude to his wife and
children for their constant support and encouragement, without which it would not have
been possible to complete this work.
Jehangir Adil
iv
Abstract
It was a descriptive and diagnostic study, which made an analysis of the
teaching practices in the subject of English at the secondary school level in five districts
of Khyber Pakhtunkhwa (KP) province, Pakistan. These districts were Abbottabad,
Kohat, Mardan, Peshawar and Swat, which were randomly selected from different
administrative divisions with a view to generalize the results of the study to the entire
province. The rationale of the study was based on the consideration that effective
learning of students largely depended on the effective and relevant teaching practices
of English language teachers. It was, therefore, imperative that subject teachers should
have not only command over the subject of English but also have the necessary
pedagogical skills. The large scale failure of students was owing to the poor quality of
teaching in the Subject of English. It was, in this background, that a diagnostic study of
teaching practices in the subject of English at the secondary school level was considered
necessary. The main objectives of the study were to review relevant literature for
drawing indicators for development of instruments; identification and description of
different teaching practices in the subject of English at the secondary school level in
order to know their strengths and weaknesses for remedial solution of the problem of
the study. In order to achieve these objectives key questions were framed, which asked
about the current English teaching practices of Government Boys’ High Schools’ their
strengths and weaknesses and recommendations for improvement. In order to fit the
problem of the study in the general framework of research relevant literature both in
local and global perspectives was reviewed. Exhaustive description of the four
important English language skills: listening; reading; writing and speaking was given.
A sizable literature was reviewed on the role of A.V. Aids; teacher training of the
subject teachers in English; classroom environment; the curriculum and its models; the
evaluation of students and finally a critique of the literature review was provided. The
methodology of the study focused on accurate and factual description of the facts and
features of the given population; a clear purpose and statement of the problem and
development of a set of research tools on the basis of indicators drawn from literature
and their pilot testing. The instruments for data collection included an opinionnaire for
school heads and subject teachers and a checklist for classroom observation of 9th and
10th classes in all the 104 sampled Government Boys’ High Schools in the selected
districts. The opinionnaire contained 54 items with five options based on Likert’s scale.
The Checklist of Classroom observations contained 37 items with three options. The
quantitative data were analysed with the help of tables and graphs and interpreted with
the help of simple and complex statistical measures such as percentages; Chi square
and Odd Ratio were calculated to assess the association. The qualitative data were also
discussed and described in narrative form. The population of the study included all the
104 Principals/Headmasters and 208 Subject Teachers in the subject of English of
Government Boys’ High Schools both in urban and rural areas of the five selected
districts of the province. The sample included 30% heads of schools and 30% subject
teachers. Data were collected both from primary and secondary sources and given
qualitative and quantitative treatment. The outcome of the study revealed the failures
v
of all the subject teachers to use lesson plans. There was no use of the Direct Method
of Teaching, which could help in promoting speaking skills of students. The teachers
simply depended on Grammar Translation Method and Reading Methods. It was owing
to the fact that the teachers themselves were not exposed to the Direct Method of
Teaching in the Teacher Training Colleges where they received the training. The
ground realities during classroom observations did not confirm some of the statements
of the Principals and Subject Teachers. For example, contrary to their statements, it
came to light in classroom observation that students were not motivated and prepared
for the next lessons and no formative and summative questions were posed to them
during teaching by the subject teachers. There was also no interaction between teachers
and students. The classroom environment was also mostly not found congenial to
proper teaching learning process. The study answered all the three key questions and
highlighted the strengths and weaknesses of the current teaching practices. The
strengths were that teachers used Grammar Translation Method which, in the absence
of Direct Method, suited the socio-cultural environment of the localities. They utilized
full time in classes; made use of dictionary; their teaching practices developed three
skills of listening; reading and writing. The weakness of the current teaching practices
based on the opinionnaires and class room observations were that teachers did not use
lesson plans; did not use Direct Method of Teaching, which could promote the speaking
skills of students. They also did not use Audio-lingual and Communicative Methods.
Teachers lacked the potential and ability to use Direct Method and their training in the
subject of English was half-baked, which required improvement. The study made a
couple of recommendations for remedial solution of the problem. Those included
complete training of Teachers in the subject of English and their exposure to an
orientation enabling them to play an effective role in teaching the students with the help
of Direct Method; promoting interaction between classroom teacher and students;
providing classroom environment conducive to proper teaching learning process by
maintaining positive and negative reinforcements.; using three factors of Readiness;
Motivation and Interest for promoting classroom interaction; making use of teaching
strategies according to the learning styles of students: use of lesson plans and A.V.Aids
by teachers and developing a distinct culture among students for promoting learning
process is another prerequisite, which is recommended, for achieving academic
excellence.
vi
Table of Contents
Approval sheet ...............................................................................................................ii
Dedication .....................................................................................................................iii
Acknowledgements ....................................................................................................... iv
Abstract .......................................................................................................................... v
Introduction .................................................................................................................. 1
vii
1.8.1 Listening Skills ................................................................................................................ 8
viii
Review of Literature .................................................................................................. 20
ix
2.7.4 To Determine a Purpose......................................................................... 36
2.11 Language laboratory- An Effective Helping Aid for the Teaching of English
language........................................................................................................................... 52
x
2.13 Teacher Training of English Teachers ................................................................. 57
xi
Findings, Conclusions, Summary and Recommendations ................................... 183
Appendix A: List of Principals and Head Masters of the study ........................ 218
Appendix G: National Curriculum for English Language Grade 9 & 10th ..... 247
Appendix J: Enrolment of 9th and 10th classes in five districts of KP. .......... 262
xii
List of Tables
Table Title Page
District wise sample of Principals/Head Masters and Subject
1 Teachers in Govt Boys’ High Schools by urban and rural areas in 84
2012-13.
2 Teachers of English Plan their Lessons Daily 88
3 Teachers of English use Reading Method 89
4 Teachers of English use Audio-Lingual Method 90
Audio-Lingual Method Develops Fluency in Speaking English
5 91
Language
6 Teachers of English use Communicative Method 92
7 Teachers of English use Different Method of Teaching. 93
8 Teachers of English use Direct Method 94
Teaching English through Direct Method is Difficult both for
9 95
Teacher and Students
Direct Method of teaching English improves the spoken English of
10 96
students
11 Teachers of English Mainly use Grammar Translation Method. 97
12 Grammar Translation Method is easy to use in Classroom 98
Abstract Ideas can be Easily Explained by Grammar Translation
13 99
Method.
14 Grammar Translation Method Facilitates Correct Writing in English 100
Pakistani Social Environment is Supportive of Grammar Translation
15 101
Method.
Grammar Translation Method is Suitable for Large Classrooms in
16 102
the Subject of English.
Examination system in Pakistan is based on Grammar Translation
17 103
Method.
Grammar Translation Method is the Most Common Method in High
18 104
Schools.
19 Students are prepared by the Teacher for Lesson. 105
20 Teachers of English use A.V. Aids. 106
xiii
21 Black Board is Frequently Used by Teachers. 107
22 Computer is Used as Teaching Tool in the Classroom. 108
23 Teacher Student’s Interaction Takes Place in the Classroom. 109
24 Students are Motivated by Teachers in Classrooms. 110
Students Know the use of Dictionary for the Improvement of
25 111
English Vocabulary.
26 Teachers use Full Time in Class Period 112
27 Listening Skill is Mostly Used in Classrooms. 113
28 Reading Skill of Students is Used in Classrooms. 114
29 Writing Skill of Students is Used in Classroom. 115
30 Speaking Skill of Students is Used in Classrooms. 116
Combination of all Four Skills i.e. Listening, Speaking, Reading and
31 117
Writing is Used in the Classrooms.
32 The Environment of English Classroom is Learner-Centered. 118
33 Teachers of English Work as a Facilitator and Guide. 119
34 Teachers of English Always Move Around in the Classroom. 120
Teachers of English Use Authority for Maintaining Discipline in the
35 121
Classrooms if Necessary.
36 Attitude of Subject Teachers is Student Friendly. 122
37 Teachers of English Are Punctual and Regular in Taking their Class 123
Real Life Situation is Created by Teachers for English Language
38 124
Learning in the Classroom.
39 Textbook in the Subject of English is not Boring. 125
The Course in the Subject of English Helps in Developing Listening
40 126
Skill of Students.
41 The Course Helps in Developing Speaking Skill of Students 127
The Course of English Helps in Developing Reading Skill of
42 128
Students.
43 The Course Helps in Developing Writing Skill of Students. 129
44 Textbook of English is According to the Mental Level of Students. 130
Teachers Regularly Check the Notebooks of Students and Provide
45 131
them With Written and Verbal Feedback.
xiv
Formative Evaluation of Daily Lesson Takes Place in the Subject of
46 132
English During Class.
Summative Evaluation of Daily Lesson Takes Place in the Subject
47 133
of English after Class.
48 Monthly or Periodical Tests are Taken by the Teachers of English. 134
Students’ Evaluation Improves the Four Skills of Listening,
49 135
Speaking, Reading and Writing.
50 Teachers of English are Evaluated on the Basis of Students’ Results. 136
51 Student’s Progress Reports are Sent to their Parents. 137
Pre-Service Training of Teachers of English Enables them to Know
52 138
and Apply Various Teaching Methods of English.
In-Service English Training is Given to all English Teachers from
53 139
Time to Time.
Duration of Teacher Training is enough for Teachers to Equip them
54 140
with Necessary Skills in English.
Teacher Training Institutes have all Basic Facilities for Enhancing
55 141
the Four Skills of English.
56 Teachers Used the Lesson Plan 142
57 Teachers Used Grammar Translation Method. 143
58 Teachers Used Reading Method. 144
59 Translation is According to the Students’ Level. 145
60 Teachers Used the Direct Method 146
61 Teachers Used Audio-Lingual Method 147
62 The teachers Used Communicative Method 148
63 Teachers Used Different Methods Simultaneously in the Classroom. 149
64 Teachers’ Instruction is Clear. 150
65 Teacher- Students Interaction Took Place in the Classroom. 151
66 Teachers Used target language. i.e. English. 152
67 Voice Quality of English Teacher. 153
68 Eye-Contact of English Teachers. 154
69 Gesture and Body Language of Teachers. 155
70 Full Utilization of Teachers’ Time inside the Classroom 156
71 Use of A-V Aids 157
xv
72 Use of Tape-Recorder. 158
73 Use of Computer. 159
74 Demonstration as well as Explanation by Teachers 160
75 Recapitulation of the Lesson Taught 161
76 Assign Home Work to Students 162
77 Development of Students’ Listening Skills 163
78 Development of Speaking Skills 164
79 Development of Students’ Reading Skills 165
80 Development of Students’ Writing Skills 166
81 Classroom Environment is Student-Centered. 167
82 Attitude of English Teacher is Friendly 168
83 Classroom was Fully Lightened 169
84 The Seating Arrangement Facilitated Learning 170
85 Classroom was Overcrowded 171
86 Textbook was Interesting 172
87 Textbook Develops Listening Skills 173
88 Textbook Develops Speaking Skills 174
89 Textbook Develops Reading Skills 175
90 Textbook Develops Writing Skills 176
91 Students’ Evaluation during Class 177
92 Students’ Evaluation at the end of Class 178
93 Overall Picture of Classroom Observation 179
xvi
List of Figures
Figure Title Page
1 A Framework for Understanding Teaching and Learning 59
2 Teachers of English Plan their Lessons Daily 89
3 Teachers of English use Reading Method 89
4 Teachers of English use Audio-Lingual Method 90
5 Audio-Lingual Method Develops Fluency in Speaking English
91
Language
6 Teachers of English use Communicative Method 92
7 Teachers of English use Different Method of Teaching 93
8 Teachers of English use Direct Method 94
9 Teaching English through Direct Method is Difficult both for
95
Teacher and Students
10 Direct Method of teaching English improves the spoken English of
96
students
11 Teachers of English Mainly use Grammar Translation Method 97
12 Grammar Translation Method is easy to use in Classroom 98
13 Abstract Ideas can be Easily Explained by Grammar Translation
99
Method
14 Grammar Translation Method Facilitates Correct Writing in English 100
15 Pakistani Social Environment is Supportive of Grammar Translation
101
Method
16 Grammar Translation Method is Suitable for Large Classrooms in
102
the Subject of English
17 Examination system in Pakistan is based on Grammar Translation
103
Method
18 Grammar Translation Method is the Most Common Method in High
104
Schools
19 Students are prepared by the Teacher for Lesson 105
20 Teachers of English use A.V. Aids 106
21 Black Board is Frequently Used by Teachers 107
22 Computer is Used as Teaching Tool in the Classroom 108
xvii
23 Teacher Student’s Interaction Takes Place in the Classroom 109
24 Students are Motivated by Teachers in Classrooms 110
25 Students Know the use of Dictionary for the Improvement of English
111
Vocabulary
26 Teachers use Full Time in Class Period 112
27 Listening Skill is Mostly Developed in Classrooms 113
28 Reading Skill of Students is Developed in Classrooms 114
29 Writing Skill of Students is Developed in Classroom 115
30 Speaking Skill of Students is Developed in Classrooms 116
31 Combination of all Four Skills i.e. Listening, Speaking, Reading and
117
Writing is not Developed in the Classrooms
32 The Environment of English Classroom is Learner-Centered 118
33 Teachers of English Work as a Facilitator and Guide 119
34 Teachers of English Always Move Around in the Classroom 120
35 Teachers of English Use Authority for Maintaining Discipline in the
121
Classrooms if Necessary
36 Attitude of Subject Teachers is Student Friendly 122
37 Teachers of English Are Punctual and Regular in Taking their Class 123
38 Real Life Situation is Created by Teachers for English Language
124
Learning in the Classroom
39 Textbook in the Subject of English is not Boring 125
40 The Course in the Subject of English Helps in Developing Listening
126
Skill of Students
41 The Course Helps in Developing Speaking Skill of Students 127
42 The Course of English Helps in Developing Reading Skill of
128
Students
43 The Course Helps in Developing Writing Skill of Students 129
44 Textbook of English is According to the Mental Level of Students 130
45 Teachers Regularly Check the Notebooks of Students and Provide
131
them with Written and Verbal Feedback
46 Formative Evaluation of Daily Lesson Takes Place in the Subject of
132
English During Class
xviii
47 Summative Evaluation of Daily Lesson Takes Place in the Subject
133
of English after Class
48 Monthly or Periodical Tests are Taken by the Teachers of English 134
49 Students’ Evaluation Improves the Four Skills of Listening,
135
Speaking, Reading and Writing
50 Teachers of English are Evaluated on the Basis of Students’ Results 136
51 Student’s Progress Reports are Sent to their Parents 137
52 Pre-Service Training of Teachers of English Enables them to Know
138
and Apply Various Teaching Methods of English
53 In-Service English Training is Given to all English Teachers from
139
Time to Time
54 Duration of Teacher Training is enough for Teachers to Equip them
140
with Necessary Skills in English
55 Teacher Training Institutes have all Basic Facilities for Enhancing
141
the Four Skills of English
56 Teachers Used the Lesson Plan 142
57 Teachers Used Grammar Translation Method. 143
58 Teachers Used Reading Method 144
59 Translation is According to the Students’ Level 145
60 Teachers Used the Direct Method 146
61 Teachers Used Audio-Lingual Method 147
62 The teachers Used Communicative Method 148
63 Teachers Used Different Methods Simultaneously in the Classroom 149
64 Teachers’ Instruction is Clear 150
65 Teacher- Students Interaction Took Place in the Classroom 151
66 Teachers Used target language. i.e. English 152
67 Voice Quality of English Teacher 153
68 Eye-Contact of English Teachers 154
69 Gesture and Body Language of Teachers 155
70 Full Utilization of Teachers’ Time inside the Classroom 156
71 Use of A-V Aids 157
72 Use of Tape-Recorder 158
73 Use of Computer 159
xix
74 Demonstration as well as Explanation by Teachers 160
75 Recapitulation of the Lesson Taught 161
76 Assign Home Work to Students 162
77 Development of Students’ Listening Skills 163
78 Development of Speaking Skills 164
79 Development of Students’ Reading Skills 165
80 Development of Students’ Writing Skills 166
81 Classroom Environment is Student-Centered 167
82 Attitude of English Teacher is Friendly 168
83 Classroom was Fully Lightened 169
84 The Seating Arrangement Facilitated Learning 170
85 Classroom was Overcrowded 171
86 Textbook was Interesting 172
87 Textbook Develops Listening Skills 173
88 Textbook Develops Speaking Skills 174
89 Textbook Develops Reading Skills 175
90 Textbook Develops Writing Skills 176
91 Students’ Evaluation during Class 177
92 Students’ Evaluation at the end of Class 178
xx
List of Appendices
xxi
List of Acronyms and Abbreviations
A. V. Aids Audio-Visual aids
A.L.M Audio-Lingual Method
A.T Arabic Teacher
B. A Bachelor of Education
B.S Bachelor of Science
xxii
TT Theology Teacher
USAID United States Agency for International Development
xxiii
Chapter-1
Introduction
1.1 Background of the Study
School level education in Pakistan consists of four stages: Primary (grade 1-5),
Middle (grade 6-8), High (grade 9-10), and Higher Secondary (grade 11-12). Secondary
Education plays an intermediary role between Elementary Education and Higher
Education which is important in providing human resource capital for socio-economic
development of the country. National Education Policy of Government of Pakistan
(1998-2010:37) documented the importance of Secondary Education and stated, “The
quality of higher education depends upon the quality of Secondary Education. It is a
stage, where a student reaches to the age of adolescence and that is the most crucial
stage of life”. Academically developed countries are focusing their attention on research
to solve the growing problems of Secondary Education and find out remedial solutions
for them.
In Pakistan, there are two schools of thoughts: one is in favour of English and
the other is against English. Both of them are extremists. They become sentimental
rather than logical on the issue. Apart from sentimental considerations either in favour
or against English, the fact remains that the study of English as a second language is
indispensable for Pakistani youth, who want to reap the full fruit of modern education
and technology.
The current study is essential for two important reasons. One is the large scale failure
in the subject of English and the second is the use of teaching strategies and practices
that do not suit the purpose and intent for acquiring proficiency of students in spoken
English.
2
1.3 Importance of English Language
In Pakistan, today we need English mainly from the utilitarian point of view
rather than for cultural purpose. As a language of great utility, English serves as the
medium through which we can establish contact with the intellectuals of the world over
who can facilitate us to know what is happening elsewhere. Therefore, the main purpose
of teaching English is not to give our students access only to literature, but to make
them active users of simple, natural and living English.
3
1.5 The Teacher of English
Ellis (2005:16) stated that learning style is more or less a consistent way in
which a person perceives, conceptualizes, organizes and recalls information when
needed. It is a fact that learning styles of the learners will be affected by their life-long
experiences, cultural and the surrounding in which they live.
Four steps play vital role if a teacher realizes it: plan, teach, observe and reflect.
Students can learn better and sharply if the teaching methods match their learning style.
Self-esteem of the students also has a durable effect on learning. Teacher-student
relationship is also a tool for establishing positive learning. Students may prefer a
visual, (seeing), auditory (hearing), kinaesthetic (moving) or tactile (touching) way of
learning.
Those who prefer visual learning style, look at the teacher’s face consistently,
looking at charts and books. Those students, who prefer auditory learning style, like
dialogues, discussion and plays. Students with kinaesthetic learning style are mainly
active learners, use movements in the classrooms. Students with tactile way of learning
are using writing in drawing abilities; they can learn well if they are provided activities
like demonstrations and projects.
According to McCarthy (1999:20) following are the four learning styles of
learners:
1. Innovative learners, who enjoy social interaction, they are cooperative in nature;
they want to transform this world into a better place.
2. Analytic learners are those who want to be developed intellectually and wish to
realize important things.
4
3. Common sense learners are those who want to point solution. They are practical
and straightforward students.
4. Dynamic learners are those who can synthesize various information quite easily.
They are full of zeal and adventures.
1. Direct Method.
3. Audio-Lingual Method
4. Humanistic Approach
5. Structural Method
6. Reading Method
7. Eclectic Approach
It is the one in which English is taught in English without the support of mother
tongue. It is argued that mother tongue is learnt without the support of other languages
as it is directly acquired. It was introduced in 20th century as a reaction to Grammar
Translation Method in which a new expression is cultivated in learners’ minds directly.
This method can be connected with other methods for fruitful outcomes.
5
1.7.2 Grammar Translation Method (G.T.M)
Most of the old teachers are taught by this method, Teachers do not read latest
literature about teaching methods of English; no proper facilities for in-service teacher
training are available and most of the teachers and Principals strongly condemn any
change. As such they prefer old methods.
Timurei (1999) stated that it is known as army method started in 1940s during
the World War II, as the Americans were interested to know the languages of both their
friends and enemies. So, they opened various language centres in their army bases with
a heavy emphasis on oral skill. Courses taught there, were known as Army Method. In
1950s the Army Method was named as Audio-Lingual Method.
Jackson (2014) discussed that the followers of this method strongly advocate
and stress that learners’ affective domain is of great importance which should not be
sacrificed at any cost. Language learning should be learner-centred and learners should
be kept in mind while preparing contents for them. It is desirable to take into account
their physical, mental, emotional and socio- cultural background. Humanism can be
briefly concluded as it is beyond impossibility to teach anything to every individual but
to teach them what they need and can absorb.
6
1.7.5 Structural Method
Richards and Rodgers (1995) stated that in this method materials are presented
in a logical order, well supported by proper pictures and suitable exercises. Appropriate
textbooks prepared on such pattern can pave the way for the learners of English
language. Learning becomes habit formation. Structural aspect of grammar is vividly
followed that helps in memorization of learning materials. Teaching `
Tarone and Yule (1989) discussed that eclectic approach is also the need of the
time to be used in a classroom, in which different teaching methods are used. It may be
pointed out that none of the recognized methods of teaching is fool-proof. It is not
advisable for a teacher of English to stick to a particular method and technique of
teaching.
Certain new methods may not work well in the hands of a teacher whose
education was done in old fashion. It is also not necessary that certain methods that
proved successful in advanced countries, may give fruit-full results in Pakistan. A well-
trained teacher is the best judge of these methods. The best method is the one that works
well in the hands of the teacher.
Listening, speaking, reading and writing are the main areas to be properly
addressed by all English teachers, on regular basis. The necessary skills in these areas
7
should be developed by a teacher who teaches the subject of English. A brief description
of these skills is given in the following sections:
For this purpose, a teacher must have a basic knowledge of English phonology,
syntax and lexicon. Moreover, knowledge of the real world, acquaintance with attitude
and interest, knowledge of the cultural context is also of great importance with respect
to listening comprehension.
In the past, English language was the langue Franca of the British
Commonwealth, but due to global scene its importance is acknowledged in the most
parts of the world. Due to rapid expansion of globalization, goods, services, information
and frequent movements of the masses, the need of English, being a common language
8
of communication is seriously felt. The demand for English fluency is on the top, now,
throughout, the world. This phenomenon is also seriously felt in Pakistan because she
is also riding on the tide of globalization. Unfortunately, more emphasis is on reading
and writing skills but no preference is given to listening and speaking skills. However,
now, it is the time to prioritize speaking skills as well.
Booth and Swartz (2004) reported that like listening, reading was also
considered a dead and passive skill. However, today it has been given more importance.
It is a complex skill made up of a number of psychological, physical and social
elements. Although, in the classroom, no attention is given to it in the real sense due to
lack of time. Habit of reading newspapers, novels and other books can help for
extensive reading seems quite beyond the reach of majority of students. Both reading
and writing are used in all schools, colleges and universities, but more attention is
required to be given to it.
Tahir (2004:175) has stated the following factors that affect reading process.
Eye movements: it plays an important role in the reading process as they move
from left to right across the line of print.
Perception span: the number of the words taken in one pause is known as
perception-span.
9
1.8.5 Writing Skills
It is an admitted fact that all four skills are inter-related which cannot be
separated in actual practice. Writing develops very slowly as it depends on mechanical
and mental process which includes sufficient knowledge of grammar, vocabulary and
daily use.
According to Rostami (2014) these days, students are found with poor hand
writing for which the following elements are responsible:
Guiloteaux and Domyei (2008) viewed that the first step being a successful
adult educator, the teacher is to understand his students and their motives for attending
class. Teaching ESL (English as a Second Language) to adults is much different from
teaching ESL to first and second grade students. Teachers trained in elementary
education can use many of their ESL skills in teaching adults. However, there are major
differences that are outlined below:
10
instruction includes life-coping skills and it stimulates the motivation of the
adult students.
Motivation. Adults for the most part are highly motivated. They attend class of
their own free choice usually at some personal and financial sacrifice.
Immediate Goals. Students usually have very specific goals. They are not
looking for long range achievement; rather they need proficiency in English to
get a job immediately.
Mather and Jaffe (2012) stated that like any other language learning, English
also needs some rules. Proper relationship of the speakers is important. Friends speak
to one other in an easy and informal way, the situation in communication that takes
place needs to be conducive and students are to be provided different kinds of
information when talking with one another on easy topics.
During the last several decades, a great deal of debate arose about the
pedagogical use of computers in the classrooms. On one hand, computer and software
companies provide mostly anecdotal evidence as to the usefulness of technology in
language instruction, stating heightened students’ motivation in learning. For students,
technology can be very useful and motivational. It can be a source of significant amount
of reading material and may help them to correct and collect their material.
11
A set of environmental conditions for language learning in a classroom include
interaction, authentic audience, authentic tasks, opportunities for exposure and
production, feedback, learning style, motivation and atmosphere. The infrastructure of
the classroom also plays a role, in this process.
Iqbal (2012) reported that before undertaking teaching, the teacher must be
familiar with the national aims and goals, as well as, objectives of education, which are
translated into the national curriculum. He should have command over the subject/ topic
he teaches and must possess aptitude for teaching and be well versed in the techniques
of teaching. He should know the level of readiness of his/her students through pre-tests
or diagnostic tests. These tests will indicate the gaps in the course content or weaknesses
of the students. He/she will also identify the gifted, average and slow learners. A variety
of teaching techniques should be used to ensure motivation and interest of students
which would certainly lead to learning.
The goals of the lesson must be very clear and challenging to the students.
Learning can be effective only if the students are engaged in various linguistic practices
which should be done by the whole class. They include Listening, Seeing and Doing as
the modes of learning.
Proper environment, physical condition and various teaching aids are the agents
in the effective process of teaching learning. Achievement tests should provide
feedback to the teachers and the students for remedial action.
12
1.15 Teaching Skills for Improving Learning
According to Ahmad (2013) the following factors are responsible for adversely
affecting English as a second language in classrooms, at the secondary level:
13
enhances teacher’s ability to take care of himself by developing his potentialities and
all the required skills. Moreover, he can well determine the set objectives and its proper
delivery at the end of its proper evaluation.
UNESCO (2008) reported that the study of teaching practices also requires a
consideration of the teacher education system. Like all other resources, a teacher is the
most important educational resource. It is, therefore, necessary to enhance this asset by
maximizing his potentialities to ensure positive aspect of teaching-learning process. In
Pakistan, various Teacher Training programmes are in operation. Some of them are pre-
service at the secondary level, (Bachelor of Science and Arts) B. A/B.SC and (Bachelor
of Education) B.Ed. is the required qualification for appointment as (Secondary School
Teacher), who is responsible for teaching to 9th and 10th classes. B.Ed. is the
professional qualification delivered by various institutions like Peshawar University,
Allama Iqbal Open University and other private Universities and Colleges at KP
province of Pakistan. This is also offered throughout the country.
Mac Leod (2003) viewed that it is a fact that the existing structure of teacher
education is not fruitful as it does not provide opportunities for professional growth.
This inadequate teacher training is full of hurdles for career development of teachers.
Quality of teacher training is always ignored; In- Service Programme of training has no
connection to raise teachers’ morale. Teachers are engaged to get their maximum
14
students passed by any mean irrespective of classroom interaction and problem solving
approach, which are the soul of modern educational practices in Pakistan. More stress
is given to memorization and rote learning.
15
Listen to a text, relate cause and effect relationship.
Narrate reasons and causes of an incident/event.
Verbally describe a process in all its details.
Brookhart (2001) viewed that summative evaluation takes place at the end of
the year at secondary level to assess the overall achievement level of learners, On the
basis of which their success and failure is decided. Successful learners are promoted to
next classes while unsuccessful are left in the same classes. In Pakistan, Board of
Intermediate and Secondary Education, conduct such Annual Exams.
16
Position in the class and grades are decided at this stage. Furthermore, it directs
and motivates learners to study more. Both summative and formative evaluation is key
to success in teaching learning process. Both teacher and students are not only
motivated but channelized for achieving their goals.
According to Methew and Alidmat (2013) it plays a central role in the language
of English by enhancing learners’ motivational level. Aids like tape-recorder, radio,
television, multimedia, C.D player as well as computer can be used. Language
laboratory is another important aid in learning English. Similarly, English can be taught
in a play-way method in the form of various games. Tensed classroom environment can
be relaxed in this way. In Pakistan, students are far-away from having language- labs.
English is an international language spoken and written almost all over the
world. In Pakistan, It is the official language due to the British colonial background in
the undivided India. Lack of training and refresher courses in the teaching of English;
burden of languages; less conducive classroom environment and lack of commitment
on the part of teachers, are seemingly some of the hurdles in the attainment of students’
gains in the subject of English.
The problem is that teaching of English is restricted to subject matter and it does
not take into account the linguistic aspects and requirements. All these considerations
make it important to carry out a diagnostic study of the teaching practices at secondary
level of education. This study attempted to diagnose English teaching practices in high
schools located both in urban and rural areas in Abbottabad, Kohat, Mardan, Peshawar
and Swat districts of KP province of Pakistan.
The rationale of the study of this research emerged from the large failure of
students in the subject of English, the inefficiency of the passed students in spoken
English and teachers’ failure to check these weaknesses. It was, therefore, considered
imperative to carry out a systematic research and diagnose the teaching practices and
know the ground reality based on classroom observation and consultation with subject
teachers and school heads for the remedial solution of the problem.
17
1.24 Objectives of the Study
1. What are the current English teaching practices that teachers employ in the
subject of English for grades 9th and 10th Students in Government Boys’
Secondary Schools in Khyber Pakhtunkhwa Province?
2. What are the strengths and weaknesses of these English teaching practices?
3. What implementable strategy the study recommends for remedial solutions
of the problems and gaps for improvement?
The report of the study could have been delayed due to lack of cooperation on
the part of respondents; law and order situation as well as constraints of financial and
physical resources. However, in spite of all these problems, the study was successfully
completed in time.
18
1.28 Scope and Significance of the Study
The scope of the study has been extended to the entire province of Khyber
Pakhtunkhwa province of Pakistan. The study is significant and needed because English
is one of the compulsory subjects taught at the secondary level of Education. Its
importance is based on its local and global perspectives. However, unfortunately, the
pass percentage in this subject is not satisfactory due to large-scale failure in the subject,
which warrants a study to diagnose teaching practices in English language, identify the
strengths and weaknesses of these practices and then make recommendations for
improvement.
19
Chapter-2
Review of Literature
The purpose of reviewing relevant literature is to fit the current problem in the
general framework of research. It sets the broad context of the study and clarifies what
was in the parameters of current research and what further research is needed.
2.1 Historical Background of English Language, in India and Pakistan
Historical background of English in this Sub Continent is traced back to the
arrival of the British in this region. They tactfully replaced Persian with English as the
official language for inculcating their culture in this colonial state with the perception
that this soil is short of culture and other values and needs to be civilized.
Stephenson (2012:30) reproduced Lord Macaulay’s’ statement and
documented, “A single shelf of a good European library is worth the whole native
literature of India and Arabia. We must, at present, do our best to form a class who may
be interpreters between us and the millions whom we govern; a class of persons, Indian
in blood and colour, but English in taste, in opinions, in morals, and in intellect.”
Kumar (2012:85) quoted Lord Macaulay, who stated,
I have travelled across the length and breadth of India and I have not
seen one person who is a beggar, who is a thief. Such wealth I have seen
in this country, such high moral values, people of such calibre, that I do
not think we would ever conquer this country, unless we break the very
backbone of this nation, which is her spiritual and cultural heritage, and,
therefore, I propose that we replace her old and ancient education
system, her culture, for if the Indians think that all that is foreign and
English is good and greater than their own, they will lose their self-
esteem, their native self-culture and they will become what we want
them, a truly dominated nation.
20
Britain worked carefully on their language policy. Vernacular and English schools were
opened in 1835 by the Lord William Bentinck, Governor General in his time in the Sub-
Continent. Rajas and Feudal lords, loyal to British Government were allowed to take
admission in English Schools while general masses were restricted to Vernacular
Schools which were not expansive.
The British-India linguistic policy was highly fruitful not only during their rule,
but even today, after our independence; it is nourishing and flourishing day by day. It
proved itself as a passport of getting tremendous jobs in Government, Social and
Military Sectors of this country.
To maintain the status quo of English, both India and Pakistan continued it as
the official language in their respective countries. Mahboob (2002:32) stated that it was
to maintain its prestigious position and protect the power structure. After independence,
the right wing political parties strongly demanded for Urdu to be the sole national
language, but no switch over occurred due to lack of political will and sufficient
resources for this purpose. Moreover, Bengalis opposed it as the national language for
united Pakistan.
21
Rahman (1996:57) rightly stated that there is discrimination between the
English Medium and Non English Medium Schools with poor skills in English
Language, in high class of society.
A few decades before, there came a time when English, the language of the
British, was looked down upon, but now, according to Haque (1983) cited by Mansoor
(1993:150), there is no love and hate policy regarding English language, People have
no hostility and have accepted enthusiastically learning of the English language. It is
learnt by the graduates of both English and Urdu Medium Schools.
It was not replaced by Urdu due to the positive attitude of learners. They want
to be literate in English for a successful life. According to Rahman (1997), the report
of National Education Commission 1959 has also recommended the importance of
English reason being that it contributes to the national development, English having
strong position needs to have a sound perpetual position in the system of education. The
report further documented that for understanding English, being a foreign language,
proper attention and modern teaching methods are the need of time. It is to be taught as
a compulsory subject from grade six to degree level as functional language.
22
widely used in electronic media in this country. Some books, journals and newspapers
are also published in English. Being official language, people are taking interest in it
for getting their employment. In fact, no other language can enjoy its position as English
in Pakistan
English, as a second language, is the fastest growing area of education. Not only
in the United States, but around the world adults are giving time, effort and money to
learn English language. Griffiths et al (1996:09) described that nearly 300 million
people were learning English at that time. Looking into this development of English as
the lingua Franca it is a reality that it helps in communication across cultures.
Chinese, the biggest language of the world (regarding its number of speakers)
is officially used for all purposes, in China.
Speaking and writing are called active skills for most parts of the body are
involved in producing them. Listening and reading are known as passive skills of
language acquisition.
24
Ali (2004:65) stated that the foremost aim of learning a language is to get it’s
know- how by listening. Ear training is an important area in which the learners’ ears
are attuned to foreign sounds. Listening vocabulary should consist of known words
mostly used in the learners’ environment, interesting lessons and pictures can serve for
this purpose. Questioning technique may also be used.
It is a fact that Ear training is an integral part of teaching. If learners are unable
to hear a sound, stress and intonation, they are unable to reproduce them.
25
Comprehension can be checked by asking learners if two utterances are the same or
different.
Student 1 tells student 2 a part of story prepared in advance given by the teacher.
Student 2 delivers it to student 3 and so on. This work is continued until the story is
completed by reaching to the last student. Then last and second last student repeats this
story. The aim of this game is to retell the story correctly through an attentive listening.
2.4.4 Dictation.
26
2.4.5 Using Videos in Developing Listening Skill in Language Classroom.
Balatova (1994:521) stated that the use of audio-video condition is far better in
the realization of story unlike those learners who listen in sound-only condition
with a sense that easy and difficult passages make a suitable pattern.
According to Harmer (2001:13) learners become active listeners when they set
a purpose for it. It increases their retention and comprehension level. Teachers’
guidance matters a lot in this respect. They become more willing for participation
after the identification of their purpose
Chiappe (2007) highlighted that skilled reader is the one who puts questions
from the text by scanning bibliographies and indexes bringing together what he knows
with what he discovers, getting a pool of information in order to enhance the treasury
of knowledge of students. It helps to conceptualize between the general and particular
and leads to creative thinking skills.
Valencia and Bully (2004:523) stated that additional support can easily
overcome the weaknesses of readers in understanding the novice words, conceptual
meaning of the passage read by them and resultantly words become known to them.
Aloud reading and discourse in the classroom along with additional reading matters a
lot in this regard.
Holden (2004: 38) stated, “It is not clear to what extent reading for enjoyment
leads to higher readings literacy or the other way round or, to what extent, some other
aspects of students’ background, contribute to both. Nevertheless, the association
between engaging in reading and being good at it, is an important one indicating that it
may be productive to encourage both”.
27
According to Mathes et al (2005:148) the basic duty of an educator is to make
sure that all learners are becoming good readers. The degree of success depends upon
the attention given at early stage of schooling. Effective teaching methodologies work
at this stage otherwise learners will not be able to themselves as competent readers.
Katzir (2006) stated that the role of libraries is unavoidable where vast reading
takes place. Learners connect pieces of information from one book or the others.
Libraries are the best places to serve the need of readers.
Due to individual differences, each category needs proper attention to come out
from reading difficulty. A single teaching method cannot satisfy their need for reading,
varied and most appropriate methods are applied to the best.
28
2.5.3 Reading Methods
Tahir (2004:170) suggested the following suitable methods which can properly
serve the purpose of reading:
Reading is the ability of the reader with a view to have sense of printed symbols
as well as written material. It is creative ability of the readers in which they absorb the
written words of the writer like a sponge. One should be an inventor to read sensibly.
McCarthy (1999) stated that, for reading purpose, proper subject matter is good
according to the interest and maturity of learners, light vocabulary in the initial stage
should proceed to challenging one, illustration should be simple but not childish and
the direct link between word pattern and meaning should be preserved.
Holden (2004: 51) stated, “Every child has the right to read and write creatively
which should become a central part of formal education. All children should have a
treasure trove of references, keepsakes, diversions and enrichments – touchstones
which will be source of inspiration alike. Teachers need to know that how libraries can
enhance and deepen learner’s knowledge, which takes place inside the school and to
ensure the positive role of librarian for which he is responsible. Cooperation and
coordination of the teachers are highly welcome.”
Tahir (2004:189) stated that for developing good reading habit, the teacher
himself should be a good reader and should properly guide and motivate pupils for this
work, efficient library services are of great value. Surveys of learners reading habits
should be conducted through a questionnaire, interviews and visits and their reading
skill should be improved. Moreover, arouse pupils’ will to read, use of classroom
bulletin board and discussion on books can work in this regard.
Pawlowski, et al. (2012: 2280) viewed that public libraries work with people of
various ages, can affect the cognition, knowledge, behaviours, inspirations and
confidence level of the learners. These libraries have sound sources of knowledge. They
are widely trusted, used by 60 % of Asian or British Asian and 75 % of African British
African people in the age 16 – 44.
Word-by-word reading.
Too many eye fixations.
Regression.
Lack of interest.
Insufficient prior knowledge.
Improper physical condition etc., for example improper light.
30
2.6 Writing Skills
According to Kellogg (2008:12) the overall executive functions are observed in
planning how to write professionally with solid reasoning under emotional control that
needs the coordination of cognitive process. Importance of composition cannot be
overlooked. Writer responds to auditory sense with specific intervals.
These four skills are inter-dependent but writing develops very slowly.
Oermann, et al. (2014:7) stated that written work has its own importance in language
learning. It should be focused on the early schooling. Writing depends upon mechanical
as well as mental processes. Mechanical competency consists of motor ability to draw
the letters while mental process includes knowledge level, grammar sound vocabulary
and its use. After practice, learners will be able to shape the letters properly, spell
correctly and more exact use of punctuation as per established standard.
According to Brooks and Marshall (2004) writing skill is developed with the
passage of time. A new writer progresses from knowledge telling to knowledge
transferring stage and finally reaches to expert stage known as crafting in which he has
to plan the contents in the light of sound arguments. Permanent exercise is highly
recommended.
Harmer (2001:255) stated that writing in English is very difficult for non-native
to form English letters. Much practice is involved. Struggling students may be
encouraged to improve their hand writing. It is improved through letters writing,
assignment work and various tests. Teachers’ written work is copied by the learners.
According to Richards (1990) spoken language takes place at the age of five
along with thousands of vocabularies. Language learning is a natural process while
reading and writing is literacy. Writing depends upon the cognitive ability for
31
memorization and thinking. Every learnt and spoken information is written. A good
writer is said to be a good thinker as well.
Harmer (2001:258) stated that in the process of writing attention should be paid
either to process or product. In process, writing pieces are involved in which grammar;
vocabulary, punctuation, spelling etc. are taken into account. In product, attention is
focused on the final aim or the end product.
Tahir (2004:201) stated that it is of great help to know about various writing
styles and then to select the most favourable one in the given circumstances. These
written symbols are shown in different kinds of writing.
Print script. In this script, letters of the words are not joined together. They
are written separately. Most of the books are written in this type of writing.
Cursive writing. In this case letters of the words are joined together with
strokes or loops. It is called running type of writing. Pupils are supposed to
learn this style of writing.
Marion Richardson Script. In this type of writing, all the letters are not
joined together with one another it is also called round cursive. This script
is widely appreciated all over the world.
Italic. It is a kind of cursive script and more pointed handwriting. It can be
written very swiftly but difficult to read out.
Calkins (1986) documented that discussion with English speaking people of the
world is possible only when we acquire fluency in speaking English.
32
Tahir (2004:201) stated that the common practice in practicing learners hand
writing is to start with print script and proceed to cursive writing. Its due importance is
as under:
It is very simple and easy to write; students need not of strokes or loops to
join in a systematic way.
This style is well known to learners being habitual to book reading
materials.
Learner may compare his writing with printed letters and can find his
weaknesses.
It involves less eye strain than in case of learning cursive.
It is clear and straight in form and easy to understand.
It is helpful to the learners in getting sharp control over their muscles.
Kellogg (2008:13) stated that due to lack in skills children are unable to acquire
the ability of language fluency in spoken as well as written skills. Written skills will
remain weak if not properly tackled up to the age of 12. Writing involves limitation in
working memory containing skill development. Advanced writing skill requires
systematic training as well as instruction so that executive attention can successfully
coordinate multiple writing processes. The principle of deliberate practice and cognitive
apprenticeship offer “writing education” so as to enable writers to use their knowledge
effectively.
33
4. Writing readiness. Learners start writing at the age of 5 and then this
process reaches to maturity. They cannot show good results until they are
ready for it physically and mentally.
5. Calligraphy. In the past, this subject was highly stressed but now a day it is
fully ignored due to which student’s handwriting is deteriorating day by day
and even in future we will be facing problems, in this respect.
6. Individual attention. Due to overcrowded class rooms it seems impossible
to pay attention to individual learner, which is a big dilemma.
7. English Alphabets consist of two sets, simultaneously, i.e. Capital-Letters
and Small-Letters which means a “double burden” on the beginners.
8. English spellings are so notorious that only learning by heart can help. Most
of the written forms do not go with the actual sounds of the words.
Creative writing is travelling on the path of imagination. When learners are kept
busy in creative writing, it does not only develop creativity but also their hand writing.
Students’ creative work can be placed on schools’ notice board; copies can be published
in magazines so that they feel proud of their work.
Walkers et al (2005) viewed that all the four skills basically lead to
communication. These skills can be divided into productive areas which include
speaking, writing and receptive areas which include only listening and reading. Both
will be dealt and practiced separately. Learners’ comprehension is developed by written
and spoken language.
34
Motivator. As a motivator he inspires learners for a quality work by applauding
and providing conducive environment for writing.
Resource. Necessary information regarding language is provided. Guidelines
and other necessary equipment like pen, pencils and charts etc. are given.
Feedback provider. It is the most crucial role of a teacher to provide feedback
to learners so that they may improve the area requiring improvement. Teachers’
positive attitude and encouragement may enhance learners’ work. Check and
re-check of the written work helps pupils to improve their writing.
According to Ali (2004:51) speaking is the most important and an active side of
language acquisition. Its basic philosophy is to communicate and get a message
properly. English is taught as a second language and is used as means for international
communication. Exposure of students to English as a second language is very important
for which spoken language is key to understand it. Speaking language ability owes itself
to listening, language ability and needs much time to spend on listening so as to speak
properly. It is mandatory to have mastery over spoken language so as to move forward
in this global race. It is the need of the modern age to teach English language as a living
and interactive language.
Bygate (1987:39) viewed that regular practice plays vital role in gaining oral
mastery in English language as practice makes a man perfect. Teachers’ role is to get
them facilitated by proper guidance and to vanish away their shyness and hesitation.
After some time, ideas will strike and conversation will start without thinking for words
and sentences, which will automatically flow from brain to mouth. It should also be
kept in mind that correct pronunciation from early classes may be stressed so that no
error is left at higher level.
35
Harmer (2001:28) viewed that schools should spend more time on developing
listening and speaking competencies because more than 75 percent tasks carried out by
mere conversation and one-third of work in the work place is done by face to face
discussion, while 60 percent of the work is done by telephonic conversation and
meetings. Oral language is a helpful tool in transmitting cultural heritage from one
generation to another.
2.7.2 Pre-Speaking
Baily (2005) stated that speaker expresses himself in various ways sharing a
pool of information. Learners should know the aim of listening and speaking so as to
increase the worth of this process. Without a purpose, it would be like a sailor in the
sea, going without knowing his destination. So, importance of speech should be borne
in mind.
36
2.7.5 To Know the Audience.
Bolton (2008) viewed that before going to a speech, the speaker must know
about the friends, peers, colleagues, community members, of his audience whom he has
to interact for conversation.
Tarone (2005) stated that for suitable conversation, the speaker needs to select
a vivid format or style to adopt conversation, discussion or dramatic discussion
according to the need of situation for listeners.
Byrne (1987:36) stated that, after learners’ speech, it is imperative to look for
bringing improvement after identifying grey areas or area of further improvement.
Teachers’ guidance at this stage is of great importance. Reflection upon their
performance can boost up learners’ confidence level for more authentic oral expression
in the light of pre-determined yard stick.
The analysis of citations on language skills indicated that the most important
function of teaching a foreign language is to develop and enhance the basic skills in
English which includes listening, speaking, reading and writing, at secondary level.
The importance of promoting these skills has been recognized in the given
citations but the factual position is that due to foreign language very little attentions is
being paid to develop speaking skill of students at secondary level.
One of the important reasons is that the teachers themselves are not exposed to
a practice at the training institutes to acquire proficiency in speaking skill. Therefore,
the entire focus is on promoting listening, reading and writing skills particularly in
37
government secondary schools of Khyber Pakhtunkhwa province of Pakistan. Speaking
is neglected.
According to Biemiller (2001) for oral work in English no one can deny the due
role of dialogue as it strengthens the learners to learn in a practical way. This tough
work needs a favourable environment in which learners do not feel fatigue and
boredom. It is the oldest way. The focus is given to structure. It must focus on
communication. It is considered the most useful tool for practicing words and their
proper use. In less time, learners learn more. It should be based on simple questions and
answers.
Akram (2010) viewed that poor and defective pronunciation is mainly due to
phonology of English, as learners are not aware of the sound system of English
language. No training of intonation and stress is given. They do not know when to rise
and slow the sounds and also which kinds of words in a sentence need to be stressed.
Moreover, poor and defective pronunciation of their teachers is also a big resistance to
correct pronunciation. As the learners copy their teacher, in such case only poor
delivery is expected which is a great loss on the part of learners.
Hudson (2000) stated that grammar provides a sound foundation to English. Its
pivotal role cannot be overlooked. It is an important part, which deals with the
38
morphology (system of language about sounds and words) and syntax (order of words
in a sentence). It is description of the structure of language in which words and phrases
are combined to make a correct sentence. A learner with sound grammar can open the
desired discussion in a systematic manner. The knowledge of grammar is necessary for
language learning. Without it, one cannot get competence in English.
According to Oxford (2003:08)” None of the strategies are good or bad, but are
useful when they are in harmony with the job for which they are working. Strategies
may be useful as individual techniques, or when used in a blend, and should not be in
clash with the learning style of the person, make learning easier, quicker, more
pleasurable, autonomous, efficient, and moveable to new situations and method is the
realistic understanding of an approach”.
In Pakistan, the rate of failure in the subject of English is very high and has
reached to alarming situation. Gillani (2004:05) stated that at matriculation,
intermediate and degree levels the rate of failure is very high. It means that goals of
English language are not achieved so far both in written as well as in oral form. Despite
the fact that English is a compulsory subject from grade one to first degree level.
39
comprise different procedures and techniques. A procedure is a set of series of
techniques.
Each method or approach works in some specific learning environment. The use
of any new method is, in fact, not the rejection of the old one. Any method can be
preferred according to the temperament of the topic. Besides, selection of any particular
teaching method depends upon many factors such as the age and sociolinguistic
conditions of the learners, classroom background, teachers’ competencies, and
accessibility of the A. V. Aids and so on. Therefore, the language teachers should have
a clear notion and knowledge about the teaching method.
Melta (2010:07) viewed that a result of revolt against the traditional methods of
teaching, the French government introduced direct method in 1901 A.D. Colloquial
language and idiomatic language was highly preferred. Learners were compelled to
make sure the use of only target language without using the mother tongue. Moreover,
teacher himself should have a treasury of knowledge in the target language. Grammar
is not directly taught but indirectly. Much of the time is given to classroom activities
40
and very little home work is assigned to the learner. First, use of local language is
completely banned in the classroom and students are supposed to explain everything in
the second language. Communication is stressed than pronunciation.
Binod (2004:180) viewed that Direct Method is the most useful method for
teaching a foreign language in a natural setting. Only dialogues, conversation and
discussion take place and makes the learners used to it. No translation or grammar is
allowed in the whole process. Ideas and words are taught with the help of charts,
pictures and other available resources. Teachers mostly try to clear abstract ideas with
the help of gestures and actions.
Visual pictures can be drawn and shown in the classrooms. The basic aim of
this method is to develop automaticity. The learners are advised to think even in the
target language for which frequent oral practice is given to ensure fluency.
Celce-Murcia (1997) stated that the basic rule of direct method is “No
translation” This method got its name due to the fact that meaning is to be directly
connected to the target language in the light of contextual meaning and no translation
is allowed. This method plays a central role in the communication process as it
decreases students’ hesitation level and after some time, it is transformed into high
confidence level. Teacher directs all activities in the class and students remain active
all the time. In the teaching learning process both the teacher and the taught seem to be
partners. The huge gulf between the teacher and the learner is reduced unlike Grammar
41
Translation Method (G.T.M). Meaning is told in the target language through
pantomime.
Tahir (2004:58) viewed that learners speak in the target language in such a way
as if they are in real situation. The syllabus is based upon situation. In this method
conversation takes place between the teacher and students or among the students inside
the classroom. Direct Method (D.M) follows the language rules as language is spoken
first instead of written. Speeches take places on daily basis. Much emphasis is placed
on vocabulary than grammar. Oral communication is highly stressed than other
language skills i.e. reading, writing and listening.
Richards and Rodgers (2001:12) described the following principles of the Direct
Method:
42
Oral communication skills are built up in cautiously graded progress
organized approximately question-answer exchanges between teacher and
students in small, intensive classes.
Grammar is taught inductively.
New teaching points are introduced orally.
Tangible vocabulary is taught through indicating, objects and pictures;
conceptual vocabulary was taught by organization of ideas.
It ensures fluency. Due to the reaction of direct bond between the experience
and expression without the use of mother tongue, it helps in making fluency
on the part of learners.
Pronunciation, being the most integral part of language, learning is
developed. The learner picks correct pronunciations.
It insures free flow in writing. The more a learner is fluent in speaking the
better he will be in written work.
It is based on psychological principles and modern theories. Practice should
precede theory and examples before generalization.
It arouses interest due to frequent use of charts, diagrams and illustrations.
43
2.8.1.3 Demerits of Direct Method.
This method is inadequate in explaining some terms i.e. honesty, beauty and
truthfulness.
In Pakistan English is not commonly spoken, lack of trained teachers causes
waste of time and money.
Visual impression is equally important, which is mostly ignored due to over
emphasis on speaking practice.
Absolute deviation from mother-tongue is impossible.
Inductive teaching of grammar is not easily practicable as textbooks in
Pakistan are lagging behind in this regard.
Teachers’ own pronunciation is not up to the desired standard. So, it is quite
alarming to pollute the fountain of knowledge of learners.
In the past Grammar Translation Method was the main figure in the realm of
language teaching/learning. Sharma (2005: 2420) stated, “Towards the end of the
nineteenth century Grammar-cum Translation Method had become the well-liked
method of teaching of a foreign language.
Forger Ascham and William Bath in the sixteenth century, Comenius and John
Locke in the seventeenth century advocated the use of translation as means to teach
Latin which, by that time, had become a deceased language. Thus from the proper
teaching of Latin and Greek, till the commencement of twentieth century, ‘Grammar-
cum Translation Method’ was developed as a fashion all over the world to teach an
alien language.” Zainuddin et al (2011:64) reported that Grammar Translation Method
known as classical method was based on the belief that different parts of knowledge are
stored in different parts of the brain.
The study of different subjects is to exercise different parts of brain. The basic
and key role of a language was not to communicate only but to read the work of classics
and appreciate it. No attention was given to correct pronunciation but to grammatical
structure and translation into mother-tongue. Students, after spending huge time, were
unable to speak in the target language. Most of the countries are not practicing this
44
method in teaching of English, only some of its aspects are in use in U.S.A where
emphasis is given to reading and translating passages and grammar is learnt by heart.
Ellis (2006) documented that the involvement of U.S.A in world war 2nd
brought abrupt changes in the teaching methodologies of language.
45
Grammar Translation Method was unable to prepare people to be fluent and
efficient in language. So, U.S directed all educational institutes to run the ever
best language programme for communication. It was believed that frequent
practice can best develop habit formation.
46
is not fully banned. Attention is given to simple oral practice, which leads to habit
formation. The main purpose is to make learning easy by constant drill and imitation.
Zainuddin (2011:65) viewed that in 1960s A.L.M. method was considered the
most popular method. Language laboratories were established and video-tapes were
utilized for listening frequent dialogues. It was believed that frequent practice can best
develop habit formation.
Dohmen (2003:352) stated that humanism is the driving force, which collects
pleasure from beauty, the life stories, and ideas of people and the mutual relationship
of belonging. It highly concentrates on inter-personal development and relationship that
leads to the enhancement of humanization. These days’ humanism highly stresses on
developing relation with others. It is about personal sovereignty, ethical liability and
commonality with humanity. Relation with others can only promote human
improvement.
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Somehow, experts, in this method, enjoy learners’ feeling in the form of discussion
which results in improving learners’ grammar as well.
Nunan (2005:70) stated that a number of teaching methods are used for
teaching English. None of the teaching methods is fool-proof. Moreover, it is not
mandatory for the teacher of English to attach himself only to a particular method of
teaching. There ia a need to have eclectic and realistic approach in the selection of
methods and techniques of teaching English. Every method has some prominent
features which must be foreseen by concerned English teacher.
Nunan (1992:63) stated that teacher pre supposes various techiques in the light
of aims and objectives of the lessons. Alloted time is also taken into account. Learners’
talent level, teachers’ own proficiency, accessibility of A. V.aids and classroom size
are other factors compelling a teacher to decide upon the selection of methods and
techniques. Even, new methods may not work well in the hands of an old fashioned
teacher and even successful mehtods in advanced countries may not work well in
developing and backward countries, due to various backgrounds.
49
Heinich et al. (2001:19) referred to the following ABCD’s of writing objectives:
Behaviour – the verb that describes what the viewers will be able to do (e.g.,
illustrate, explain, set, amalgamate, argue, correspond);
Condition – the situation under which the audience will execute the actions
(e.g., when a learner obtains some medicine from the pharmacy he will be
able to read the dosage);
Degree – suitable presentation of the behaviour (i.e. how well the learner
performs show their behaviour).
Learner assessment takes place in the light of set objectives based on the
principle of backward design established by Wiggins and McTighe (1998:20) in which
the teacher diagnoses the objectives of the lesson and the expected outcomes of the
learners’ accepted behaviour in the shape of knowledge and skills. Teacher should start
his delivery while keeping the end in his mind. For instance, what the learners are
expected to know, understand and do practically keeping in mind the present status of
the learners’ i.e. talent level and skills etc.
50
Presentation – explains the lesson content and ideas. Make an activity to
launch the notion or skill (e.g., establish new terminology by asking learners
to work in groups to recognize words related to taking medications).
Practice – Models the skills and provides opportunities for guided practice.
Application – Provides actions that help learners apply their learning to new
situations beyond the lesson and attach it to their own lives.
Harmer (2007: 289) viewed that Communicative Language Teaching (CLT) has
always been defined by different people in different ways in their own perspectives.
That is why a single and unified agreed upon definition of CLT is not possible.
Spada (2007:272) reported that the response to the question regarding the nature
of Communicative Language Teaching varies according to cognitive level, experience
and working environment of the respondents. Everyone tries to elaborate it in the light
of his personal experiences.
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Hall (2011: 93) noted that everyday classroom practices can appear to be quite
different when CLT principles are applied in different social and educational contexts.
Hannerz (1992: 219), when the centre speaks, the periphery listens and
generally does not talk back. Progressively, supported by the world-wide improvement
of a new cultural self-confidence, this unidirectional commencement has been
overtaken by one in which entering cultural forms and meanings meet existing local
forms and meanings and the resulting creative mixture of global elements with local
meanings and cultural forms leads to modernism and new variety.
2.11 Language laboratory- An Effective Helping Aid for the Teaching of English
language
Stevens (2000: 9-10) stated the important role of language laboratory for
teaching the subject of English to make sure learners’ fluency in the target language.
He also stresses on teacher- student interaction during the on-going process of teaching
learning. Teacher should sit in a place to ensure proper communication with learners.
Instead of hand-raising by the learners for help, specific button on key board
can be pressed to get teachers’ attention for assistance. The current language laboratory
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learning setting should therefore be used in a way that blends conventional teaching
skills with technology. Due to frequent short fall of electricity, such arrangements are
not possible in Pakistan.
Deepika and Kalairasan (2012:01) reported that the idea of language laboratory
was practiced by U.S.A first of all; then shifted to U.K and these days it is practiced all
over the world and is considered one of the ever best helping tool for oral fluency. A
language laboratory is a teaching aid enabling the learners to listen properly the spoken
language from recorded tapes and learners are supposed to practice the same in the
target language. Correct pronunciation, intonation and accent are developed by
listening the voices of native speakers.
Deepika and Kalairasan (2012:02) reported that teacher should ensure seating
arrangement in the laboratory. Moreover, establishing familiarity with the switches and
head phones, teacher plays a tape and learners listen to it sparingly, students are told if
they make mistakes in pronunciation. The role of teacher is like a facilitator and a
monitor.
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2.12 Role of A. V. aids in Effective English Teaching Practices
Dale (1957:23) used the old Chinese proverb to express the same view: I hear,
and forget I see, and remember I do, and I understand. Singh (2005:04) defined “Any
device which, by sight and sound, increases the individuals ’experience, beyond that
acquired through reading is described as A.V. Aids”.
Rather (2004:05) reported that Audio-Visual Aids are those teaching tools
which are utilized in the classroom to promote learning and make it simple and
enjoyable. The objects like charts, maps, models, film strip, projectors, radio and
television etc. are called instructional aids. A. V. Aids are effective tools which catch
the learners’ interest. Ashfaq (1998:2) discussed audio-visual aids as teaching aids that
make learning more real, richer and significant by providing direct experiences. In
current teaching practices, teaching aids enjoy immense significance. Their usage has
been recognized and stressed in various reports of education and policies time and
again. A number of the following A. V. Aids may be utilized for fruitful outcomes;
Chalk boards, Bulletin board, flannel boards, Charts, Graphs, Pictures, a Model, Globe,
Maps, Projectors, Real objects, Radio, tape recorder, computer-discs, VCR, T.V and
Computer etc.
Ghatage (2009) noted that while policy in Maharashtra, India, encourages the
use of audio-visual aids, such as TV and radio, these are unavailable in rural schools.
The teachers complained that there was insufficient funding for the equipment and
facilities needed for learner-centred teaching.
Akbar (2004:295-296) stated that A. V. Aids develop the warmth of the
students, stir up their interior sentiments, building learning process fascinating, brings
learners’ feelings to reality, videos shows pictures and sounds support learners to
examine actual condition in a factual way, which appeals to human being wits for
improved learning. Visits to areas, where, the taught language is actually spoken, can
be very useful.
Audio Visual Aid serves as tool for teaching. Ahmad (2005:23) described that
Audio: Visual aids are the apparatus which are used to elucidate the sense and concepts
of things in a solid way. The A. V. Aids assist the teacher in teaching and the students
learning appropriately.
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Qureshi (2002:17) reported that the developed countries make use of the newest
teaching aids which have assisted to decrease course period by 28 to 30o/o. As a result,
parallel extra information skills were significant in the existing duration. Despite
modern technological teaching- aids, the teacher remains the single most significant
part in delivering training. The teaching aids only help the teacher to boost the learning
process and are not an alternate for him. It is the teacher who gives human touch as well
as the way of communication and grasps the learners’ interest through clearing their
reservations by quoting day to day examples from his huge knowledge.
Abbas (2003:180) described the importance of Audio- Visual Aids in this way:
Promote a mood of mutual understanding and sympathy in every class room. Bring
about significant changes in student’ behaviour. Show the relationship of subject matter
to the need and interests of pupils with a consequent heightening of motivation for
learning. Show the relationship of subject matter to the needs and interests of pupils.
Bring freshness and variety to the learning experience. Make learning meaningful over
a wide range of student's abilities. Encourage meaningful use of subject matter by
allowing for imaginative involvement and active participation.
Bano (2004:17, 18) described this point with the reference of audio- video aids.
The aim of education of any level is not only giving information to kids to be
memorized by heart but to know through pictures and recorded songs so as to make
them keen observers of the nature for contributing to their understanding and learning.
Akbar (2004:23-24) stated that students imagine or think about objects on the
basis of verbal and printed explanation, model can present the key points more specially
and can keep students’ understanding. In this sense a high degree of instructional
efficiency can be obtained through the use of models.
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It is always necessary to clarify how models are related to real objects of the
world in view of their smaller appeal in terms of realities as compared with real objects
and specimens.
Yadav (2005:38) viewed that certain intangible and abstract thoughts are
difficult rather impossible to teach to the learners without using proper A. V. aids. As
a matter of fact, audio visual materials give positive, comprehensible, concrete and
tangible foundation to abstract thoughts. They help in the conceptual cleanliness of
difficult and abstract ideas. Through A.V objects words, concepts, ideas and objects are
strongly associated and through them, the unnecessary use of words are avoided.
Ahmad (2005:83) stated that the teaching material i.e. teachers’ guide books
and simple A. V. Aids may be used regularly to augment the learning of the students
and to catch their overall attention so that they may enhance their knowledge and make
a valuable contribution.
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The analysis of what was written about the teachers’ role and methodologies
show that the role of a teacher in teaching of English language, in the scenario of 21st
century indicated that it is no longer restricted to motivator, resource person and
feedback provider. In the context of Pakistan, in general, and Khyber Pakhtunkhwa, in
particular, the role of a teacher goes beyond these limits. He is expected to have deep
links with community that the school serves and plays an active role in social
mobilization of community to accept values of education for technological, social,
economic and technological development of the country. As such, the role of the teacher
will be incomplete if he is not exposed to the modern technologies used in education in
the modern age. These include interalia, expose of students to ICT based teaching of
English and collaborative learning of students.
The National Education Policy (2009:43) well captured the circumstances. “The
reorganization of teaching excellence is of the uppermost main concern. There is
consent amongst all stakeholders that the worth of teachers in the public sector is
unsatisfactory. Pitiable quality of teacher in the system is owing to mutations in
governance, an out dated training organization and a less than sufficient in-service
training system. Availability of ineffectiveness in such a vast amount and penetration
of malpractices in the profession have eroded the once glorious position enjoyed by
teachers under the eastern cultural setting.”
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Ali (2011:210) stated that the history of teacher training programme is traced
back in Pakistan since 1947. It has been treated as sub-sector by all National Education
Policies and Five-Year plans. The overall summary of teacher education proposes that
by and large; huge number of institutions is developed for teacher training programme
to train the teachers. Currently, a large number of teacher training programmes right
from certificate courses to Ph.D. in education are offered by three hundred institutions
both in public and private area.
Gallego (2001:314) noted that trainee teachers may be sent to schools having
diverse nature of students with no parental cooperation so that they may get practical
know-how of such learners. Moreover, without strong connection between classroom,
school and concerned community nothing can be achieved. These considerations should
be a part of teacher training programme.
Zeichner and Flessner (2009:24) stated that a number of attempts are made by
most of the countries in the world to improve teacher training programmes in their
respective countries. It is acknowledged that teacher is the only changing agent on the
surface of earth. So, much attention should be given to him to make him a valuable
asset.
Dilshad (2010:85) stated that quality of teacher, by and large, depends on the
teacher training institutes preparing them. In Pakistan, much quantitative expansion has
been observed with no qualitative improvement, which is responsible for low quality
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product in term of teachers. Organized cheating, in these institutions, have paralysed
training programme. The most important aspect of schooling is the quality of teacher
education which has direct effect on the learners’ outcomes.
Ali (2011:217) stated that teachers are trained in institutions, totally cut from
schools while internationally these institutions are closely linked to one another to hold
teacher training institutes responsible for a growing change in the schools. It is high
time to reduce the maximum gap between teacher institutions and schools. It should be
made an integral part of National Education Policies.
The best teacher is one who knows about the growth and development of his
students. He may surely be called a psychologist knowing the overall needs and interest
of learners.
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2.13.2 Knowledge of Subject Matter.
A professional teacher knows much about the contents of his course along with
the curriculum goals set by curriculum developers as students learning outcomes.
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A review of pre-service curriculum at different levels must be undertaken to
close the breach between public and private providers through approved
norms for teaching practice.
Problem-solving and higher thinking skills need to be incorporated in the
teacher education programmes.
Research-oriented in-depth critical study of English curricula should be a
part of the teacher education programme.
Trained returnees should be encouraged to adopt the teaching job efficiently.
Workshop-oriented approach should be encouraged.
Attractive salaries may motivate teachers further.
Education Sector Reform ESR Action Plan (2001-04:26) reported that there is
no proper check and balance mechanism of teacher education programmes. The Annual
Confidential Reports (A.C. Rs) has no worth than a paper filling activity. Education
Sector Reform is assigned the duty of evaluation in the province of Khyber
Pakhtunkhwa. The idea of quality control is away from sight. Lack of political will, is
a hurdle for implementation.
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to such training which satisfy the needs of both teachers and students for promoting
excellence in schools. In order to improve the standard of students, there is a dire need
to first equip the prospective teachers with needed skills in training colleges where the
trainees are not currently exposed to the real life situation.
According to Singh (2010:387a) learning takes place in the school, formally and
informally, where social interaction between the teacher and learner is a key to success.
Educational process will be effective in schools when learners are provided conducive
learning environment so as to promote inspiration.
Stevenson (2007:1) viewed “Planners and educators may ever more discover
themselves challenged to develop individualized reconstruction and building strategy
that carry a particular school's duty. They should keep in mind the attractive classroom
environment to give happiness to pupils”.
Li (2005) looked at gender in relation to the LLS. Li’s findings suggest that
generally Chinese students used fewer and low frequency strategies. This implies that
the students changed the strategy use according to the change in the language
environment.
Colour remains the topic of some of the most optimistic claims about morale
and efficiency, the choice of the best use of colours is dependent on the age of
children, brighter for younger students, more subdued for adolescents, as well
as differences between males and females (males – bright colours, females –
softer).
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Therefore, it is the school responsibility to pay attention to conducive and happy
environment inside the school for everlasting learning.
According to Golchi and Jamali (2011), the idea of using humorous materials,
gesticulations, anecdotes or jokes for example can seem appealing to teachers as a way
to create a relaxed classroom environment with motivated learners. In fact, it has been
shown that the incorporation of humour into the design of EFL classes and courses
Hayati, Shooshtari and Shakeri (2011) has given a brief summary of what the main
benefits of
Humor for communicative language classroom students are thought to be are:
Lowered student anxiety
Improved retention
Improved student participation
Increased enjoyment in learning for students
Amore comfortable classroom atmosphere.
should, as one would expect, have just such positive effects on learning.
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fatigue is felt while performing various activities. Teachers need to set the tone by
welcoming learners at the door with a smart smile and make the learners to do the same
as well.
Earthman (2004: 11–16) viewed some physical condition as warmth, heat and
air quality are individual essentials for learners’ attainment. Colour remains the theme
of a few of the most hopeful claims about self-esteem and competence. Culp (2005:14)
stated that utilizing visual displays in classrooms brings victory as learners are provided
with explicit examples of how success is achieved.
Ellis (2005:57–61) viewed that both school and classroom should work as a
place more than their homes. Emotional intelligence and behaviour is developed here.
So, much attention is required as it affects learners’ cognitive and attitudinal
development. Higgins et al (2005:26) reported that there is a number of researches that
suggest that less caring and less flourishing learners are mainly affected by the desk
arrangement, with their on-task behaviour growing very considerably when seated in
rows instead of tables.
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environment which helps in effective learning by students what happens in formal
classrooms and other non-formal situations. The classroom should be given such an
environment which automatically attracts students and retain them during the class time
for patient hearing and practicing what they learn. The suffocated environment of a
classroom tells upon the learning of students and the requirement is that in the 21st
century classroom should provide friendly atmosphere to teachers and students.
Richards (2013:06) stated that in the subject of English, input refers to the
course contents which are selected and organized with great care into comprehendible
units. Syllabus is developed. Teaching methods refer to process in which various
activities take place. The last step is the output in which the students learning outcomes
are measured. He further discussed three designs of curriculum development. Forward
design, central design and backward design. In forward design, curriculum is developed
touching from input, to process and at the end reaches to output. In central design, first
the process is taken into account while inputs and outputs are taken from teaching
methods inside the classrooms. Backward design starts from output, then process and
at the last touches input.
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Reppen (2010: 4) viewed that, these days, most of the second language
professionals are trying their best to make sure an authentic and natural textbook which
is easy to help learning English in natural setting and evaluate in the same manner. So,
the syllabus is to be designed in such a way to improve learners’ vocabulary in the
easiest form.
Richards and Rodgers (2001: 93) stated that the best course of English is the
one in which learners are let free to have saturated discussion on various topics and
teacher plays a role of facilitator to pave way for them if they feel uncomfortable. In
this way the learners’ proficiency level is enhanced. With the joint collaboration of
teacher and learners, syllabus is formed.
In this model, course contents are given more preference which are taught to
students at schools. Finney (2002:71) stated that this model does not quench learners’
thirst by ignoring the individual needs and appropriate level of understanding.
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contribution of the teachers and the taught in pre-existing plan. Finney (2002:72) is of
the opinion that this model is based on the communication aspect of language teaching.
This model embraces learners’ needs and interests due to which it focuses on
various activities based on their intellectual level.
In this model both the process and products are mixed to give rise to a new
model. Any of these models can be used by using various language learning strategies.
Ghani (2003:32) viewed that students learn English language by various gestures and
guessing the words meanings in the light of given circumstances. Resultantly healthy
language programmes and textbooks can meet the learners’ needs.
According to Tickoo (2003:256) one teacher stated that the textbook usually
acts as resistant as it goes opposite the work done by the teacher, avoids learners’ needs
and interest level and destroys their creative power. Another teacher remarked that
textbook is a powerful instrument to support the learners having a lot of activities and
models for written work. Exercises enable learners to overcome various issues
regarding their comprehension. Neither the teacher nor student can work better without
a textbook.
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Mares (2003:130) viewed that in the English textbooks mostly the functional
part speaking English is controlled. They need specific attention to meet oral need of
the learners. More focus should be diverted to various drills to promote English
language among the learners. He further stated that curiosity is the inborn quality of
humans to know something about everything and dislike various blocks resisting in
their ways. Therefore, organized fluency and comprehension work should be presented
through textbooks engaging the students in purposeful activities to develop their
communication skill.
Macgrath (2002: 11) viewed that it is the foremost important work of teachers
to decide which part of the course book is to be taught while ignoring others. It is not
important to teach the textbook from start to end. They should select the areas of
learners’ needs and interest. In Pakistani schools, this freedom does not exist.
According to him, it is necessary to understand a foreign language to learn all the
contents in the light of its culture. The learners will understand all the events if they are
able enough to know their customs and traditions.
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Bolitho (2003:425) provided some handy proposals that textbook should
compose of various activities to improve linguistic aspects for promoting authentic
language. Moreover, it should also focus on the cognitive development of learners to
develop a critical thinking.
Tomlinson (2008:08) stated that course book of English does not fulfil the
linguistic aspect of learners as it did no provide handy opportunities to them to learn
and utilize English as a language in real life situation. The practical work is too much
rigid to practice and demand exact substitution than successful substitute. The given
practice is not sufficient and flexible, having no room for the development of cognitive
and affective domains. He enlisted the following principles for textbook development:
Dat (2003:388) criticized the current role of text books in that they are not
synchronized with the cultural values and have no effective contents. So, it needs to be
concentrated on the customs and traditions of a nation for which they are designed.
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understanding. If the language is treated as value–free code, the learners will be
deprived of the real meaning and will never respond properly.
Rubdy (2003: 49) stated that textbook in itself is nothing unless it is supported
and explained by teacher incorporating his own practical experience? In this way it is
brought to real life. Still the potential worth of the contents can never be denied. Both
teacher and course book are interdependent having given and taken relationship. We
should not overlook the learner’s interest, teaching style and the textbook itself.
Similarly, Dat (2003: 386) elaborated that textbook enables the learners to have
sound practice to make sure proper communication in daily life. More and more
speaking activities in the textbook can serve for making smart speaker. Familiar topics
to the learners should be included in the textbook.
Wyse (2009: 287) stated that writing skill is the most important one besides
other skills. A good textbook is that which has numerous practical exercises for
developing the learner’s writing skill. Learners are expected to empress themselves in
written exposure. This is, no doubt, a very tough and challenging job for learners.
Effective teaching is key to success for handy writing. More practical exercise can serve
this job effectively. It is high time to concentrate on process writing. A good writing is
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considered to be fruitful love for authentic written communication, which includes both
construction and knowledge.
Atkinson (2003: 10) stated that curriculum should focus on sound hand writing.
Every age has felt the serious need of powerful writing as it is the writing power which
enables a person at the adult age period to express his point of view in editorial authentic
writing.
Hedge (2005: 20) stated that writing plays a central role in real life. Print media
delivers message to the reader in the form of News Paper and Magazines etc. It is said
that if writing work aims at only a reader or a teacher than vast population, it may be
considered poor written work. He has further given a list of how to evaluate the writing
work. How much the written work is relevant and can raise the learner’s interest. Are
the given activities focused on the process work? Do the learners use their own ideas?
Does the text involve the learners so on and so forth?
Zhen (2008: 36) also stated that it is mandatory that students should know the
grammatical rules if they want to know the basic element which constructs a sentence.
It helps in proper communication both written and oral. Grammar should be taught in
the classroom with a view to have a balance between the traditional and communicative
approaches. In this way it will work as a facilitator to understand second language.
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representation on curriculum planning committees. In developed countries teachers are
provided guidelines and they themselves design the curriculum that suits the needs and
requirements of society and learners. The curriculum bureau is located at Abbottabad
(Khyber Pakhtunkhwa) and majority of English teachers do not know who suggest and
approve the curriculum of English for them.
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Nunan (2003) stated that although government policies and curricula typically
advocate teaching communicatively, this approach is often incompatible with the
demands of national examinations, which continue to be grammar-based. This situation
can lead to the backwash effect as teachers are under pressure to complete the syllabus
and prepare for examinations.
Dialogue and Marsh (2007: 17) viewed that perpetual feedback need to be an
important part of course evaluation. At the same time learners’ evaluation is also an
integral part, which enables the teachers to know about their teaching methods and the
prescribed course, which will, otherwise, remain untouched without evaluation.
Brown and Baily (2007: 364) stated that their studies in 1996 and 2008 showed
some similarities in some areas. They are of the opinion that swift development takes
place in the area of students’ testing. Evaluation of curriculum is getting momentum.
The third study which took place in this area is of Jin (2010), who worked hard and
used questionnaire as research tool for data collection at different universities of China
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and found similarities with the Brown and Baily work. He concluded that English
language courses cover the entire desired criterion in China.
Jin (2010: 567) viewed that language teaching teachers believe that their
students take interest in language course and feel satisfied after evaluating their task.
He valued the practicability of such courses by looking at the learners’ motivation level.
According to Brown and Baily (2007: 373) evaluation of learners’ work is an important
area and cannot be denied. More attention should be paid to language evaluation of
students in different courses, institution and countries so that to collect a treasury of
information on the subject.
NewFields (2006: 20) stated that it has become a tough job to evaluate the
students’ work on language now-a-days. It needs proper care to administer and to assess
their work correct in all respects. Teachers’ Training Institutes need to be strengthened
to cover this unavoidable area.
According to Leung and Mohn (2004:336) over the last few decades much
emphasis is paid to formative evaluation for the improvement of an on-going
educational project. Formative evaluation shows the worth of an activity how it is going
on and at the same time, depicts how to handle its various components to work with
proper order. Effective implementation of formative assessment ensures the learners’
achievement. It is used as a tool to collect various information regarding the learners.
The more the students’ areas are evaluated, the better will be their outcomes.
Stiggins (2005: 04) stated that proper assessment ensures learners’ productivity
in the relevant area. Maximum student’s gains owe to evaluation. Much research should
focus on formative evaluation to ensure best outcome to all stakeholders.
Ruiz-Primo and Furtak (2006: 205) stated that students engaged inside
classroom evaluation bring high grades by bringing promising results. In such case, the
teacher asks various questions and the students respond properly. Their teacher values
the worth of the collected responses and a general idea is developed to enhance
students’ learning outcomes.
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Repeating the test.
No correct response is given.
Inquiry score or query score.
Asking various questions.
Monitoring the response history.
Passing and rewarding.
Hatipoghlu (2010: 43) stated, that in Turkey, students are divided into various
groups and they are supposed to make presentations for 50 minutes. Their particular
skill is evaluated i.e. grammar or reading etc. various techniques i.e. multiple choice fill
in the blanks and match the columns are being used by the teachers to examine various
skills of the learners. Fifteen to Twenty questions from TOEFL or IELTS are taken and
critically analysed their strengths and weaknesses. All the materials are taken from
presentations, examinations and example questions and are uploaded to be seen online,
to be used by the learners who get an access to it.
William (2006:285) viewed that educational standards and goals are achieved
through formative and summative evaluations and are considered key to success. It
monitors and records learners’ gains. The difficulty level of students is identified and it
helps in planning educational activities to reach the goals within the stipulated time. It
also enables the teachers and educators to ponder on the current teaching practices and
to alter or amend if needed. Formative evaluation works on the lesson recently teaching
and the learners’ behaviour.
Jin (2010:556) reported that English language teachers are not duly trained
about how to evaluate their learners’ work. This is a dilemma needs to be addressed
soon. Teacher training institutes need to be strengthened to enable teachers to assess
the overall linguistic aspects of learners.
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Inbar-Lourie (2008:394) highlighted that evaluation of students is an important
area of focusing concentration and demands expertise on the part of teachers to evaluate
pupils work in the light of given theory and practice. Course contents, methodologies
and learners’ attainment level is to be examined from time to time to ensure the desired
change in students.
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The evaluation system considered in the context of Board examinations is also flawed
due to many reasons including unfair practices. That is why students prepare themselves
not for learning but for passing the examinations with fair or unfair means, particularly,
in Pakistan.
The study has not only broadened the perspective of researcher but has also
facilitated him to find out indicators that were effectively used in the development of
tools of the study. There are two broad approaches to the teaching of English language:
One is the traditional approach to teaching and the other is modern approaches to
teaching which include a consideration of the E-learning, which is based on the
application of modern technologies to classroom teaching such as computer, web site,
mobiles and multimedia.
78
The importance of productive skills of students in English language is of real
importance and the citations supported this argument. It was noted that due to foreign
language it is very difficult in the current scenario, for teacher of English language, to
develop speaking skills of students at the secondary level reason being that teachers
themselves are not exposed to such type of practices during their training in teacher
training institutes.
The different aspects of curriculum of English were also made part of the
review. It was found that teachers are not given sizable representation on different
committees responsible for curriculum formulation. The planned curriculum outlines
are not provided to schools to serve guidelines for the teachers to help them assess the
outcomes of curriculum.
79
The analysis of literature reviewed on teaching methods and approaches
indicated that none of the strategies is good or bad, but can be useful when they are in
harmony with the task for which they are working.
Strategies can be useful as individual techniques, when used together and should
not be in clash with the learning styles of the students. In more simple words they should
make learning easier, speedy, pleasurable and effective in the context of the new
situations. Actually, method has been described as the realistic understanding of an
approach.
The review of study and relevant literature further revealed that each method of
teaching works in some specific learning environment. The use of any new method is
not, in fact the rejection of the old one rather a method can be chosen according to the
nature of the topic and the environment in which it is presented. Moreover, the selection
of teaching method depends upon many factors such as the age and social background
of the learners, classroom environment, and competencies of teachers and availability
of audio-visual aids.
The literature review also discussed principles, merits and demerits of the
teaching methods and diagnosed them in Khyber Pakhtunkhwa province of Pakistan.
Grammar Translation Method is commonly used, which can, to some extent, promotes
the listening, reading and writing skills of learners but ignores the most important skill
of speaking which requires the use of Direct Method and that is rarely used, even, in
the prestigious educational institutes in private sector. Without developing the speaking
skill of students it is not possible to ensure that the students will learn English language
as required. Colleges/ institutes of teacher education should enhance the capability of
prospective teachers to promote their speaking skill which will resultantly improve the
speaking skill of students at secondary level of Khyber Pakhtunkhwa province of
Pakistan.
80
cooling facilities. Even, in Peshawar city, the capital city of Khyber Pakhtunkhwa
province, the students of 9th and 10th classes do not have proper furniture.
81
Chapter-3
82
3.4 Population and Sample
The population of the study comprised all the 345 Principals/Head Masters of
Government Boys' High School and 690 Subject Teachers as well as classroom
observation of 690 classes of 9th and 10th students in five sampled districts of Khyber
Pakhtunkhwa province of Pakistan. The purpose was to diagnose the teaching practices
of subject teachers.
The sample included 104 (30%) Principals/ Head Masters and 208 (30%)
Subject Teachers selected from five districts located both in rural and urban areas of
Khyber Pakhtunkhwa. The cluster random sampling technique was used to select
random sample from the population. Each division of Khyber Pakhtunkhwa is
considered as a separate cluster and five clusters were selected out of seven
clusters/divisions of Khyber Pakhtunkhwa. From each selected cluster, one
headquarter district was selected from all the five divisions of Abbottabad, Kohat,
Mardan, Peshawar and Swat, in order to generalize the results of the study to the entire
province.
The number of Govt; Boys’ High Schools in the sampled five districts is 690.
The breakdown of district wise sample both in urban and rural areas is given in Table
1.
83
Table-1
District wise sample of Principals/Head Masters and Subject Teachers in Govt Boys’
High Schools by urban and rural areas in 2012-13.
P ST P ST P ST P/H.M ST
Kohat 5 10 42 84 47 94 14 28
Peshawar 29 58 48 96 77 154 23 46
84
scores of the sample. The advantage of descriptive statistics is that they enable the
searcher to use one or two numbers (the mean and standard deviation) to represent all
of the individual scores of subjects in the sample.
Inferential Statistics are used to make inferences from sample statistics to the
population parameters. They are important in educational research because we typically
study a sample or samples, yet we wish to reach conclusions about the large population
from which they were drawn. In other words, inferential statistics allow us to generalise
from the situation that was studied to the situations not studied.
In the current research study techniques of both Descriptive and Inferential
Statistics were used. Column Charts and Pie charts as well as cross tabulation tools
were utilized to depict the Descriptive Statistics for each item in the opinionnaire and
observation checklists. Moreover, the inferential statistics tools like Chi-Square Test
and Odd Ratio Test were used for further statistical analysis. The use of these statistical
tools were authenticated by experts in the field of statistics.
86
Chapter-4
The study used inferential statistics for validity of data and results. The data
were interpreted with the help Chi square and Odd Ratio. This required data to be
searched for patterns and categories. As such the data were explored on the basis of
impressions recorded in field notes and themes identified in short statements and
assimilate information. There were basically two types of data: quantitative and
qualitative data in this study. The quantitative data were obtained from Principals/Head
Masters of Government Boys’ High Schools in five selected districts of Khyber
Pakhtunkhwa Province of Pakistan and Subject Teachers with the help of opinionnaires
and classroom teaching practices were diagnosed on the basis of classroom
observations. The data were analysed with the help of tables and figures that were
available to the researcher. Subject Teachers were observed in classroom setting.
Table 2
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 63 34 97
120
106
100
91
80
Frequency
63
60
40 34
20
Principal/HM
SST
Disagree Agree
88
Table 3
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 9 90 99
SST/Subject 1.472 0.225
Teachers 28 172 200
200
172
150
Frequency
90
100
50 9
28
0
Principal/HM
SST
Disagree Agree
89
Table 4
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 63 25 88
SST/Subject 0.174 0.677
Teachers 123 55 178
150
123
100
Frequency
63
50 55
25
Principal/HM
SST
Disagree Agree
90
Table 5
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 10 81 91
SST/Subject 0.106 0.745
Teachers 18 167 185
200
167
Frequency
100 81
10
18
0
Principal/HM
SST
Disagree Agree
91
Table 6
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 54 40 94
SST/Subject 3.139 0.076
Teachers 86 100 186
A descriptive analysis in the form of cross tabulation revealed that equal number
of teachers was in favour and opponent of the opinion that teachers of English use
communicative method. A chi-square test was applied to find the association between
the designation of the teachers and their opinions about teachers of English use
communicative method. The result of χ2 was insignificant (p>0.05) which indicated the
absence of association. But, the odds of principals were 1.570 times as compared to
SSTs towards the teachers of English use communicative method. Alternatively, the
odds of SSTs were 0.637 times as compared to principal towards the teachers of English
use communicative method. The results of the analysis are further explained with help
of Figure 6.
100 100
86
80
54
60
Frequency
40
40
20
0
Principal/HM
SST
Disagree Agree
92
Table 7
.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 16 81 97
SST/Subject
Teachers 31 162 193 0.009 0.925
200
162
150
Frequency
100 81
50 16
31
0
Principal/HM
SST
Disagree Agree
93
Table 8
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 66 27 93
SST/Subject
Teachers 109 75 184 3.653 0.056
150
109
Frequency
100
66
75
50 27
Principal/HM
SST
Disagree Agree
94
Table 9
Teaching English through Direct Method is Difficult both for Teacher and Students
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 61 29 90
SST/Subject
Teachers 130 55 185 0.177 0.674
150 130
100 61
Frequency
50 29 55
0
Principal/HM
SST
Disagree Agree
Figure 9: Teaching English through Direct Method is Difficult both for Teacher and
Students
95
Table 10
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 6 86 92
SST/Subject
Teachers 21 160 181 1.767 0.184
200
160
86
Frequency
100
6
21
0
Principal/HM
SST
Disagree Agree
Figure 10: Direct Method of teaching English improves the spoken English of
students
96
Table 11
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 2 98 100
SST/Subject
Teachers 9 187 196 1.243 0.265
200 187
98
Frequency
100
2
0 9
Principal/HM
SST
Disagree Agree
97
Table 12
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 4 98 102
SST/Subject
Teachers 7 193 200 0.034 0.853
200 193
Frequency
98
100
4
0 7
Principal/HM
SST
Disagree Agree
98
Table 13
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 12 79 91
SST/Subject
Teachers 16 170 186 1.413 0.234
200
170
Frequency
100 79
12
0 16
Principal/HM
SST
Disagree Agree
Figure 13: Abstract Ideas can be Easily Explained by Grammar Translation Method
99
Table 14
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 10 86 96
SST/Subject
Teachers 12 180 192 1.575 0.210
200
180
Frequency
100 86
10
0 12
Principal/HM
SST
Disagree Agree
100
Table 15
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 8 87 95
SST/Subject
Teachers 15 164 179 0.000 0.991
200
164
Frequency
87
100
8
0 15
Principal/HM
SST
Disagree Agree
101
Table 16
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 10 79 89
SST/Subject
Teachers 17 169 186 0.299 0.585
200
169
150
Frequency
100 79
50 10
0 17
Principal/HM
SST
Disagree Agree
Figure 16: Grammar Translation Method is Suitable for Large Classrooms in the
Subject of English.
102
Table 17
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 5 86 91
SST/Subject
Teachers 19 169 188 1.659 0.198
200
169
Frequency
86
100
5
0 19
Principal/HM
SST
Disagree Agree
103
Table 18
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 3 97 100
SST/Subject
Teachers 7 199 206 0.034 0.854
200 199
150
Frequency
97
100
50
3
0 7
Principal/HM
SST
Disagree Agree
Figure 18: Grammar Translation Method is the Most Common Method in High
Schools.
104
Table 19
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 23 71 94
SST/Subject
Teachers 41 159 200 0.591 0.442
200
150 159
Frequency
100 71
50 23
41
0
Principal/HM
SST
Disagree Agree
105
Table 20
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 64 27 91
SST/Subject
Teachers 122 75 197 1.921 0.166
150
122
100
Frequency
64
75
50 27
Principal/HM
SST
Disagree Agree
106
Table 21
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 3 99 102
SST/Subject
Teachers 8 199 207 0.170 0.680
200 199
150
Frequency
99
100
50
3
0 8
Principal/HM
SST
Disagree Agree
107
Table 22
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 77 17 94
SST/Subject
Teachers 136 51 187 2.879 0.090
150 136
Frequency
100 77
50 51
17
0
Principal/HM
SST
Disagree Agree
108
Table 23
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 15 82 97
SST/Subject
Teachers 34 160 194 0.196 0.658
200
160
150
Frequency
100 82
50 15
34
0
Principal/HM
SST
Disagree Agree
109
Table 24
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 11 90 101
SST/Subject
Teachers 17 187 204 0.530 0.467
200 187
150
Frequency
90
100
50 11
17
0
Principal/HM
SST
Disagree Agree
110
Table 25
Students Know the use of Dictionary for the Improvement of English Vocabulary
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 25 71 96
SST/Subject
Teachers 43 153 196 0.607 0.436
200
153
Frequency
100 71
25
43
0
Principal/HM
SST
Disagree Agree
Figure 25: Students Know the use of Dictionary for the Improvement of English
Vocabulary
111
Table 26
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 13 88 101
SST/Subject
Teachers 20 180 200 0.567 0.452
200
180
150
Frequency
100 88
50 13
20
0
Principal/HM
SST
Disagree Agree
112
Table 27
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 10 91 101
SST/Subject
Teachers 18 184 202 0.079 0.779
200
184
150
Frequency
91
100
50
10
18
0
Principal/HM
SST
Disagree Agree
113
Table 28
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 7 94 101
SST/Subject
Teachers 3 203 206 6.445 0.011
300
Frequency
200 203
94
100
7
0 3
Principal/HM
SST
Disagree Agree
114
Table 29
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 13 84 97
SST/Subject
Teachers 27 171 198 0.003 0.956
200
171
Frequency
84
100
13
27
0
Principal/HM
SST
Disagree Agree
115
Table 30
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 58 35 93
SST/Subject
Teachers 103 89 192 1.938 0.164
150
Frequency
100 103
58 89
50 35
Principal/HM
SST
Disagree Agree
116
Table 31
Combination of all Four Skills i.e. Listening, Speaking, Reading and Writing is not
Developed in the Classrooms
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 37 55 92
SST/Subject
Teachers 76 120 196 0.055 0.815
200
Frequency
120
100
37 55 76
Principal/HM
SST
Disagree Agree
Figure 31: Combination of all Four Skills i.e. Listening, Speaking, Reading and
Writing is not Developed in the Classrooms.
117
Table 32
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 28 67 95
SST/Subject
Teachers 46 148 194 1.112 0.292
150 148
100
Frequency
67
50 28 46
Principal/HM
SST
Disagree Agree
118
Table 33
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 34 65 99
SST/Subject
Teachers 47 156 203 4.246 0.039
200
150 156
Frequency
100
65
50 34
47
Principal/HM
SST
Disagree Agree
119
Table 34
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 19 79 98
SST/Subject
Teachers 18 182 200 6.526 0.011
200
Frequency
182
150
100 79
50 19
18
0
Principal/HM
SST
Disagree Agree
120
Table 35
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 13 82 95
SST/Subject
Teachers 27 162 189 0.019 0.891
200
162
Frequency
100 82
13
27
0
Principal/HM
SST
Disagree Agree
Figure 35: Teachers of English Use Authority for Maintaining Discipline in the
Classrooms if Necessary.
121
Table 36
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 22 78 100
SST/Subject
Teachers 15 187 202 13.215 0.000
200 187
150
Frequency
100 78
50 22
0 15
Principal/HM
SST
Disagree Agree
122
Table 37
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 6 93 99
SST/Subject
Teachers 4 199 203 3.477 0.062
200 199
150
Frequency
93
100
50
6
0 4
Principal/HM
SST
Disagree Agree
Figure 37: Teachers of English Are Punctual and Regular in Taking their Class
123
Table 38
Real Life Situation is Created by Teachers for English Language Learning in the
Classroom
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 50 35 85
SST/Subject
Teachers 68 122 190 12.719 0.000
150
122
100
Frequency
50 68
50 35
Principal/HM
SST
Disagree Agree
Figure 38: Real Life Situation is Created by Teachers for English Language Learning
in the Classroom.
124
Table 39
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 12 85 97
SST/Subject
Teachers 29 171 200 0.249 0.618
200
171
Frequency
85
100
12
29
0
Principal/HM
SST
Disagree Agree
125
Table 40
The Course in the Subject of English Helps in Developing Listening Skill of Students
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 9 89 98
SST/Subject
Teachers 13 188 201 0.713 0.398
200 188
Frequency
89
100
9
0 13
Principal/HM
SST
Disagree Agree
Figure 40: The Course in the Subject of English Helps in Developing Listening Skill
of Students
126
Table 41
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 16 79 95
SST 33 158 191 0.008 0.927
200
150 158
Frequency
100 79
50 16
33
0
Principal/HM
SST
Disagree Agree
127
Table 42
Designation Chi-
Disagree Agree Total square P-value
200 199
150
Frequency
101
100
50
3
0 7
Principal/HM
SST
Disagree Agree
Figure 42: The Course of English Helps in Developing Reading Skill of Students
128
Table 43
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 6 90 96
SST 14 186 200 0.058 0.810
200 186
150
Frequency
90
100
50
6
0 14
Principal/HM
SST
Disagree Agree
129
Table 44
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 31 56 87
SST/Subject
Teachers 46 137 183 3.186 0.074
150
137
Frequency
100
56
50 31 46
Principal/HM
SST
Disagree Agree
130
Table 45
Teachers Regularly Check the Notebooks of Students and Provide them with Written
and Verbal Feedback.
.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 29 66 95
SST 55 133 188 0.049 0.825
200
Frequency
133
66
29 55
0
Principal/HM
SST
Disagree Agree
Figure 45: Teachers Regularly Check the Notebooks of Students and Provide them
with Written and Verbal Feedback.
131
Table 46
Formative Evaluation of Daily Lesson Takes Place in the Subject of English During
Class.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 40 48 88
SST/Subject
Teachers 50 122 172 6.905 0.009
200
122
Frequency
100 40 48
50
0
Principal/HM
SST
Disagree Agree
Figure 46: Formative Evaluation of Daily Lesson Takes Place in the Subject of
English During Class.
132
Table 47
Summative Evaluation of Daily Lesson Takes Place in the Subject of English after
Class.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 28 58 86
SST 53 125 178 0.211 0.646
150
125
100
Frequency
58
50 28 53
Principal/HM
SST
Disagree Agree
Figure 47: Summative Evaluation of Daily Lesson Takes Place in the Subject of
English after Class.
133
Table 48
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 23 76 99
SST/Subject
Teachers 36 156 192 0.812 0.368
200
150 156
Frequency
100 76
50 23
36
0
Principal/HM
SST
Disagree Agree
Figure 48: Monthly or Periodical Tests are Taken by the Teachers of English.
134
Table 49
Students’ Evaluation Improves the Four Skills of Listening, Speaking, Reading and
Writing.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 12 84 96
SST/Subject
Teachers 18 172 190 0.622 0.430
200
172
Frequency
100 84
12
18
0
Principal/HM
SST
Disagree Agree
Figure 49: Students’ Evaluation Improves the Four Skills of Listening, Speaking,
Reading and Writing.
135
Table 50
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 11 85 96
SST/Subject
Teachers 22 165 187
200
165
150
Frequency
100 85
50
11
22
0
Principal/HM
SST
Disagree Agree
Figure 50: Teachers of English are Evaluated on the Basis of Students’ Results.
136
Table 51
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 36 53 89
SST/Subject
Teachers 81 93 174 0.888 0.346
100 93
81
Frequency
53
50 36
Principal/HM
SST
Disagree Agree
137
Table 52
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 11 85 96
SST/Subject
Teachers 32 163 195 1.253 0.263
200
163
Frequency
85
100
11
32
0
Principal/HM
SST
Disagree Agree
138
Figure 52: Pre-Service Training of Teachers of English enables them to Know and
Apply Various Teaching Methods of English.
139
Table 53
In-Service English Training is Given to all English Teachers from Time to Time.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 42 48 90
SST/Subject
Teachers 86 97 183 0.003 0.959
100 97
86
48
Frequency
42
50
Principal/HM
SST
Disagree Agree
Figure 53: In-Service English Training is Given to all English Teachers from Time to
Time.
140
Table 54
Duration of Teacher Training is Enough for Teachers to Equip them with Necessary
Skills in English.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 49 43 92
SST/Subject
Teachers 89 99 188 0.866 0.352
A descriptive analysis in the form of cross tabulation revealed that nearly equal
number of teachers were in favour and opponent of the opinion that ‘duration of teacher
training is enough for teachers to equip them with necessary skills in English’. A chi-
square test was applied to find the association between the designation of the teachers
and their opinions about ‘duration of teacher training is enough for teachers to equip
them with necessary skills in English’. The result of χ2 was insignificant (p>0.05) which
indicated the absence of association. But, the odd of principals was 1.268 times as
compared to SSTs towards the ‘duration of teacher training is enough for teachers to
equip them with necessary skills in English’. Alternatively, the odd of SSTs was 0.789
times as compared to principal towards the ‘duration of teacher training is enough for
teachers to equip them with necessary skills in English’. The results of the analysis are
further explained with help of Figure 54.
100 99
89
Frequency
49
43
50
Principal/HM
SST
Disagree Agree
Figure 54: Duration of Teacher Training is enough for Teachers to Equip them with
Necessary Skills in English.
141
Table 55
Teacher Training Institutes have all Basic Facilities for Enhancing the Four Skills of
English.
Designation Chi-
Disagree Agree Total square P-value
Principal/HM 55 31 86
SST/Subject
Teachers 101 80 181 1.595 0.207
150
100 101
Frequency
55 80
50 31
0
Principal/HM
SST
Disagree Agree
Figure 55: Teacher Training Institutes have all Basic Facilities for Enhancing the Four
Skills of English.
142
Classroom Observations
Table 56
Options To Some
No Extent Yes Total
To some
extent
41%
No
59%
143
Table 57
Options To Some
No Extent Yes Total
Yes
97%
144
Table 58
To some extent
52%
145
Table 59
Translation is According to the Students’ Level.
No
1%
To some
extent
Yes 47%
52%
146
Table 60
To some Yes
extent 1%
3%
No
96%
147
Table 61
The data revealed that majority of English teachers did not use audio-lingual method
while teaching to classes 9th and 10th. The results are further given in Figure 61.
To some extent
2%
No
98%
148
To Some
Options
No Extent Yes Total
149
Table 63
Responses 87 78 43 208
The analysis unfolded that overwhelming majority of English teachers did not
completely use different method of teaching English but were used up to some extent
in most of schools. The results are further given in Figure 63.
To some extent
37%
150
Table 64
The data revealed that most of teachers did not deliver clear and crystal instruction to
students and there was ambiguity and confusion in their teaching due to which students
were struggling hard. Only up to some extent it was clear in most of schools. The results
are further shown in Figure 64.
151
Table 65
To Some
Options No Extent Yes Total
152
Table 66
The analysis of data unfolded that overwhelming majority of teachers did not
completely use English mostly in their classrooms during teaching learning process but
it was used in most of schools up to some extent. The results are further shown in
Figure 66.
No
To some 48%
extent
51%
153
Table 67
Responses 47 67 94 208
The analysis of observation revealed that majority of English teachers had good
quality of voice while teaching to classes 9th and 10th except a few teachers whose voice
quality was not good the results are further shown in Figure 67.
No
23%
Yes
45%
To some extent
32%
154
Table 68
Responses 48 66 94 208
No
23%
Yes
45%
To some
extent
32%
155
Table 69
Responses 53 61 93 208
No
26%
Yes
45%
To some
extent
29%
156
Table 70
Options To Some
No Extent Yes Total
157
Table 71
Options To Some
No Extent Yes Total
The analysis of data revealed that an overwhelming majority of teachers did not
use A. V. aids as instructional tools while teaching to classes 9th and 10th. The results
are further uncovered in Figure 71.
158
Table 72
Use of Tape-Recorder
Options To Some
No Extent Yes Total
The results of observation pointed out in Table 72 indicated that 204 (98.07%)
teachers did not use tape-recorder while only 4 (1.92%) teachers used it up to some
extent. Thus, none of teachers completely used tape-recorder.
The data revealed that overwhelming majority of teachers did not use Tape-
Recorder as an instructional aid in their respective classrooms. The results are further
manifested in Figure 72.
159
Table 73
Use of Computer
Options To Some
No Extent Yes Total
160
Table 74
Options To Some
No Extent Yes Total
The results of observation shown in Table 74 pointed out that 193 (92.78%)
teachers did not demonstrate as well as explained while 8 (3.84%) teachers
demonstrated as well as explained up to some extent. Thus, only 7 (3.36%) teachers
completely demonstrated as well as explained. The analysis of data depicted that
majority of English teachers did not demonstrate as well as explain the contents. The
results are further shown in Figure 74.
161
Table 75
Options To Some
No Extent Yes Total
162
Table 76
Options To Some
No Extent Yes Total
163
Table 77
Options To Some
No Extent Yes Total
The results of observation shown in Table 77 pointed out that only 7 (3.36%)
teachers did not develop listening skill of their students while 42 (20.19%) teachers
developed it up to some extent. Thus, one hundred and fifty-nine (76.44%) teachers
completely developed listening skill of learners. The analysis of data unfolded that an
overwhelming majority of English teachers developed listening skill of their students
while teaching to them. The results are further displayed in Figure 77.
164
Table 78
Options To Some
No Extent Yes Total
Yes
6%
To some extent
2%
No
92%
165
Table 79
Options To Some
No Extent Yes Total
No
3%
Yes
28%
To some extent
69%
166
Table 80
Options To Some
No Extent Yes Total
To some
extent
67%
167
Table 81
Options To Some
No Extent Yes Total
The results of observation pointed out in Table 81 indicated that 188 (90.38%)
teachers did not focus the students while 11 (5.28%) teachers had given focus to
students up to some extent. Thus, only 09 (4.23%) teachers completely focused the
students. The data revealed that classroom environment was not fully student-centre
and were not completely focused. The results are further shown Figure 81.
168
Table 82
Options To Some
No Extent Yes Total
Responses 55 65 88 208
Percentages 26.44% 31.25% 42.30% 100%
169
Table 83
Options To Some
No Extent Yes Total
Responses 56 98 54 208
Percentages 26.92% 47.11% 25.96% 100%
170
Table 84
Options To Some
No Extent Yes Total
171
Table 85
Options To Some
No Extent Yes Total
172
Table 86
Options To Some
No Extent Yes Total
173
Table 87
Options To Some
No Extent Yes Total
174
Table 88
Options To Some
No Extent Yes Total
175
Table 89
Options To Some
No Extent Yes Total
Yes
98%
176
Table 90
Options To Some
No Extent Yes Total
To some
extent
2%
Yes
98%
177
Table 91
Options To Some
No Extent Yes Total
Responses 88 78 42 208
Percentages 42.30% 37.5% 20.19% 100%
178
Table 92
Options To Some
No Extent Yes Total
179
Overall Picture of Classroom Observation
Table 93
% age of Up Majority
S. % age % age of
ITEMS to Some of
No of No Yes
Extent(USE) Responses
Teachers used the lesson
1 59.13% 40.86% 0% No
plan
Teachers Used Grammar
2 .48% 2.88% 96.63% YES
Translation Method.
Teachers Used Reading
3 21.63% 52.4% 26.0% USE
Method.
Translation is according to
4 .48% 47.11% 52.40% YES
the students’ level.
Teachers Used the Direct
5 96.15% 2.88% .96% NO
Method.
Teachers Used audio-
6 98.07% 1.92% 0% NO
lingual method.
The teachers Used
7 96.15% 3.84% 0% NO
Communicative Method.
Teachers Used Different
8 Methods Simultaneously 41.82% 37.5% 20.67% NO
in the Classroom.
Teachers’ instruction is
9 18.26% 50.48% 31.25% USE
clear.
180
Teacher- Students
10 Interaction Took Place in 23.07% 53.36% 23.55% USE
the Classroom.
Teachers Used target
11 48.07% 50.96% .96% USE
language. i.e. English.
Voice Quality of English
12 22.59% 32.21% 45.19% YES
Teacher.
Eye-Contact of English
13 23.07% 31.73% 45.15% YES
Teachers.
Gesture and Body
14 25.48% 29.32% 44.71% YES
Language of Teachers.
Full Utilization of
15 Teachers’ Time inside the 2.40% 20.19% 77.40% YES
Classroom.
16 Use of A.V. Aids. 97.11% 2.40% .48% NO
17 Use of Tape-Recorder. 98.07% 1.92% 0% NO
18 Use of Computer. 98.55% 1.44% 0% NO
Demonstration as Well as
19 92.78% 3.84% 3.36% NO
Explanation by Teachers.
Recapitulation of the
20 54.80% 8.65% 36.53% NO
Lesson Taught.
Assign Home Work to
21 37.98% 13.94% 48.07% NO
Students.
Development of Students’
22 3.36% 20.19% 76.44% YES
Listening Skill.
Development of Speaking
23 92.30% 1.92% 5.76% NO
Skill.
Development of Students’
24 2.40% 69.23% 28.36% USE
Reading Skill.
Development of Students’
25 4.80% 67.30% 27.88% USE
Writing Skill.
181
Classroom Environment is
26 Student -Centered. (Focus 90.38% 5.28% 4.32% NO
is given to students)
Attitude of English
27 26.44% 31.25% 42.30% YES
Teacher is Friendly.
Classroom was Fully
28 26.92% 47.11% 25.96% USE
Lightened.
The Seating Arrangement
29 87.5% 5.76% 6.73% NO
Facilitated Learning.
Classroom was
30 7.69% 10.09% 82.21% YES
overcrowded.
31 Textbook was Interesting. 0% 2.88% 97.11% YES
Textbook develops
32 0% 3.84% 96.15% YES
listening skills.
Textbook Develops
33 0% 6.73% 93.26% YES
Speaking Skills.
Textbook Develops
34 0% 1.92% 97.59% YES
Reading Skills.
Textbook Develops
35 0% 2.40% 97.59% YES
Writing Skills.
Students’ evaluation
36 42.30% 37.5% 20.19% NO
during class.
Students’ Evaluation at the
37 45.19% 51.44% 3.36% USE
End of Class.
182
Chapter-5
183
9. Most of the respondents were of the opinion that Direct Method of
teaching improved the spoken English of learners (Table-10)
10. The study diagnosed that teachers of English mostly used Grammar
Translation Method in their respective classrooms. (Table-11)
11. Both Principals and Teachers were in favour of the statement that
Grammar Translation Method was easy for use in the classrooms. (Table-
12)
12. The study found that majority of respondents supported the idea that
abstract ideas could be easily explained by Grammar Translation Method.
(Table-13)
13. Overwhelming majority of respondents supported the statement that
Grammar Translation Method facilitated correct writing in the subject of
English. (Table-14)
14. It was found on the basis of responses of Principals and teachers that most
of the respondents were of the opinion that Pakistani social environment
supported Grammar Translation Method. (Table-15)
15. The analysis of respondents, including both Principals and Secondary
School Teachers, highly favoured the statement that Grammar Translation
Method was suitable for large classrooms. (Table-16)
16. Majority of respondents supported the statement that Examination system
was based on Grammar Translation Method. (Table-17)
17. Most of the respondents were of the opinion that Grammar Translation
Method was the most common method of teaching English in our high
schools. (Table-18)
18. The respondents, mostly, supported the statement that students were
prepared by the teachers for a lesson during the class. (Table-19)
19. The study revealed that majority of respondents did not support the idea
that teachers of English used A.V. Aids. (Table-20)
20. An overwhelming majority of respondents supported the statement that
blackboard/ white board was frequently used by teachers of English.
(Table-21)
21. The study unfolded that large number of respondents disagreed to the
statement that computer was used as teaching tool in the classrooms.
(Table-22)
184
22. It came to limelight that respondents highly supported the idea that teacher
students’ interaction took place in the classrooms. (Table-23)
23. The study uncovered that that students were motivated by teachers in
classrooms. (Table-24)
24. The study found that students knew the use of dictionary for their
improvement of English vocabulary. (Table-25)
25. It was reported by respondents that teachers utilise full time in their
classrooms. (Table-26)
26. The study revealed that majority of respondents were in favour of the
statement that mostly listening skill of students was developed in
classrooms. (Table-27)
27. It was found that majority of respondents supported the statement that
reading skill of students was developed in classrooms. (Table-28)
28. The analysis of data revealed that most of the respondents supported the
idea that writing skill of students was developed in classrooms. (Table-29)
29. The analysis of responses of both, Principals and Secondary School
Teachers, did not support the idea that speaking skill of students was
developed in classrooms. (Table-30)
30. Majority of respondents stated that combination of all four skills is not
developed in classroom. (Table-31)
31. The overwhelming majority of respondents were of the opinion that the
environment of English classroom was learner-centred. (Table-32)
32. The study indicated that most of the respondents were of the opinion that
teacher of English worked as a facilitator and guide. (Table-33)
33. The analysis of data revealed that respondents both Principals and
Teachers, mostly, supported the idea that teachers of English always
moved around the classrooms. (Table-34)
34. An overwhelming majority of respondents supported the statement that
teachers of English used their authority for maintaining discipline in the
classrooms, if necessary. (Table-35)
35. The study unfolded that most of the respondents were in favour of the
statement that attitude of subject teacher was student-friendly. (Table-36)
36. The study uncovered that majority of respondents supported the idea that
teachers of English were regular and punctual. (Table-37)
185
37. Most of the Secondary School Teachers supported, while majority of
Principals did not support, the statement that real life situation was
developed by teachers for English language learning in the classrooms.
The views of the Principals could be honoured because they are the
instructional supervisors. (Table-38)
38. An overwhelming majority of respondents supported the statement that
Textbooks in the subject of English were not boring. (Table-39)
39. The respondents supported the idea that the course in the subject helped in
developing listening skill of the students. (Table-40)
40. The overwhelming majority of respondents supported the statement that
the course helped in developing speaking skill of the students. (Table-41)
41. The study found that majority of respondents supported the statement that
the course helped in developing reading skill of students. (Table-42)
42. The analysis of data indicated that most of the respondents were of the
opinion that the course of English helped in developing writing skill of
students. (Table-43)
43. The respondents supported the idea that textbooks of English were
according to the mental level of students. (Table-44)
44. The analysis of data revealed that majority of respondents highly
supported the idea that teachers regularly checked the notebooks of
students and provided them with written and verbal feedback. The idea
was against the ground realities in classroom observation in our schools.
(Table-45)
45. The respondents were of the opinion that formative evaluation of daily
lesson took place in the subject of English during a class. (Table-46)
46. The study found that majority of respondents supported the statement that
summative evaluation of daily lesson took place in the subject of English
at the end the class. (Table-47)
47. The overwhelming majority of respondents were of the opinion that
monthly or periodical tests were taken by the teachers of English.
(Table-48)
48. The study diagnosed that students’ evaluation improved four skills of
listening, speaking, reading and writing. (Table-49)
186
49. An overwhelming majority of the respondents supported the statement that
teachers of English were evaluated on the basis of students’ results in the
Board examinations. (Table-50)
50. The respondents reported that students’ progress reports were sent to their
parents or guardians. (Table-51)
51. The analysis of data indicated that pre-service teachers training for
teachers, enabled them to know and apply various teaching methods of
English. (Table-52
52. The majority of respondents were of the opinion that in-service training
was given to majority of English teachers. The statement is not supported
by ground reality. (Table-53)
53. The majority of school principals did not support while the subject
teachers supported the statement that present duration of teacher training
was enough for teachers to equip them with necessary skills. The world
scenario demands that the prescribed time for teachers’ training should be
extended. (Table-54)
54. The respondents did not support the idea that teacher training institutes had
all basic facilities for enhancing the methods of four skills of English.
(Table-55)
187
5.1.2 Based on the Observation
The following findings of the study are based on the observation of 9th and 10th
class students of 104 Government Boys’ High Schools, in five different districts of
Khyber Pakhtunkhwa province of Pakistan:
1. The analysis of data revealed that majority of teachers did not use lesson
plan while teaching to classes 9th and 10th. (Table-56)
2. The data uncovered that majority of teachers used Grammar Translation
Method. (Table-57)
3. The analysis of data revealed that majority of English teachers did not use
Reading Method completely but it was used up to some extent in most of
the schools at the secondary level. (Table-58)
4. The analysis of data unfolded that in majority of school’s translation of
English lessons was according to the students’ level. (Table-59)
5. The study diagnosed that majority of English teachers did not use Direct
Method while teaching to students at the secondary level. (Table-60)
6. The analysis of data revealed that majority of subject teachers did not use
Audio-Lingual Method while teaching to classes 9th and 10th. (Table-61)
7. Majority of subject teachers did not use Communicative Method while
teaching to their classes. (Table-62)
8. An overwhelming majority of subject teachers did not completely use
different methods of teaching English but they used them up to some
extent in most of the schools. (Table-63)
9. Most of the teachers did not deliver clear and crystal instruction to
students and there was ambiguity and confusion in their teaching.
(Table-64)
10. Data showed that most of schools did not provide opportunities, where
teacher-students interaction took place completely, but in most of the
schools it took place up to some extent. (Table-65)
11. The data unfolded that overwhelming majority of teachers did not
completely use only English mostly in their classrooms during teaching
learning process but it was used in most of schools up to some extent.
(Table-66)
188
12. The analysis of observations revealed that majority of teachers had a good
quality of voice while teaching to classes 9th and 10th except a few
teachers whose voice quality was not good. (Table-67)
13. The analysis of data revealed that majority of teachers’ eye-contact was
good enough to address all students. (Table-68)
14. The study uncovered that most of the teachers had proper body language
along with suitable gestures. (Table-69)
15. It was unfolded that most of the teachers spent full time of forty minutes
in their respective classrooms while teaching to their students. (Table-70)
16. The analysis of data unfolded that an overwhelming majority of teachers
did not use A. V. aids as instructional tools while teaching to classes 9th
and 10th. (Table-71)
17. Almost all the teachers did not use Tape-Recorder as an instructional aid
in their respective classrooms. (Table-72)
18. The study diagnosed that most of the English teachers did not use
computer as helping tool while teaching to classes 9th and 10th due to
either non availability of computers or their operators. (Table-73)
19. The analysis of data depicted that majority of subject teachers did not
demonstrate as well as explain the contents of their lessons. (Table-74)
20. An overwhelming majority of English teachers did not recapitulate what
was taught to their students in classes. (Table-75)
21. It was found that most of the teachers assigned home work to students at
the secondary level. (Table-76)
22. It was noted that most of the teachers developed listening skill of students
during a class. (Table-77)
23. It was uncovered that students’ speaking skill was not developed by their
teachers. (Table-78)
24. The analysis of data uncovered that reading skill of students was not fully
developed by teachers but it was developed up to some extent in forming
sentences only. (Table-79)
25. The data showed that writing skill of students was also not fully
developed. (Table-80)
26. A majority of responses showed that classroom environment was not
student-centred. (Table-81)
189
27. It was noted that attitude of most of the teachers was friendly with
students in classrooms. (Table-82)
28. The analysis of data showed that classrooms were not completely
lightened, due to frequent short fall in electric power. (Table-83)
29. It was found that seating arrangement of students was not good and more
than the required number of students were squatted on benches. (Table-
84)
30. The study found that most of classrooms were overcrowded. (Table-85).
An overwhelming majority of responses favoured the statement that
textbook of English was interesting. (Table-86)
31. It was found that textbook has the potential to develop listening skill of
students but teachers were not able to promote this skill completely.
(Table-87)
32. The analysis of data showed that textbook could develop speaking skill of
students but teachers were not instrumental to do so. (Table-88)
33. It was also noted that textbook can boost up reading skill of students.
(Table-89)
34. The analysis of data unfolded that textbook of English has the potential
to develop writing skill of students at the secondary level. (Table-90).
35. It was diagnosed that students’ evaluation does not take place during
class. (Table-91)
36. The study revealed that students’ performance is evaluated up to some
extent at the end of the class. (Table-92)
190
5.2 Conclusions
The conclusions are based on the findings of the study which were drawn from
the analysis of data of two opinionnaires and observations of 208 classrooms. It was a
diagnostic study in nature and one of its important concerns was to diagnose English
teaching practices at the secondary level. Therefore, the conclusions are also relevant
to these practices:
191
8. The study unfolded that, while Grammar Translation Method has
advantages of correction in writing and suitable for social environment;
overcrowded classrooms and examinations. These are not sufficient
arguments to refute the importance of Direct Method.
9. The respondents including both the principals and the teachers included in
this study, expressed that teachers prepare students for next lesson in
classroom. The ground reality during classroom observations did not
support this assumption as none of the teacher was found preparing
students for the next lesson.
10. Both the responses of the principals and teachers as well as classroom
observations indicated that A. V. aids like tape recorders and computers
etc. are not used in classrooms. This is the only source that creates interest
and craze for learning among students. This important practice was also
ignored in the 104 sampled schools.
11. While both the principals and classroom teachers admitted that teacher-
student interaction took place in classrooms, the observation of teaching
learning process during research did not find this interaction, which is one
of the important strategies of the National Accreditation Council for
Teaching Education.
12. The study diagnosed that, while listening, reading, writing skills are, to
some extent, developed by teaching method in vogue, the speaking skill is
never developed in this way.
13. The factual position that teachers who themselves do not have an aptitude
for speaking English, cannot be expected to promote it in their students.
14. The incompetency of teachers in speaking skills owes itself to their half-
baked training in Teacher Education Colleges where they were not
exposed to improve their English speaking skill.
15. The curriculum of English for 9th and 10th classes has the materials which,
if followed in the right way, can improve all the four skills simultaneously.
But, in reality the contents of the text book are not followed in letter and
spirit.
16. The responses of both the Principals and Teachers provided indications
that the classroom environment was learner-centered. However, the ground
reality during my classroom observation did not support this view and it
192
was found that more efforts were needed to provide students congenial
environment for learning.
17. The study diagnosed that both principals and teachers confirmed the
holding of formative and summative assessment of students. However, it
was not found during classroom observations in all 104 schools.
193
5.3 Summary
The rationale of the study was based on the consideration that effective learning
of students largely depends on the teaching practices of English language teachers. The
poor quality of instruction and ineffective use of instructional strategies have
deteriorated the quality of teaching at the secondary level and as a result, the learning
of English language by students was adversely affected. There is an urgent need that
subject teachers should have not only themselves a command over the subject of
English but also have the necessary pedagogical skills. The large scale failure in the
Subject of English at the secondary school level is indicative of the fact that different
learning styles were not adequately addressed by their teachers. Simultaneously
linguistic aspects were ignored during teaching practices. It was, in this background,
that a diagnostic study of teaching practices in the subject of English at the secondary
level was considered imperative. A summary of this research work is given here:
The main objectives of the study were to review relevant literature for drawing
indicators for development of instruments; identification and description of different
teaching practice in the subject of English at the secondary level, in order to know their
194
strengths and weaknesses for remedial solution of the problem. The key questions
framed for examination in the study were also based on these objectives.
The population of the study included all the 104 Principals/Headmasters and
208 Subject Teachers of English, of the Government Boys’ High Schools both in urban
195
and rural areas of the five selected districts of the province. The sample included 30%
heads of schools and 30% subject teachers respectively.
The tools for data collection included an opinionnaire for school heads and
subject teachers and classroom observation of 9th and 10th classes in all the 104 sampled
Government Boys’ High Schools in the selected districts. The opinionnaires both for
heads of schools and subject teachers contained 54 items with five options based on
Likert’s scale. The Checklist of classroom observations contained 37 items with three
options. The tools were pilot tested by five heads of schools and ten subject teachers in
five Government Boys’ High Schools both in urban and rural areas. They were not
included in the sample of the actual study. The quantitative data were analysed with the
help of tables, and graphs. They were interpreted with the help of simple and complex
statistical measures such as percentages; Chi square and Odd Ratio were utilized for
assessing association. The qualitative data were also discussed and described in
narrative form.
Chapter-4 is based on data collection and their analysis. It describes what types
of data were collected and from which sources and how it was subjected to analysis for
discussion and interpretation for drawing inferences. Primary data were collected from
principals/headmasters and subject teachers of Government Boys’ High Schools in all
the five districts of the province on the basis of an opinionnaire and, for teaching
practices, classroom observations were made of 9th and 10th class students on the basis
of Checklist containing 37 items. The focus of data analysis was aimed at reducing and
describing large volumes of data in order to produce information that was useful and
meaningful for discussion and outcome of the study. Qualitative data analysis ranged
from narrative description of the data to quantitative analysis of the narrative
components of the data. This required data to be placed under different categories and
patterns.
The researcher explored the data and formed impressions recorded in field
notes; identified themes, which were recorded in short statements for assimilation of
information.
The conclusions were based on the findings of the study. There was no planned
approach to teaching and, therefore, some of the important aspects of the teaching-
learning process were ignored by teachers. There was no use of Direct Method of
teaching English, and therefore, students could not develop speaking skill. The root
cause of this weakness could be attributed to the half-baked training of the subject
teachers in training colleges. The teachers entirely depended on Reading and Grammar
Translation Methods. There was no use of A.V. Aids, which could help motivate
students and get their attention to the given lesson. The study found that listening,
reading and writing skills of students could, to some extent, be developed in students
but not the speaking skill, which required the use of Direct Method by teachers. It was
found that the prescribed curriculum has the elements to promote all the four skills of
students but it largely depends on the know-how of teachers which is lacking in them.
The strengths were that teachers used Grammar Translation Method which is,
in the absence of Direct Method, suitable for the socio-cultural environment of the
localities. Teachers utilized full time in classes; made use of dictionary; their teaching
practices developed three skills of listening; reading and writing. The weakness of the
current teaching practices based on the opinionnaires and class room observations were
that teachers did not use lesson plans; could not use Direct Method of Teaching, which
could promote the speaking skills of students.
They also did not use Audio-lingual and Communicative Methods. Teachers
lacked the potential and ability to use Direct Method and their training in the subject of
English required improvement.
198
5.4 Recommendations
1. Teacher should be provided complete training to fully equip them with all
necessary knowledge and skills regarding teaching of English language.
2. Direct Method should be promoted and implemented for improving
speaking skill of students. For this teachers of English should be exposed
to such type of training to meet the need of students.
3. Classroom environment should be made on such lines to promote
maximum student-teacher interaction by ensuring readiness, motivation
and interest of students.
4. Different teaching strategies/ methods should be used along with proper
use of lesson plans.
5. There should be formative and summative assessment in each class
setting, as it is necessary for assessing how much the students have learnt.
6. The prescribed curriculum should be followed in letter and spirit, which
has undoubtedly the potential to promote all the four skills of the students.
7. The use of A. V. aids requires a small amount of funding. It is, therefore,
recommended that classroom teachers should make use of A.V. materials
for effective teaching.
8. It is recommended that the basic skills of learners should be promoted by
developing fundamental competencies of students, which will definitely
improve learning process.
9. Teachers having a Master degree in English along with sound professional
qualification should be recruited for teaching English.
10. The books on English language communication may be provided to the
school library and the facility of language laboratory be provided to all
schools.
11. Language experts from other institutions should visit schools to observe
teaching practices and to provide remedial solutions on the spot to
concerned English Teachers.
199
12. It is high time to introduce communicative based syllabi to encourage
communication among students.
13. Traditional system of examination should be substituted by modern
techniques of evaluation to check all the skills of learners and should be
carried out, throughout, the academic year to provide in time feedback
both to teachers and learners.
14. Government should vividly clarify language policy, and then, take all the
necessary steps. Language learning should not be dealt as academic
standard but only the acquisition of English language.
15. School-Teachers, teaching English, may be sent to English-speaking
countries, for short-term visits to have a practical knowledge of classroom
practices in those countries along with our own resources. Aid from the
British-Council can also be availed.
200
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Appendices
Appendix A: List of Principals and Head Masters of the study
218
17 Tariq Munir. G.C.M.H.S M.A, M.ED
ABBOTTABAD.
18 Tariq Samar. G.H.S KOKAL M.A, M.ED
BARSEEN.
19 Wazir G.H.S CHANDO MERA. M.A, M.ED
Muhammad.
20 Zia Shahid. G.H.S NO 3 M.A, M.ED, M.PHIL.
ABBOTTABAD.
DISTRICT KOHAT
21 Abdul Kalam. G.H.SLachi Payan. M.A, B.ED
219
37 Aziz Anwar. G.H.S MOHABAT M.A, M.ED
ABAD.
38 Dost G.H.S KHANZADA. M.A, M.ED
Muhammad.
39 Falak Naz. G.H.S SAWARYAN. M.A, M.ED
220
DISTRICT PESHAWAR
58 Ameer G.H.S AHMAD KHEEL. M.A M.PHIL.
Muhammad.
59 Ameer Sher. G.H.S MERA URMAR PAYAN. M.A M.ED
221
78 Sher Afzal. G.H.S GARHI CHANDAN. M.A B.ED
79 Sikandar Khan. G.H.S PAKHA GHULAM. M.A M.ED
DISTRICT SWAT
81 Abdul Latif. G.H.S NO 3 MINGORA. M.A, M.ED
222
99 Raza Shah. G.H.S JAMBIL. M.A, M.ED
223
Appendix B: Name and Qualification of Secondary School
Teachers
List of the Name and Qualification of SSTs/ Subject Teachers in Five Districts of
Khyber Pakhtunkhwa
DISTRICT ABBOTTABAD
SNo Name of Teacher Qualification
1 Abdul Ghafar. G.H.S MAJHUHAN. M.A, B.ED
2 Abdul Haleem. G.H.S LAKHALA. M.A, B.ED
G.C.M.H.S
4 Abid Sarfaraz. M.A M.ED
ABBOTTABAD.
G.H.S NO 3
5 Amjad Zia. M.A, B.ED
ABBOTTABAD.
6 Ayaz Kahan. G.H.S JHANGAI. M.A, B.ED
G.C.M.H.S
7 Azmat Ali. M.A, M.ED
ABBOTTABAD.
G.H.S NO 3
8 Gul Javid. M.A, B.ED
ABBOTTABAD.
9 Ishfaq Khan. G.H.S KOKAL BARSEEN. M.A, B.ED
G.H.S SAMANDAR
16 M.Saeed. M.A, B.ED
KATTA.
224
17 M.Tahir Khan. G.H.S JHANGAI. M.A, B.ED
G.H.S SHAIKHUL
23 Maroof Khan. M.A, B.ED
BANDA.
G.H.S NO 4
24 Munir Ahmad. M.A, M.ED
ABBOTTABAD.
25 Qaisar. G.H.S LAKHALA. M.A, B.ED
G.H.S NO 4
33 Wali-Ur-Rahman. M.A, M.ED
ABBOTTABAD.
34 Waris Khan. G.H.S NO 1 HAVELIAN. M.A, M.ED
G.H.S SAMANDAR
35 Zaheer Khan. M.A, M.ED
KATTA.
36 Zaheer. G.H.S CHAMHAD. M.A, B.ED
225
37 Zaheer. G.H.S CHAMHAD. M.A, B.ED
G.H.S SHAIKHUL
38 Zahid Ali Khan. M.A, M.ED
BANDA.
39 Zia-Ul-Haq. G.H.S MAJHUHAN. M.A, B.ED
District Kohat
41 A.Aziz. Khan. G.C.H.S KOHAT. M.A, M.ED
51 G.H.S GANDYALI
M.Waqar. M.A, B.ED
PAYAN.
52 M.Zubair. G.H.S TOGH BALA. M.A, B.ED
226
56 S.M Akbar Shah. G.H.S CHIKAR KOT BALA M.A, M.PHIL
68 G.H.S GANDYALI
Zia Ullah. M.A, M.ED
PAYAN.
District Mardan
69 G.H.S LABOUR
A. Mateen. M.A, M.ED
COLONY.
70 A.Jalil. G.H.S FARM KORONA. M.A, B.ED
227
75 Bacha Khan. G.H.S KHADI KILLI. M.A, B.ED
228
96 M. Anwar. G.H.S HOTI LANDAKI. M.A, M.ED
229
District Peshawar
115 Abdul Majid. G.H.S DEH BAHADAR. M.A, M.ED
230
133 GCMHS NO 2 PESAWAR
Khalid Riaz. M.A, M.ED
CITY.
134 Khalid Saif Ullah. G.H.S NANAK PURA. M.A, M.ED
231
153 G.H.S GUL BAHAR NO 2
Umar Khan. M.A, M.ED
PESHAWAR.
154 G.H.S GUL BAHAR NO 2
Umar Khan. M.A, MPHIL
PESHAWAR.
155 Wahid Ullah. G.H.S DABGARI GATE. M.A, B.ED
District Swat.
161 A. Akbar. G.H.S KHWAZA KHEELA. M.A, M.ED
232
172 Behri Karam. G.H.S GHALEGAY. M.A, M.ED
233
193 M. Naeem. G.H.S SHAGAI. M.A, M.ED
234
Appendix C: Opinionnairefor SSTs/ Subject Teachers and HM/Principal
Opinionnaire
My dear colleague,
Assalam-o-Alaikum.
Yours Sincerely,
Jehangir Adil.
235
Personal information
Name:--------------------------------Designation-------------------------------
Name of Institution:------------------------------------
Note: Please tick mark (√) the Colum, which you think most appropriate answer.
(SA) stands for Strongly Agree, (A) stands for Agree, (U) stands for Undecided, (DA)
stands for Disagree and (SDA) stands for Strongly Disagree.
S. No Statement SD D UD A SA
1. Teaching methodologies
236
11 Grammar Translation Method is easy
to use in classroom.
12 Abstract ideas can be easily explained
by Grammar Translation Method.
13 Grammar Translation Method
facilitates correct writing in English.
14 Pakistani social environment is
supportive of Grammar Translation
Method.
15 Grammar Translation Method is
suitable for large classrooms in the
subject of English.
16 Examination system in Pakistan is
based on Grammar Translation
Method.
237
32 Teachers of English work as
facilitators and guide.
33 Teachers of English always move
around in the classroom
34 Teachers of English use authority for
maintaining discipline in the
classrooms if necessary
35 Attitude of subject teachers is student
friendl
36 Teachers of English are punctual and
regular in taking their class
37 Real life situation is created by
teachers for English language
learning in the classroom
4.Curriculum of English
238
51 Pre-service training of teachers of
English enables them to know and
apply various teaching methods of
English.
52 In-service English training is given to
all English teachers from time to time.
53 Duration of teacher training is enough
for teachers to equip them with
necessary skills in English.
54 Teacher training institutes have all
basic facilities for enhancing the four
skills of English.
239
Appendix D: Observation Checklist
Observation Checklist
Teachers’ Name:_____________Designation:________Date____/_____/_______
Subject:_English: 10th Presnt post held_____________________No Of Students in
class------School:_________________________village:_____________
Tehsil------------------Distt---------
S Teaching Practices EFFECTIVE LESS INEFFECTIVE
EFFECTIVE
NO
Teaching Methodologies
1 Uses of Lesson Plan
2 Use of Grammar Translation
Method
3 Use of Reading Method
4 Translation is according to the
students’ level
5 Use of Direct Method
6 Use of Audio-Lingual Method
7 Use of Communicative Method
8 Use of Different Methods
simultaneously in the classroom
9 Teachers’ instruction is clear
10 Teacher Students interaction takes
place in the classroom
11 Use of target language. i.e. English.
12 Voice quality of English teacher
240
16 Use of A-V Aids
17 Use of Tape-recorder
18 Use of Computer
19 Demonstration as well as
explanation
20 Recapitulation of the lesson taught
241
Evaluation of students
Students’
3 evaluation during class
6
Students’
3 evaluation at the end of class
7
242
Appendix E: List of Principals and Subject Teacher for Pre-Testing of the
Instruments
243
Appendix F: Schedule of visits to schools for classroom observation
DISRICT PESHAWAR
S.No School Name Visited on Day
1 G.H.S MANAKRO.
15/04/2014 Tuesday
2 G.H.S LANDI ARBAB.
3 GHS DEH BAHADAR
16/04/2014 Wednesday
4 G.H.S AHMAD KHEEL.
5 G.H.S GULSHAN REHMAN.
17/04/2014 Thursday
6 G.H.S MERA URMAR PAYAN.
7 G.H.S GARHI CHANDAN.
18/04/2014 Friday
8 G.H.S ZAHIRABAD.
9 G.H.S AKHOON ABAD.
19/04/2014 Saturday
10 G.H.S BERI BAGH.
11 G.H.S NO 2 GUL BAHAR
21/04/2014 Monday
12 G.H.S ZARYAB COLONY.
13 G.H.S NANAK PURA.
22/04/2014 Tuesday
14 GCMHS NO 2 PESAWAR CITY.
15 G.H.S JOGIWARA.
23/04/2014 Wednesday
16 G.H.S KANDI KALO KHEL.
17 G.H.S DABGARI GATE.
24/04/2014 Thursday
18 G.H.S SALWAN CANTT.
19 G.H.S PAHARI PURA.
25/04/2014 Friday
20 G.H.S PAKHA GHULAM.
21 G.H.S WADPAGA.
26/04/2014 Saturday
22 G.H.S GULOZAI.
23 G.H.S MIA GOJAR. 28/04/2014 Monday
DISRICT MARDAN
1 G.H.S LABOUR COLONY.
29/04/2014 Tuesday
2 GCMHS NO 2 MARDAN.
3 G.H.S TORU.
30/04/2014 Wednesday
4 G.H.S NODEH TORO.
5 G.H.S SAWARYAN.
02/05/2014 Friday
6 G.H.S MOHABAT ABAD.
7 G.H.S SIKANDARI.
03/05/2014 Saturday
8 G.H.S KOREGH.
9 G.H.S GULI BAGH.
05/05/2014 Monday
10 G.H.S HOTI LANDAKI.
11 G.H.S KHAZANA DHERI.
06/05/2014 Tuesday
12 G.H.S MOHABAT ABAD.
13 G.H.S KAS KORONA.
07/05/2014 Wednesday
14 G.H.S MOHIB BANDA.
244
15 G.H.S FARM KORONA.
08/05/2014 Thursday
16 G.H.S TAKHT BHAI.
17 G.H.S PUBLIC PARK.
09/05/2014 Friday
18 G.H.S KHADI KILLI.
19 G.H.S MAZDOOR ABAD
10/05/2014 Saturday
20 G.H.S KOT TAKHT BHI.
21 G.H.S PARKHO DEHRI.
12/05/2014 Monday
22 G.H.S JEWAR
23 G.H.S JALALA. 13/05/2014 Tuesday
DISTRICT KOHAT
1 G.H.S CHIKAR KOT BALA
14/05/2014 Wednesday
2 G.H.S USTARZAI PAYAN
3 G.H.S USTERZAI BALA.
15/05/2014 Thursday
4 G.H.S KHADIZAI.
5 G.H.S SOOR GUL.
16/05/2014 Friday
6 G.H.S JERMA.
7 G.H.SBILLITANG.
17/05/2014 Saturday
8 G.H.S TOGH BALA.
9 G.H.S KHARMATTO.
19/05/2014 Monday
10 G.H.S GANDYALI PAYAN.
11 G.H.S TOLANG.
20/05/2014 Tuesday
12 G.H.S NO 2 KOHAT.
13 G.H.S NO 3 KOHAT.
21/05/2014 Wednesday
14 G.C.H.S KOHAT.
DISRICT SWAT
1 G.H.S NAWAY KALAY.
23/05/2014 Friday
2 G.H.S ABUHA.
3 GHS BARIKOT
24/05/2014 Saturday
4 G.H.S GHALEGAY.
5 G.H.S MANYAR.
26/05/2014 Monday
6 G.H.S THINDO DOG.
7 G.H.S GOG DARA.
27/05/2014 Tuesday
8 G.H.S ODEGRAM.
9 G.H.S BALOGRAM.
28/05/2014 Wednesday
10 G.H.S QAMBAR.
11 G.H.S MANGLOR.
29/05/2014 Thursday
12 G.H.S GULI BAGH
13 G.H.S ASALA.
30/05/2014 Friday
14 G.H.S KHWAZA KHEELA.
15 G.H.S GHWALERAI
31/05/2014 Saturday
16 G.H.S NO 3 MINGORA.
17 G.H.S NO 4 MINGORA. 02/06/2014 Monday
245
18 GHS AHINGRO DHERI
19 G.H.S JAMBIL.
20 G.H.S WADODIA.
03/06/2014 Tuesday
21 G.H.S SHAGAI.
22 G.H.S ISLAM PUR.
04/06/2014 Wednesday
23 G.H.S CHITOR.
24 G.H.S PARRI.
05/06/2014 Thursday
25 G.H.S KOTLAI.
DISTRICT ABBOTTABAD
1 G.H.S NO 1 HAVELIAN.
07/06/2014 Saturday
2 G.H.S NO 2 HAVELIAN.
3 GHS CHANDO MERA
09/06/2014 Monday
4 GHS BODLA
5 G.H.S JHANGAI.
10/06/2014 Tuesday
6 G.H.S TARNAWAI.
7 G.C.M.H.S ABBOTTABAD.
11/06/2014 Wednesday
8 G.H.S NO 3 ABBOTTABAD.
9 GHS NO 4 ATD
10 G.H.S SHAIKHUL BANDA. 12/06/2014 Thursday
11 G.H.S BHURAJ.
13/06/2014 Friday
12 G.H.S KOKAL BARSEEN.
13 G.H.S CHAMHAD. Saturday
14/06/2014
14 G.H.S LAKHALA. Monda
16/06/2014
y
15 G.H.S CHAMHATTI. 17/06/2014 Tuesday
16 G.H.S DHAMTOUR. 18/06/2014 Wednesday
17 G.H.S HARNO. 19/06/2014 Thu
18 GHS SAMANDAR KATTA. 20/06/2014 Fri
19 GHS MAJHUHAN 21/06/2014 Sat
20 GHS MIRPUR 23/06/2014 Mon
246
Appendix G: National Curriculum for English Language Grade 9 & 10th
Standard 1: All students will search for, discover and understand a variety of
text types through tasks which require multiple reading and thinking strategies for
comprehension, fluency and enjoyment.
Use pre- reading strategies to predict the content of a text from topic/ picture,
title/ heading, key words and visuals etc.
Apply critical thinking to interact with text and use intensive reading
strategies.
Interpret the situation in a visual cue and with the help of mind map giving
vocabulary, structure and sensory detail to write a short description.
247
Analyze information in bar graphs, line graphs and diagrams describing
complex process and procedures, comparisons and contrasts to write a short written
report.
Organize information using various organizational patterns: sequence,
comparison, contrast, classification, cause and effect.
Recognize and use appropriate transitional words within and beyond
paragraphs.
Recognize and use appropriate conventions (format, style, expression).
Use of dictionaries.
Locate appropriate synonyms and antonyms in a thesaurus.
Utilize appropriate informational sources including encyclopedias and
internet sources.
Standard 2: All students will analyze literary text, relating own experiences to
those of common humanity.
248
Competency 2: Writing Skills
Benchmark 4: Plan and draft their writing and edit for various organizations.
Select and use a variety of pre- writing strategies such as brainstorming and
mind mapping.
Develop focus for own writing by identifying audience and purpose.
249
Competency 3: Oral Communication Skills:
Standard 1: All students will use appropriate social and academic conventions
of spoken discourse for effective oral communication.
250
Student Learning Outcomes
Benchmark 1: Analyze different kind of texts to identify how lexical items are
used to convey different meanings.
251
Recognize and use semi colon
Recognize and use hyphen.
Recognize and use parenthesis.
Recognize and use dash as a separator.
252
Appendix H: Table of Contents Subject English Class 10th
253
Reading for Discussing
understanding personality of
Begum Importance of equal equal Begum
Rana woman rights Liaqat Ali Khan
5 Gender Equality
Liaqat Ali Discussing Analyzing her
Khan personality of struggle and
Begum Liaqat Ali contribution
Khan Arrange a debate
Describing
Reading for
the Incom people
comprehension
Tax Man Inserting missing
6 Careers/Occupations Locating the main
Mark nouns
idea
Twain Writing on the
Exchanging views
main point
Hazrat
Discussing the
Umar Reading for
caliphs
Farooq comprehension
sifting the main
7 peaceful co-existence RA Respecting needs of
point
Khawaja human beings
writing about
Jamil Practicing tolerance
similar incidence
Ahmad
Sift the main
Reading for
points
Tobacco comprehension
Making a chart
and your Group discussion on
8 healthy, Safety Visit to a local
Health dangers of smoking
hospital
A Report Creating a situation
Talking about
a sick person
healthy
254
Discussing
about various
places
Reading for
Exchanging
comprehension
views
Muslims of Knowing other
Preparing a
9 self, people, places China places
presentation
jane Hill Comparing other
on
places with your
Creating a
country
situation of a
foreign
student
Reading for Discussing
they Have Cut pleasure pollution
Down the Pines Reading for Locate the
10 Environment
Mary Lisle comprehension main idea
Poem Message of the Key points of
poem the poem
Sifting he
Reading for
main ideas
stopping By pleasure
Comparison
Woods On A Reading for
with summer
11 nature Snowy Evening understanding
season
Robert Frost Appreciation of
Likes or
Poem nature
dislikes of
Inference
winter
Group
Reading for discussion on
“it’s Plain Hard
comprehension any new
Work that Does
12 Technology/Motivation Understanding scientific
it”
scientific discovery
Charies Edison
experiments Advantages
and
255
Knowing the disadvantages
eagerness of a of science
scientist Locating the
main idea
256
Group
Reading for discussion about
pleasure and various places
Kaghan Valley Comprehension Main idea of the
13 Travel
Tahir Jahangir Knowing other unit
places Writing about a
Sharing views about visit to any other
place
257
Appendix I: Table of Contents Subject English Class 9th
258
Class room
Locating the main
discussion on
idea
human rights
Respecting human
The Medina Writing main
4 Human Rights rights
Character points of the text
Practicing
Discussion on
tolerance
honouring a
Sharing an
promise
Reading for
pleasure Discussing such
Understand stories
The Snare
Humour/Underst different kinds of Talking about
5 Prof.
and Art. homour obedience
Mohibullah
Thinking of a Writing a
different end to humorous story
the
Sift the main
Reading for
points
comprehension
Ethics and The Two Writing about
6 Caring about other
values Bargains similar incidence
people’s needs
Making flow
Helping the others
charts
Reading for
A Visit to Pair discussion
comprehension
Swat Valley about various
knowing other
People and H P Stewart places, people
7 places
places, Travel Simplified by Writing about a
Comparing other
Prof. visit to a historical
places with your
Mohibullah place
city
259
Avalanche Reading for
Group discussion
Anna awareness of a
on
Rutgers Van crises
Crisis How to take
8 Der Loeff How to handle in
Management decision in a crisis
Simplified by case of an
Writing summary
Prof. earthquake, flood
of the text
Mohibullah etc.
Reading for
Discussing the
The Farm motivation/inspira
theme
Motivation for James tion thinking of a
Discussing
adopting the Stephens different end to
9 different character
value of Simplified by the story
of the story
contentment Prof. Situation
Using clues to
Mohibullah understanding the
insert adjectives
character of Bill
Reading for Group discussion
comprehension on scientific
A New
Understanding devices
10 Technology Microbe
scientific Advantages and
O’Henry
experiments disadvantages of
Inference scientific devices
Reading for Discussion on TV
comprehension Programs
Confessions of
Understanding Expressing likes
11 Role of Media a TV Addict
different branches or dislikes
Jenny Tbakoff
of media Importance of
Inference media
260
‘Hope’ is the Reading for
thing with enjoyment Group discussion
Life skills feathers Message of the on the main theme
12
Education Emily poem Understanding the
Dickinson(poe Significance of the key words
m) title
Message of the Understanding the
The Old
poem key words
13 Humanity Woman
Significance of the Presentation on
(Poem)
title the theme
Reading for
appreciating of
The Daffodils Group discussion
nature and
Appreciation of William Appreciation of
14 enjoyment
Nature wordsworth nature
Understanding
(Poem) Drawing a scene
emotions and
feelings
The Voice of
God Message of the Understanding the
Presence of God Incorporated poem key words
15
Almighty Prof. Significances of Presentation on
Mohibullah the title the theme
(Poem)
261
Appendix J: Enrolment of 9th and 10th classes in five districts of KP.
Enrolmen
S.No District Tehsil School Name Class
t
GCMHS NO. 2
1 Abbottabad Abbottabad ABBOTTABAD FOR 9 56
BOYS
GCMHS NO. 2
2 Abbottabad Abbottabad ABBOTTABAD FOR 10 49
BOYS
GHS NO.1
3 Abbottabad Abbottabad 9 44
HAVELIAN
GHS NO.1
4 Abbottabad Abbottabad 10 37
HAVELIAN
GHS NO.2
5 Abbottabad Abbottabad 9 57
HAVELIAN
GHS NO.2
6 Abbottabad Abbottabad 10 30
HAVELIAN
7 Abbottabad Abbottabad GHS NO.3 A/ABAD 9 83
8 Abbottabad Abbottabad GHS NO.3 A/ABAD 10 68
9 Abbottabad Abbottabad GHS NO.4 A/ABAD 9 70
10 Abbottabad Abbottabad GHS NO.4 A/ABAD 10 94
11 Abbottabad Abbottabad GHS BHURAJ 9 64
12 Abbottabad Abbottabad GHS BHURAJ 10 55
13 Abbottabad Abbottabad GHS BODLA 9 66
14 Abbottabad Abbottabad GHS BODLA 10 58
15 Abbottabad Abbottabad GHS TARNAWAI 9 56
16 Abbottabad Abbottabad GHS TARNAWAI 10 41
17 Abbottabad Abbottabad GHS LAKHALA 9 44
18 Abbottabad Abbottabad GHS LAKHALA 10 33
19 Abbottabad Abbottabad GHS MIRPUR 9 57
20 Abbottabad Abbottabad GHS MIRPUR 10 25
21 Abbottabad Abbottabad GHS CHAMHAD 9 83
22 Abbottabad Abbottabad GHS CHAMHAD 10 75
23 Abbottabad Abbottabad GHS CHAMHATTI 9 69
24 Abbottabad Abbottabad GHS CHAMHATTI 10 41
GHS CHANDO
25 Abbottabad Abbottabad 9 49
MAIRA
GHS CHANDO
26 Abbottabad Abbottabad 10 34
MAIRA
GHS HARNO
27 Abbottabad Abbottabad 9 86
(AZIZABAD)
262
GHS HARNO
28 Abbottabad Abbottabad 10 70
(AZIZABAD)
29 Abbottabad Abbottabad GHS JHANGI 9 73
30 Abbottabad Abbottabad GHS JHANGI 10 56
31 Abbottabad Abbottabad GHS DHAMTOUR 9 88
32 Abbottabad Abbottabad GHS DHAMTOUR 10 45
GHS KOKAL
33 Abbottabad Abbottabad 9 60
BARSEEN
GHS KOKAL
34 Abbottabad Abbottabad 10 35
BARSEEN
35 Abbottabad Abbottabad GHS MAJUHIAN 9 80
36 Abbottabad Abbottabad GHS MAJUHIAN 10 71
GHS SUMANDAR
37 Abbottabad Abbottabad 9 68
KATHA
GHS SUMANDAR
38 Abbottabad Abbottabad 10 63
KATHA
GHS SHEIKH UL
39 Abbottabad Abbottabad 9 75
BANDI
GHS SHEIKH UL
40 Abbottabad Abbottabad 10 49
BANDI
41 Kohat Kohat GCHS KOHAT 9 47
42 Kohat Kohat GCHS KOHAT 10 69
GHS CHAKARKOT
43 Kohat Kohat 9 56
BALA
GHS CHAKARKOT
44 Kohat Kohat 10 48
BALA
GHS GANDIALY
45 Kohat Kohat 9 85
PAYAN
GHS GANDIALY
46 Kohat Kohat 10 47
PAYAN
47 Kohat Kohat GHS JARMA 9 76
48 Kohat Kohat GHS JARMA 10 44
49 Kohat Kohat GHS KHADIZAI 9 81
50 Kohat Kohat GHS KHADIZAI 10 54
51 Kohat Kohat GHS KHARMATOO 9 83
52 Kohat Kohat GHS KHARMATOO 10 55
53 Kohat Lachi GHS LACHI PAYAN 9 28
54 Kohat Lachi GHS LACHI PAYAN 10 24
55 Kohat Kohat GHS NO.2 KOHAT 9 55
56 Kohat Kohat GHS NO.2 KOHAT 10 62
57 Kohat Kohat GHS NO.3 KOHAT 9 67
58 Kohat Kohat GHS NO.3 KOHAT 10 79
263
GHS TOLANG
59 Kohat Kohat 9 28
JADEED
GHS TOLANG
60 Kohat Kohat 10 22
JADEED
GHS USTERZAI
61 Kohat Kohat 9 34
BALA
GHS USTERZAI
62 Kohat Kohat 10 27
BALA
63 Kohat Kohat GHS TOGH BALA 9 65
64 Kohat Kohat GHS TOGH BALA 10 97
GHS USTERZAI
65 Kohat Kohat 9 65
PAYAN
GHS USTERZAI
66 Kohat Kohat 10 70
PAYAN
67 Kohat Kohat GHS BILITANG 9 60
68 Kohat Kohat GHS BILITANG 10 61
GHS MAZDOOR
69 Mardan Takht bhai 9 59
ABAD
GHS MAZDOOR
70 Mardan Takht bhai 10 64
ABAD
GHS MOHABAT
71 Mardan Mardan 9 94
ABAD
GHS MOHABAT
72 Mardan Mardan 10 55
ABAD
73 Mardan Mardan GHS MOHIB BANDA 9 77
74 Mardan Mardan GHS MOHIB BANDA 10 60
75 Mardan Mardan GHS NODEH (TORU) 9 48
76 Mardan Mardan GHS NODEH (TORU) 10 47
GHS PARK TAKHT
77 Mardan Takht bhai 9 61
BHAI
GHS PARK TAKHT
78 Mardan Takht bhai 10 66
BHAI
79 Mardan Takht bhai GHS PURKHO 9 45
80 Mardan Takht bhai GHS PURKHO 10 83
81 Mardan Katlang GHS SOWARYAN 9 73
82 Mardan Katlang GHS SOWARYAN 10 44
GHS LABOUR
83 Mardan Mardan 9 64
COLONY
GHS LABOUR
84 Mardan Mardan 10 52
COLONY
GHS TORU
85 Mardan Mardan 9 73
MARDAN
264
GHS TORU
86 Mardan Mardan 10 33
MARDAN
GHS FARAM
87 Mardan Mardan 9 65
KOROONA
GHS FARAM
88 Mardan Mardan 10 47
KOROONA
GHS KASS
89 Mardan Mardan 9 54
KOROONA
GHS KASS
90 Mardan Mardan 10 52
KOROONA
91 Mardan Mardan GHS KHADI KILLY 9 72
92 Mardan Mardan GHS KHADI KILLY 10 57
GHS KHAZANA
93 Mardan Mardan 9 48
DHERI
GHS KHAZANA
94 Mardan Mardan 10 32
DHERI
GHS KOT TAKHT
95 Mardan Takht bhai 9 76
BHAI
GHS KOT TAKHT
96 Mardan Takht bhai 10 72
BHAI
97 Mardan Mardan GHS GULI BAGH 9 36
98 Mardan Mardan GHS GULI BAGH 10 38
99 Mardan Mardan GHS HOTI LANDAKI 9 90
100 Mardan Mardan GHS HOTI LANDAKI 10 84
101 Mardan Mardan GHS JALALA 9 65
102 Mardan Mardan GHS JALALA 10 58
103 Mardan Mardan GHS JEWAR 9 35
104 Mardan Mardan GHS JEWAR 10 38
105 Mardan Mardan GHS SERI BEHLOL 9 63
106 Mardan Mardan GHS SERI BEHLOL 10 82
107 Mardan Mardan GHS SIKANDARI 9 36
108 Mardan Mardan GHS SIKANDARI 10 32
109 Mardan Mardan GCMHS MARDAN 9 39
110 Mardan Mardan GCMHS MARDAN 10 56
111 Mardan Mardan GHS KOREGH 9 45
112 Mardan Mardan GHS KOREGH 10 55
113 Mardan Takht bhai GHS TAKHT BHI 9 59
114 Mardan Takht bhai GHS TAKHT BHI 10 64
GCMHS NO 2 PESH
115 Peshawar Peshawar 75 54
CITY
GHS AHMAD
116 Peshawar Peshawar 16 12
KHEEL
265
117 Peshawar Peshawar GHS AKHON ABAD 94 66
118 Peshawar Peshawar GHS LANDI ARBAB 92 60
119 Peshawar Peshawar GHS BERIBAGH 93 33
GHS DABGARI
120 Peshawar Peshawar 91 67
GATE
GHS GARHI
121 Peshawar Peshawar 18 20
CHANDAN
GHS NO 2
122 Peshawar Peshawar 80 38
GULBAHAR
123 Peshawar Peshawar GHS GULOZAI 100 92
G.H.S GULSHAN
125 Peshawar Peshawar 80 68
REHMAN.
G.H.S DEH
126 Peshawar Peshawar 50 45
BAHADAR.
G.H.S MERA
127 Peshawar Peshawar 18 12
URMAR PAYAN.
G.H.S KANDI KALO
128 Peshawar Peshawar 40 25
KHEL.
G.H.S NANAK
130 Peshawar Peshawar 55 50
PURA.
G.H.S SALWAN
131 Peshawar Peshawar 60 55
CANTT.
G.H.S ZARYAB
132 Peshawar Peshawar 98 95
COLONY.
G.H.S PAHARI
134 Peshawar Peshawar 30 35
PURA.
G.H.S PAKHA
136 Peshawar Peshawar 90 87
GHULAM.
266
Khwazakhel
141 Swat GHS ASALA 10 38
a
142 Swat Charbagh GHS GULIBAGH 9 64
143 Swat Charbagh GHS GULIBAGH 10 85
Babozai
144 Swat GHS QAMBER 9 89
swat
Babozai
145 Swat GHS QAMBER 10 53
swat
Babozai
146 Swat GHS MINGORA 9 56
swat
Babozai
147 Swat GHS MINGORA 10 55
swat
Babozai
148 Swat GHS CHITOR 9 92
swat
Babozai
149 Swat GHS CHITOR 10 58
swat
Babozai
150 Swat GHS ISLAMPUR 9 87
swat
Babozai
151 Swat GHS ISLAMPUR 10 50
swat
152 Swat Kabal GHS KOTLAI 9 71
153 Swat Kabal GHS KOTLAI 10 63
Babozai
154 Swat GHS SHAGAI 9 97
swat
Babozai
155 Swat GHS SHAGAI 10 74
swat
156 Swat Matta GHS GAWALERAI 9 58
157 Swat Matta GHS GAWALERAI 10 55
Babozai
158 Swat GHS JAMBIL 9 60
swat
Babozai
159 Swat GHS JAMBIL 10 39
swat
Babozai
160 Swat GHS MANGLOR 9 65
swat
Babozai
161 Swat GHS MANGLOR 10 180
swat
GHS
162 Swat Barikot 9 92
NAWAKALAY(B)
GHS
163 Swat Barikot 10 44
NAWAKALAY(B)
164 Swat Barikot GHS PARRAI 9 40
165 Swat Barikot GHS PARRAI 10 55
267
Babozai
166 Swat GHS NO.3 MINGORA 9 63
swat
Babozai
167 Swat GHS NO.3 MINGORA 10 64
swat
Babozai
168 Swat GHS NO.4 MINGORA 9 56
swat
Babozai
169 Swat GHS NO.4 MINGORA 10 84
swat
Babozai
170 Swat GHS UDIGRAM 9 68
swat
Babozai
171 Swat GHS UDIGRAM 10 57
swat
172 Swat Matta GHS GOGDARA 9 52
173 Swat Matta GHS GOGDARA 10 41
174 Swat Barikot GHS MANYAR 9 45
175 Swat Barikot GHS MANYAR 10 31
Babozai GCMHS WADUDIA
176 Swat 9 50
swat FOR BOYS
Babozai GCMHS WADUDIA
177 Swat 10 58
swat FOR BOYS
Khwazakhel
178 Swat GHS K/KHELA (B) 9 67
a
Khwazakhel
179 Swat GHS K/KHELA (B) 10 58
a
GHS IHENGARO
181 Swat Barikot 9 67
DHERI
268