A Thesis Submitted By Jehangir Adil Supervised By Prof. Dr ...

DIAGNOSTIC STUDY OF ENGLISH TEACHING PRACTICES AT

SECONDARY EDUCATION LEVEL IN KHYBER PAKHTUNKHWA

PAKISTAN

A Thesis Submitted

By

Jehangir Adil

Supervised By

Prof. Dr Muhammad Iqbal

Ph.D (Education) USA

In Partial Fulfilment of the Requirements for the Degree of

DOCTOR OF PHILOSOPHY IN EDUCATION

DEPARTMEN OF EDUCATION

FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION SARHAD

UNIVERSITY OF SCIENCE AND INFORMATION TECHNOLOGY,

PESHAWAR – PAKISTAN

SPRING 2015

ii

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.

Prof. Dr. Mohammad Iqbal

Thesis Supervisor and Chair. Signature and Date

Dr. Parveen Ishaq

IER University of Peshawar

External Examiner Signature and Date

Dr. Wasal Khan

Internal Examiner

Signature and Date

Prof. Dr. Salim ur Rehman

Vice-Chancellor

DEPARTMENT OF EDUCATION

FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION

SARHAD UNIVERSITY OF SCIENCE & INFORMATION

TECHNOLOGY, PESHAWAR-PAKISTAN

SPRING-2015

iii

Dedication

The researcher dedicates this research to his parents,

wife, children and thesis supervisor, Professor Dr.

Mohammad Iqbal, who has brought grace to this work.

iv

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.’

Second, the researcher is highly indebted to his research supervisor, Professor

Dr. Mohammad Iqbal, for his patience and continuous feedback in correcting and re-

correcting the manuscript of this report.

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

v

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

vi

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.

vii

Table of Contents

Approval sheet ............................................................................................................... ii

Dedication .....................................................................................................................iii

Acknowledgements ....................................................................................................... iv

Abstract .......................................................................................................................... v

Table of Contents ......................................................................................................... vii

List of Tables ..............................................................................................................xiii

List of Figures ............................................................................................................ xvii

List of Appendices ...................................................................................................... xxi

List of Acronyms and Abbreviations ......................................................................... xxii

Chapter-1 .............................................................................................................. (1-19)

Introduction .................................................................................................................. 1

1.1 Background of the Study ............................................................................................. 1

1.2 Rationale of the Study .................................................................................................. 2

1.3 Importance of English Language ............................................................................. 3

1.4 Study of English in Pakistani Schools ..................................................................... 3

1.5 The Teacher of English ................................................................................................ 4

1.6 Learning Styles ................................................................................................................ 4

1.7 English Teaching Methods ......................................................................................... 5

1.7.1 Direct Method .......................................................................................... 5

1.7.2 Grammar Translation Method (G.T.M) ................................................... 6

1.7.3 Audio-Lingual Method ............................................................................ 6

1.7.4 Humanistic Approach .............................................................................. 6

1.7.5 Structural Method .................................................................................... 7

1.7.6 Eclectic Approach .................................................................................... 7

1.7.7 Reading Method ....................................................................................... 7

1.8 Productive Skills of English Teaching .................................................................... 7

viii

1.8.1 Listening Skills ................................................................................................................ 8

1.8.2 Speaking Skills ................................................................................................................ 8

1.8.3 Reading Skills .................................................................................................................. 9

1.8.4 Essential Factors in the Reading Process ............................................................. 9

1.8.5 Writing Skills ................................................................................................................. 10

1.8.6 Causes of Poor Hand Writing .................................................................................. 10

1.9 Motivation in Learning English as a Second Language ................................. 10

1.10 Rules in English Language ........................................................................................ 11

1.11 Impact of Technology on Language Teaching................................................... 11

1.12 Condition of Classroom Environment .................................................................. 11

1.13 Essentials of Teaching ................................................................................................ 12

1.14 Promoting Learning Process ................................................................................... 12

1.15 Teaching Skills for Improving Learning .............................................................. 13

1.16 Factors Affecting English at Secondary Level ................................................... 13

1.17 Role of Teacher Education in Promoting Teaching Practices ..................... 13

1.18 Teacher Education System in Pakistan ............................................................... 14

1.19 Gapes in the Existing Structure and Curriculum ............................................. 14

1.20 Curriculum of English................................................................................................. 15

1.21 Important Role of Evaluation in English Teaching Practices ...................... 16

1.22 Use of A. V. Aids in Teaching English Language ............................................... 17

1.23 Statement of the Problem ......................................................................................... 17

1.24 Objectives of the Study .............................................................................................. 18

1.25 Key Questions of the Study ...................................................................................... 18

1.26 Delimitation of the Study .......................................................................................... 18

1.27 Limitation of the Study .............................................................................................. 18

1.28 Scope and Significance of the Study...................................................................... 19

Chapter-2 ............................................................................................................ (20-81)

ix

Review of Literature .................................................................................................. 20

2.1 Historical Background of English Language, in India and Pakistan ......... 20

2.2 Importance of English ................................................................................................ 22

2.3 English Language Skills ............................................................................................. 23

2.4 Listening Skills .............................................................................................................. 24

2.4.1 Exercises Distinguishing Between Key Sounds, Stress and Intonation

Pattern. ...................................................................................................... 25

2.4.2 Graded Practice Exercises (GPE). ......................................................... 26

2.4.3 Retelling Stories. .................................................................................... 26

2.4.4 Dictation. ................................................................................................ 26

2.4.5 Using Videos in Developing Listening Skill in Language Classroom. . 27

2.4.6 To Set Purpose for Listening. ................................................................ 27

2.5 Reading Skills ................................................................................................................ 27

2.5.1 Loud and Silent Reading. ....................................................................... 28

2.5.2 Silent Reading. ....................................................................................... 28

2.5.3 Reading Methods ................................................................................... 29

2.5.4 Developing Reading Habits in Students. ............................................... 29

2.5.5 Factors Affecting Reading. .................................................................... 30

2.6 Writing Skills ................................................................................................................. 31

2.6.1 Process and Product ............................................................................... 32

2.6.2 Choices of Script. ................................................................................... 32

2.6.3 Causes of Poor Hand Writing ................................................................ 33

2.6.4 Role of the Teacher ................................................................................ 34

2.7 Speaking Skill................................................................................................................. 35

2.7.1 Speaking Process ................................................................................... 36

2.7.2 Pre-Speaking .......................................................................................... 36

2.7.3 Selection of a Topic for Speaking .......................................................... 36

x

2.7.4 To Determine a Purpose......................................................................... 36

2.7.5 To Know the Audience. ......................................................................... 37

2.7.6 Knowledge about Suitable Format......................................................... 37

2.7.7 During Speaking. ................................................................................... 37

2.7.8 Post- Speaking. ...................................................................................... 37

2.7.8.1 Importance of Dialogues and Vocabulary Building in

English Language ........................................................................... 38

2.7.8.2 Poor Pronunciation of Words in Pakistan ........................... 38

2.7.8.3 Teaching of Grammar in the Subject of English ................. 38

2.8 Teaching Methods and Approaches of English ................................................. 39

2.8.1 Direct Method (D.M). ............................................................................ 40

2.8.2 Grammar Translation Method (G.T.M). ................................................ 44

2.8.3 Audio-lingual Method (A.L.M). ............................................................ 45

2.8.4 Humanistic Approach. ........................................................................... 47

2.8.5 Reading Method ..................................................................................... 49

2.8.6 Eclectic Approach. ................................................................................. 49

2.9 Effective Lesson Planning ......................................................................................... 49

2.10 Communicative Language Teaching ..................................................................... 51

2.11 Language laboratory- An Effective Helping Aid for the Teaching of English

language ........................................................................................................................... 52

2.11.1 Facilities in language laboratory. ...................................................... 53

2.11.2 Procedure in the Language Laboratory. ............................................ 53

2.11.3 Advantages of Language Laboratory. ............................................... 53

2.11.4 Limitations of Language Laboratory. ............................................... 53

2.12 Role of A. V. aids in Effective English Teaching Practices ............................ 54

2.12.1 Importance of A.V. Aids. .................................................................. 54

2.12.2 Effectiveness of Audio-Visual Aids. ................................................ 56

xi

2.13 Teacher Training of English Teachers ................................................................. 57

2.13.1 Knowledge of learners. ..................................................................... 59

2.13.2 Knowledge of Subject Matter. .......................................................... 60

2.13.3 Knowledge of Pedagogy. .................................................................. 60

2.14 Curriculum for Teacher Education and Practice ............................................. 60

2.15 Quality of Teacher Education in Pakistan. ......................................................... 61

2.16 Conducive Classroom Environment for English Language .......................... 62

2.17 Curriculum of English................................................................................................. 66

2.18 Curriculum Models ...................................................................................................... 67

2.19 Evaluation of Students ............................................................................................... 73

2.19.1 Input Evaluation. ............................................................................... 77

2.19.2 Process Evaluation ............................................................................ 77

2.19.3 Product Evaluation. ........................................................................... 77

2.20 Critique of Literature Review .................................................................................. 78

Chapter-3 ............................................................................................................ (82-86)

Methodology of the Study ......................................................................................... 82

3.1 Type of the Study ......................................................................................................... 82

3.2 Source of Data Collection .......................................................................................... 82

3.3 Tools of the Study ........................................................................................................ 82

3.4 Population and Sample .............................................................................................. 83

3.5 Pilot Study ....................................................................................................................... 84

3.6 Establishments of Rapport with Participants ................................................... 84

3.7 Use of Statistical Measures ....................................................................................... 84

3.8 Reliability and Validity............................................................................................... 85

Chapter-4 .......................................................................................................... (87-181)

Data Analysis and Discussion ................................................................................... 87

Chapter-5 ........................................................................................................ (182-199)

xii

Findings, Conclusions, Summary and Recommendations ................................... 183

5.1 Findings ........................................................................................................................ 183

5.2 Conclusions ................................................................................................................. 191

5.3 Summary ...................................................................................................................... 194

5.4 Recommendations .................................................................................................... 199

References ....................................................................................................... (200-217)

Appendices ...................................................................................................... (218-261)

Appendix A: List of Principals and Head Masters of the study ........................ 218

Appendix B: Name and Qualification of Secondary School Teachers ............ 224

Appendix C: Opinionnairefor SSTs/ Subject Teachers and HM/Principal .. 235

Appendix D: Observation Checklist ............................................................................ 240

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 .......... 244

Appendix G: National Curriculum for English Language Grade 9 & 10th ..... 247

Appendix H: Table of Contents Subject English Class 10th ............................... 253

Appendix I: Table of Contents Subject English Class 9th .................................. 258

Appendix J: Enrolment of 9th and 10th classes in five districts of KP. .......... 262

xiii

List of Tables

Table Title Page

1

District wise sample of Principals/Head Masters and Subject

Teachers in Govt Boys’ High Schools by urban and rural areas in

2012-13.

84

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

5 Audio-Lingual Method Develops Fluency in Speaking English

Language 91

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

Teacher and Students 95

10 Direct Method of teaching English improves the spoken English of

students 96

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

Method. 99

14 Grammar Translation Method Facilitates Correct Writing in English 100

15 Pakistani Social Environment is Supportive of Grammar Translation

Method. 101

16 Grammar Translation Method is Suitable for Large Classrooms in

the Subject of English. 102

17 Examination system in Pakistan is based on Grammar Translation

Method. 103

18 Grammar Translation Method is the Most Common Method in High

Schools. 104

19 Students are prepared by the Teacher for Lesson. 105

20 Teachers of English use A.V. Aids. 106

xiv

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

25 Students Know the use of Dictionary for the Improvement of

English Vocabulary. 111

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

31 Combination of all Four Skills i.e. Listening, Speaking, Reading and

Writing is Used in the Classrooms. 117

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

Classrooms if Necessary. 121

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

Learning in the Classroom. 124

39 Textbook in the Subject of English is not Boring. 125

40 The Course in the Subject of English Helps in Developing Listening

Skill of Students. 126

41 The Course Helps in Developing Speaking Skill of Students 127

42 The Course of English Helps in Developing Reading Skill of

Students. 128

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

them With Written and Verbal Feedback. 131

xv

46 Formative Evaluation of Daily Lesson Takes Place in the Subject of

English During Class. 132

47 Summative Evaluation of Daily Lesson Takes Place in the Subject

of English after Class. 133

48 Monthly or Periodical Tests are Taken by the Teachers of English. 134

49 Students’ Evaluation Improves the Four Skills of Listening,

Speaking, Reading and Writing. 135

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

and Apply Various Teaching Methods of English. 138

53 In-Service English Training is Given to all English Teachers from

Time to Time. 139

54 Duration of Teacher Training is enough for Teachers to Equip them

with Necessary Skills in English. 140

55 Teacher Training Institutes have all Basic Facilities for Enhancing

the Four Skills of English. 141

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

xvi

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

xvii

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

Language 91

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

Teacher and Students 95

10 Direct Method of teaching English improves the spoken English of

students 96

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

Method 99

14 Grammar Translation Method Facilitates Correct Writing in English 100

15 Pakistani Social Environment is Supportive of Grammar Translation

Method 101

16 Grammar Translation Method is Suitable for Large Classrooms in

the Subject of English 102

17 Examination system in Pakistan is based on Grammar Translation

Method 103

18 Grammar Translation Method is the Most Common Method in High

Schools 104

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

xviii

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

Vocabulary 111

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

Writing is not Developed in the Classrooms 117

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

Classrooms if Necessary 121

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

Learning in the Classroom 124

39 Textbook in the Subject of English is not Boring 125

40 The Course in the Subject of English Helps in Developing Listening

Skill of Students 126

41 The Course Helps in Developing Speaking Skill of Students 127

42 The Course of English Helps in Developing Reading Skill of

Students 128

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

them with Written and Verbal Feedback 131

46 Formative Evaluation of Daily Lesson Takes Place in the Subject of

English During Class 132

xix

47 Summative Evaluation of Daily Lesson Takes Place in the Subject

of English after Class 133

48 Monthly or Periodical Tests are Taken by the Teachers of English 134

49 Students’ Evaluation Improves the Four Skills of Listening,

Speaking, Reading and Writing 135

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

and Apply Various Teaching Methods of English 138

53 In-Service English Training is Given to all English Teachers from

Time to Time 139

54 Duration of Teacher Training is enough for Teachers to Equip them

with Necessary Skills in English 140

55 Teacher Training Institutes have all Basic Facilities for Enhancing

the Four Skills of English 141

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

xx

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

xxi

List of Appendices

Appendix Title Page

A List of Principals and Head Masters of the study 217

B Name and Qualification of Secondary School Teachers 224

C Opinionnaire for SSTs/ Subject Teachers and HM/Principal 235

D Observation Checklist 240

E List of Principals and Subject Teacher for Pre-Testing of the

Instruments

243

F Schedule of visits to schools for classroom observation 244

G National Curriculum for English Language Grade 9 & 10th 247

H Table of Contents Subject English Class 10th 253

I Table of Contents Subject English Class 9th 257

J Enrolment of 9th and 10th classes in five districts of KP 261

xxii

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

BISEP Board of Intermediate and Secondary Education Peshawar

C.D Compact Disk

CALL Computer - Assisted Language Learning

CLT. Communicative Language Teaching

CT Certified Teacher

DCTE Directorate of Curriculum and Training Education

DEO District Education Officer

DM Direct method

DM Drawing Master

DTM Grammar Translation Method

ECE Early Childhood Education

ESL English as a Second language

ESRA Education Sector Reform Assistance

F.A. Faculty of Arts

B.Sc. Faculty of Science

GHS Government High School

GPE Graded Practice Exercise

HM Head Master

KP Khyber Pakhtunkhwa

M.Ed. Master of Education

NARIC National Academic Recognition Information Centres

NEP National Education Policy

PET Physical Education Teacher

PITE Provincial Institutes of Teacher Education

RITE Regional Institutes of Teacher Education

SST Senior School Teacher

xxiii

TT Theology Teacher

USAID United States Agency for International Development

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.

Goel (2005:3) reported that Secondary Education is a period of education,

which follows after elementary education. The quality of higher education largely

depends on the effectiveness of Secondary Education which depends on effective

teaching practices. It is almost impossible to compete in the global world without

having sound knowledge of English language, its teaching strategies and classroom

practices. The advancement in the field of Science and Technology, throughout the

world, has also given added importance to English language.

A teaching practice is anything that a teacher does while he is teaching. It is a

teaching function or behaviour. Teaching is an art, which requires not only academic

and professional abilities of educators but also a lifelong practice in teaching through

different approaches. Given the differences in age group, aptitude of students and type

of institution in which a teacher works, it will be necessary for him to choose the

methodology that best suits his purpose and need of students in a given situation.

Teachers transfer the contents of curriculum to the students through different teaching

methods. There are different modes and strategies that teacher uses to ensure that

students learn accurately and effectively.

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In Pakistan, English is being taught as a second compulsory language after Urdu

and occupies an international position hardly enjoyed by any other language. Moreover,

the political supremacy of the English speaking countries has also popularized the cause

of English language. The rising power of the United State of America and its fast

spreading influence in the world played a vital role in guiding the growth of English

and helping it assume an eminent position, all over the world.

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.

1.2 Rationale of the Study

Effective learning of students largely depends on the teaching practices of

English language teachers. The poor quality of instruction owes itself to the poor quality

of teaching practice. English language teacher requires mastery over subject and skills

in pedagogy. Both these elements contribute to effective teaching practices. The large

scale failure of students in the subject of English at the Secondary School level is

indicative of the fact that different learning styles of students were not adequately

recognized by their teachers and linguistic aspects were ignored during teaching

practices.

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.

It was, therefore, considered worthwhile to study and analyse the current

teaching practices of English language teachers in Government Boys’ Secondary

Schools of Khyber Pakhtunkhwa province of Pakistan, with a view to recommend

possible improvement in teaching learning process with the help of effective teaching

practices.

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1.3 Importance of English Language

According to Honna (2012:01) the privileged position of English as a second

compulsory language is based on the following reasons:

An international language of communication

Medium for higher education in Pakistan

A language of world knowledge

A language of standard terminology

A rich stock of literature

Language of world diplomats

Helpful in modernization of people

Its use in commerce and industry

Market value of English

Cultural value of English

English as a major window to the world

International mean for communication and a language of tourism

1.4 Study of English in Pakistani Schools

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.

English language occupies a prestigious place in Pakistan. It is hoped that better

future of learners largely depends on acquisition of English proficiency. This is

supported by the fact that even parents of school going children are happy to get their

children admitted in the school where English is taught from the very beginning.

English in Pakistan has assumed the position of a compulsory second language in the

school curriculum up to higher secondary level and all science subjects are taught in

English at higher secondary and university level.

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1.5 The Teacher of English

As a matter of fact, subject teachers need a sound knowledge of the language so

as to establish the relation between language and environment and to find out the

important elements in the learning of English language and teaching. He has to secure

a sound foundation for oral and written English through a deep study of phonetics of

English. The teacher of English should know the interrelationship of different types of

grading: lexical, grammatical and phonological.

1.6 Learning Styles

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.

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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.

1.7 English Teaching Methods

No one can deny the importance of teaching practices in teaching learning

process. For teaching a language, various methods and tactics are used. According to

Malik (2005:11), the following are the important methods of teaching English;

1. Direct Method.

2. Grammar Translation Method

3. Audio-Lingual Method

4. Humanistic Approach

5. Structural Method

6. Reading Method

7. Eclectic Approach

1.7.1 Direct Method

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.

Binod (2004:180) stated that Direct Method, according to Webster dictionary,

is a method vitally used for teaching a foreign language especially English through

conversation, discussion and reading without utilization of students’ own mother

tongue and translation. Lessons are made interested through pictures and actions. As

such, Direct Method is widely used in the world for effective learning of languages.

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1.7.2 Grammar Translation Method (G.T.M)

It is in vogue in every Government school in Pakistan. It is still considered the

ever best channel for almost language learning. It still holds a great place being one of

the popular methods. In spite of having a number of teaching methods of English,

teachers are not ready to give it up.

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.

According to Calee-Murcia (2001), advocates of this method are of the opinion

that English words and phrases can be best elaborated by translation; learners can best

realize when it is translated; students can easily understand English structure by

comparing it with their mother tongue; it helps in attempting simple exercise in

composition; it is a psychological procedure, saves much time, an easy method, for

which no A. V. Aids are needed.

1.7.3 Audio-Lingual Method

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.

1.7.4 Humanistic Approach

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.

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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 `

1.7.6 Eclectic Approach

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.

1.7.7 Reading Method

According to Nunan (1998:58) reading method helps the students to improve

their reading skill and comprehension level. It enables them to be fluent readers by

promoting their reading habit so as to enable them to read newspapers, magazines,

journals and other books with ease. Some people are of the opinion that it is better to

be a good reader than a good speaker. Furthermore, it helps both in intensive and

extensive reading by making association between the sounds and printed materials

while focusing on the oral fluency of learners. Both the teacher and students practice

the passages from text.

1.8 Productive Skills of English Teaching

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

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should be developed by a teacher who teaches the subject of English. A brief description

of these skills is given in the following sections:

1.8.1 Listening Skills

According to Shahid (2002) the place of listening comprehension, in English

language, cannot be brushed aside. In the past ‘listening activity’ was considered as a

passive skill. It was secondary to the active process of speaking and was totally ignored

by the teacher. But it is, now, regarded as an active process.

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.

1.8.2 Speaking Skills

Bygate (2009) viewed that it is an important area in the acquisition of English

as a foreign language. For this purpose, thinking in language first (L.1) takes place

before speaking. Slobin (1996: 91) also advocated this view in that thinking for

speaking involves picking of various events and fitting into encodable and decodable

conceptualization. It is a matter of fact that English language is mostly used as a

medium for both written and verbal expressions and can be best learnt if self-practice

method is used among the friends and a peer group. It enables the pupils to learn with

more confidence and comfort. But in fact, this age group is very shy, being in fear of

mistakes.

Segalowitz (2003) stated that speaking is considered as a process of interaction

which surely involves getting and processing various information in which the

participants use their experience and the environment. It is a spontaneous and not close-

ended. Speaking does not only require the vocabulary, pronunciation and grammatical

structure but also the know-how to produce best expression in a language.

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

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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.

1.8.3 Reading Skills

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.

1.8.4 Essential Factors in the Reading Process

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.

Word recognition: Good reading involves the ability to know words; it

depends on the type of letters, shape of words and the range of learner’s experience.

Reading speed: Speed is an important factor in reading, a slower reader is

always known as a bad reader, which depends upon age and maturity of the learner.

Comprehension: Reading is useless if the material read is not understood by

the reader, in first glance or more, students need to be assisted to overcome common

reading difficulties, faulty eye-movements, slow speed, finger movements along the

line, head movements, poor word recognition etc.

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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.

1.8.6 Causes of Poor Hand Writing

According to Rostami (2014) these days, students are found with poor hand

writing for which the following elements are responsible:

Direct Methods, which emphasizes mostly on oral work.

Lack of practice in writing.

Careless writing.

Writing readiness.

Calligraphy.

Teachers’ own hand writing.

Dependence on typing/composing.

It is not denied that, for transmission of knowledge to students, a teacher himself

must be familiar with the aims and national goals of education, which are further

translated into a curriculum. Teacher should know the level of readiness and motivation

of the students. He has to identify the gifted, average and slow learners in class-rooms.

A variety of teaching techniques need to be used.

1.9 Motivation in Learning English as a Second Language

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:

Life Experience. Adults bring to the classroom setting a lifelong experience

that should be mutually shared. Sharing experiences makes the content of the

class practical and relevant to daily living. This ensures that the content of your

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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.

1.10 Rules in English Language

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.

1.11 Impact of Technology on Language Teaching

Shyamlee (2012) stated that Computer - Assisted Language Learning (CALL)

is an approach to language teaching and learning in which computer technology is used

as an aid to the presentation, reinforcement and assessment of materials to be learned,

which usually includes a substantial interactive element.

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.

1.12 Condition of Classroom Environment

According to Foutz (2005) classroom environment is important for effective

learning atmosphere, perceptions, goals and interaction for optimal language learning.

Besides, classroom environment provides various opportunities for students to learn

and interact in the learning process.

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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.

1.13 Essentials of Teaching

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.

1.14 Promoting Learning Process

According to Iqbal (2012) learning is the process of modification of human

behaviour through instruction, experience and training. The change and modification

in the human behaviour is shown in the form of habit, outlook, attitude, skill and

understanding etc. It is necessary for teachers to identify a clear behavioural goal. The

basic knowledge about the existing skills based on present performance be assessed and

measured. The given task be broken into steps starting from simple to difficult and a

gradual approach be made to the presentation of the lesson until the goal is achieved.

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1.15 Teaching Skills for Improving Learning

Successful teaching is recognized by effective learning process. The basic skills

of learning can be promoted by developing the basic competencies of students, which

improve learning process. A teacher promotes learning process in a classroom when he

comes well-prepared to the class, knows the level of student’s readiness, identifies the

gifted, average and slow learners, listens carefully to students’ answers, knows the art

of recognition, patient and helpful to students’ mistakes, gives frequent feedback to

students and uses a variety of teaching methods by giving a clear and complete

direction.

1.16 Factors Affecting English at Secondary Level

According to Ahmad (2013) the following factors are responsible for adversely

affecting English as a second language in classrooms, at the secondary level:

1. Non-Availability of qualified teachers in the schools.

2. No specific criterion for the selection of English teachers. They teach Math,

Science subjects and English simultaneously. Due to over work, special

attention to the subject of English is impossible. Teachers with M.A English

qualification are not mentioned in rules of their selection.

3. Teachers usually use Grammar- Translation Method for teaching English.

4. Most of the classrooms are overcrowded due to which individual attention of

teacher is impossible.

5. Teachers frequently use Urdu or Pashto in the subject of English, which proves

to be the main hurdle in learning of English as a language.

6. Students have no basic knowledge of English language. Two languages are

simultaneously taught: Urdu and English.

7. Lack of A. V. Aids for teaching of English.

1.17 Role of Teacher Education in Promoting Teaching Practices

Government of Pakistan (2009) documented that for a teacher, to assume

teaching, as a profession needs to be well- equipped with all the necessary skills,

methods and techniques needed for effective teaching. So, teacher education is that

knowledge and competency of the teacher which is relevant to his profession as a

teacher. Teacher Education can be viewed as pre-service, induction and in-service. It

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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.

1.18 Teacher Education System in Pakistan

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.

Similarly, refresher courses are also organized during summer vacations in

different Regional Institutes of Teacher Training (R.I.T. E). The main purpose of such

courses is to acquaint teachers with new ways and approaches in the relevant field of

teaching. In Pakistan, teacher training suffered due to poor and faulty training system.

It is generally believed that training improves both theoretical and practical knowledge

of teachers, but, here, it has to be ensured that teachers will be able to apply their

knowledge in classrooms properly. The National Education Policy of Government of

Pakistan (1998-2010:65) laid much emphasis on teacher training with the

recommendations to provide proper number of trained teachers to disadvantaged

institutes.

1.19 Gapes in the Existing Structure and Curriculum

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

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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.

According to Mirza (2003) teaching atmosphere is not focusing on modern

teaching styles as the trainers themselves are not well aware. They don’t discuss the

positive role of no cost and low cost A. V. Aids, for suitable utilization in classrooms.

As per rule, each teacher will get a chance of a refresher course after every five years,

but, in Pakistan, teacher training programmes are not interesting and nobody takes

interest in those, which results in wastage of money and time. Not much emphasis is

laid in courses on classroom management. No master plan for long term and short term

goals, achievement is prepared. Short duration of pre-service training is also a big

hurdle to fully equip a teacher with necessary skills. It is for short duration of one year

only and is not compatible with the global scenario. In India, Iran, Korea and Nepal the

duration of teacher training is two years even for primary school teachers. In China it

is four to five-year programme and in Indonesia 6 years, Malaysia three years’ duration.

In case of Secondary School Training almost every country has four-year programme

duration. While in Pakistan a B.Ed. is only of one-year duration after a B.A/B.Sc. Lack

of management culture in training institutes is worth mentioning for raising teacher’s

problems.

1.20 Curriculum of English

Curriculum is of paramount importance at any stage. The curriculum of English

at the secondary level has full potential to develop listening, speaking, reading and

writing skills of the learners. According to the National Curriculum of Govt. of Pakistan

(2002:5-6) at the completion of secondary level, the students will be able to:

Learn and practice English pronunciation, stress and intonation.

Learn and understand different social expressions.

Communicate fluently in English in a simple authentic situation.

Listen and understand directions and expressions.

Draw attention of others to do something.

Figure out the topic of discussion after listening to a conversation.

Initiate discussion on a given topic.

Interview people on a specific topic.

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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.

1.21 Important Role of Evaluation in English Teaching Practices

Bennet (2011) stated that as a matter of fact, no teaching learning is effective

unless it is properly assessed. Assessment is mainly of two types at the secondary level.

Formative Evaluation and Summative Evaluation. In formative evaluation a teacher

evaluates learners work during the on-going activity in the classroom so as to measure

their difficulty and achievement level which is the main focus of a teacher. Learners

learn well when they are assessed by giving them proper feedback at the secondary

level. It identifies learner’s needs on one hand and their solution on other hand for

reaching the objectives quite easily by helping them to develop all the required skills.

It changes the way teacher interacts learners by giving them acceleration with ease and

comfort.

It is highly effective tool for learner assessment to raise their standards by

increasing their ability level and better outcomes. Positive participation of learners is

ensured and their confidence level is enhanced. Misconception regarding the subject

matter is removed by proper feedback.

Their performance is evaluated individually, in peer work as well as in group

work. It makes learning process more crystal by assessing their worth. They are helped

to reach their target within stipulated time by removing all their weaknesses. In this

way they are held responsible for all their actions. Problems of learners are addressed

on the spot.

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.

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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.

1.22 Use of A. V. Aids in Teaching English Language

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.

1.23 Statement of the Problem

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.

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1.24 Objectives of the Study

The following were the main objectives of the study:

1. To review relevant literature for identification of indicators for development

of tools of the study.

2. To identify and describe different teaching practices of English in formal

classrooms and to know their strengths and weaknesses

3. To make recommendations for improvement of English teaching practices

in Government Boys’ Secondary Schools in the Khyber Pakhtunkhwa

province of Pakistan.

1.25 Key Questions of the Study

The following key questions were examined in 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?

1.26 Delimitation of the Study

The scope of the study was delimited to 30 percent of population in District

Abbottabad, Kohat, Mardan, Peshawar and Swat. Both urban and rural areas were

covered in the study. Government Girls’ schools and private sector schools were not

included in the study.

1.27 Limitation of the Study

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.

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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.

The large-scale failure of students in English language at the secondary level is

a big problem but research in this area is scarce. That is why the problem persists and

causes losses of money and time to students. The study is also significant because the

Government does not compromise on quality while the school graduates, even if they

pass in English language, are mediocre and most of them are not acceptable to the

market economy. It was therefore, considered expedient to study the problem and the

outcome of the study will be useful not only for subject teachers and students but also

for those who prepare textbooks as well as curriculum planners.

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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.

Trevelyan (1876:370) stated that five members in the Committee of Public

Instruction were in favour of oriental languages such as Sanskrit, Persian and Arabic

while five members favoured English language. Lord Macaulay in 1834, chairman of

the council voted in favour of English to replace all other languages in Sub-Continent.

The given citations are indicative of the intention of the then British

Government why they wanted English to be taught to Indians. The intent was to

ideologically convert Indians with the weapon of English language.

Persian was a powerful symbol of the Muslims in the undivided India the

coming of the British rule people of this region lost their hundred year’s long identity.

21

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.

According to Rahman (1996:44) the average cost of English Schools was

Twenty to Seventy-Five times higher than Vernacular Schools. Similarly, the

Government was spending two to ten times much on students of English Schools.

Resultantly, two different trained stuffs were created by this dual system of education

in this region. This parallel system of education could not be eradicated even after

getting our independence in 1947, rather they flourished and multiplied as the higher

bureaucracy and the military personnel are the product of the English Schools.

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.

According to Mansoor (1993:55) Bengalees strongly advocated their own

Bangla-language to be the national language, spoken and understood by most of the

people in the newly born country in 1971. Even, in 1977, the Chief Marshal Law

Administrator declared that “Urdu only” did not weaken the position of English in

Pakistan. Graduates from English Medium Schools struggled hard for getting white

collared jobs and handsome salaries while Non-English graduates struggled hard for

even minor jobs with scanty package.

22

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.

2.2 Importance of English

As an international language the importance of English cannot be ignored at any

cost, it is almost spoken and understood by many people in the world. It is imperative

to live actively in this global village with knowledge of English on priority basis.

Mahboob (2002:48) stated that English is an international language, and it is the

language of computer and technology mostly spoken and comprehensible language in

the world. Books are the treasury of knowledge which are mostly written in English

and their accurate translation is difficult and time consuming. In Pakistan, people learn

English for the attainment of science-education and social status, preferred by highly

educated class being a passport to development and prosperity.

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.

As stated out by Mahboob (2002:18) it is learnt for utilitarian purposes for

people of different socioeconomic backgrounds and not being rejected by Colonial

Masters, rather considered as a tool for individual and societal transformation.

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.

Gillani (2004:07) described that English is the most important language in

Pakistan used as the medium of instruction in the institutions of higher education and

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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

Colman (1996:34) documented the importance of English to university students

in the U.K. It is a gateway for career development, for travelling purposes in different

countries for knowing the culture of the people it is spoken widely. Ellis, (2005:74)

stated, “English Teaching is to help the learners communicate properly”. Pennycook

(1998:74) stated that English has intrinsic (the nature of language) and extrinsic (the

function of language) features which are far more superior to any other language.

However, as languages, all languages of the world are equal.

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.

Snow (1996:14) stated that English is a means of communication at the

international level. People belonging to different nations; discuss their mutual areas of

interest in this language while travelling together. It is used as a necessity even by those

whose mother tongue is not English.

According to Crystal (2001:54) English is spoken either in some countries or it

is used by some other countries as a language of exchange and tourism purposes. It is

largely observed that it is also used for publication and, as a result of that, knowledge

is transferred to other nations of the world. It is further added that French, Spanish,

Russian and German are also very developed languages. No European country uses

English, at all, for educational or official purposes.

Chinese, the biggest language of the world (regarding its number of speakers)

is officially used for all purposes, in China.

2.3 English Language Skills

The aim of English teaching is to develop and enhance four basic skills:

Listening, Speaking, Reading and Writing with a sound foundation of phonetics,

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grammar and sufficient vocabulary. Harmer (2001:50) indicated that it is not the final

aim only to know these skills, but to enable the learners to use English language to the

best of their satisfaction as a medium. If a man is good at reading and writing only, he

may never be called good in English, if good in listening and speaking only, again he

is not considered good enough in English. He may be good only if he can use English

from all perspectives.

In Pakistan, weaknesses in some of these skills are due to examination system

which lays emphasis on rote memory and the existing poor teaching methods.

Larsen-Freeman (2008:11) described that most of the teachers are willing to

provide learners with knowledge-words, phrases, grammar and so on. Much focus is

given to grammar. These are the requirements of learners but most of the teachers forget

to teach students how to learn English language and how to use it. So, students engaged

in English learning need to focus on all four skills. These skills are inter-related to one

another and cannot be dealt separately. Practice in English listening gives materials

for fluent speaking and practice in speaking leads to writing and reading. In short, these

skills are supplementary to one another and do not exist in isolation.

Nunan (1998:54) viewed that English language usually consists of listening,

viewing, speaking, reading and writing, all these are not considered individually, but,

as one unified subject in which all the five areas supporting one another for the best

results. Educators are of the opinion that language, skills and strategies are integrated

throughout the curriculum, enabling the learners to solve problems and think critically.

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.

2.4 Listening Skills

Rost & Candlin (2014:105) stated that listening comprehension in an English

language course has changed, as theories of language learning have come into currency

and declined. In past listening activity was considered as a passive skill and secondary

to the active process of speaking mostly ignored by teachers, but now considered as an

active process.

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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.

Nunan (1998:20) stated that listening is considered as an important tool for

communication. Learners pass most of their time in listening, much is gained, and it is

more than hearing and involves a process- oriented thinking. Rossner (1988:141) stated

that developing listening skill should not be left to chance, but be constructed on a daily

basis. Students may improve if properly focused by concerned teacher and purposefully

integrate speaking, writing and reading skills.

. Harmer (2001:88) also confirms it by saying that learners deliberately attend

the speakers with the intention to get the idea and at the same time take notes of the

important areas. Moreover, they also ask questions as a result of attentive listening.

The teacher should be aware of learners’ need to improve their understanding

of spoken English. They need skills in understanding spoken English in order to be able

to communicate with speakers of English as well as to get pleasure from the language

through television, movies and radio etc. Practice improves learners listening

comprehension. Language labs are also very helpful.

Tahir (2004:106) has recommended the following types of exercises and

activities for listening programme.

2.4.1 Exercises Distinguishing Between Key Sounds, Stress and Intonation

Pattern.

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.

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Comprehension can be checked by asking learners if two utterances are the same or

different.

2.4.2 Graded Practice Exercises (GPE).

These exercises have a teacher-student format. The teacher or an audio tape or

videotape is the main source of student work, after listening to it; they do individual

work and can work at three levels: Beginning level, Intermediate level and Advanced

level.

Miller (2014:66) noted that simulation activities corresponds to role play,

communication activities and games in which listening plays a pivotal role. Simulation

activities can be used along with graded practice exercise (GPE) to produce a complete

set of listening comprehension for learners. Among these activities the communication

games are very helpful for learners.

2.4.3 Retelling Stories.

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.

Dictation is an old-fashioned mechanism and can, still, be applied in teaching

of English as a useful test of listening comprehension. For this, a passage should be

read at a normal speed with normal expression. The passage may be frequently read

which will increase learners’ listening comprehension. The teacher can also give

dictation of separate words or a paragraph. The students should write down exactly as

read by their teachers.

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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.

2.4.6 To Set Purpose for Listening.

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

2.5 Reading Skills

According to Holden (2004: 15) reading is considered as a passive and receptive

activity but in fact, it is an active and creative activity, which plays an important role in

the creative process. Reading is important for the awareness of socio-cultural condition

of a nation for which public libraries are playing a crucial role. Reading provides a

chance to know about the literature, in that language.

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”.

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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.

2.5.1 Loud and Silent Reading.

Tahir (2004:168) stated that loud reading being a necessary evil is important for

two reasons. First, it makes sure that reading is in progress and teacher can help them

and second it ensures practice in pronunciation. It gives feeling to written words and

that is more important at early age.

2.5.2 Silent Reading.

Training of silent reading, for learning a foreign language, is of great utility by

helping learners in learning a language. It enables the reader to get information swiftly

with ease and raise love for that language, making it enjoyable for learners and making

them habitual of getting the meaning in depth. Valencia and Bully (2004:529) reported

that there are six prototypical learners:

Automatic word caller, struggling word caller, word stumbles, slow

comprehends, slow word callers and disabled learners.

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.

Gottardo et al (2001) stated that reading encourages various connections and

provides stimulus. Young people are encouraged for the exploration of the world by

making them emotionally and educationally sound. Public libraries, no doubt, play a

crucial role by providing access to readers to the treasury of knowledge for the

development of a strong nation. They provide elements for creative exploration i.e.

stimulus, knowledge, self-directed activities and free zone of communication etc. by

putting pleasure into reading.

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2.5.3 Reading Methods

Tahir (2004:170) suggested the following suitable methods which can properly

serve the purpose of reading:

1. The alphabetic method.

2. Phonic method.

3. The whole word method.

4. Sentence method.

5. The phonic word method.

No method, in itself, is a complete method. The teacher can apply a combination

of methods according to situation and mental level of learners. According to Mathes et

al (2005:149) a huge number of struggling readers have been recovered by one-on –one

tutoring or working in small groups. These poor readers can overcome this issue when

they work under specific guidance of teacher. Holden (2004: 18) stated, “More

importantly, reading is vitally important gateway to economic, social and civic life,

prerequisite for almost all cultural and social activities. It improves life chances”.

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.

Valencia and Bully (2004:520) stated that reading is in alarming condition in

United States of America. Every year thousands of their learners appear to take

standardized test and their large number fail in it. This test is mandatory after passing a

legislation that no child should be left behind from grade 3 to 8 each year, but this huge

failure has worried parents, teachers and educators.

2.5.4 Developing Reading Habits in Students.

McCarthy (1999) documented that it is a matter of great concern that in this

modern age, people entertain themselves by enjoying movies, theatres, excursions and

songs etc. and abandon book reading. It is high time to launch social awareness

30

programme through print and electronic media for diverting people towards book

reading once again. School age is the most suitable one for making learners habitual of

reading for knowledge and amusement.

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.

2.5.5 Factors Affecting Reading.

Tahir (2004:169) listed the following factors responsible for poor reading.

Word-by-word reading.

Too many eye fixations.

Regression.

Lack of interest.

Insufficient prior knowledge.

Improper physical condition etc., for example improper light.

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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.

Kapka and Oberman (2001) stated that training of penmanship is of central

importance in which learners are trained how to ensure proper hold of pen and pencil

and then its proper use how to write words. Much time should be given to students at

the early three years. Control over muscles should also be kept in mind while training

them in hand writing. Having practice in mother or local languages learners are able to

use proper grip of pencil so that teacher can get benefit from this practice while

preparing them for English hand writing.

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

32

memorization and thinking. Every learnt and spoken information is written. A good

writer is said to be a good thinker as well.

2.6.1 Process and Product

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.

2.6.2 Choices of Script.

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.

It is high time to treat English as a language not anything else so as to promote

speaking skills of learners and enable them to communicate with the outer world.

McDonough (2013:27) viewed that authenticity in written work counts a lot in

which teaching methodologies play a pivotal role. The more a learner practices the

lesser will be the number of errors.

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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.

2.6.3 Causes of Poor Hand Writing

As a matter of serious concern, these days’ hand writing of various pupils is

poor. The following causes are mainly responsible for this weakness:

1. Direct method. This method of language mostly focuses on oral practice

at the cost of learners’ hand writing.

2. Lack of practice in writing. teachers, due to over work in schools, cannot

devote time to supervise writing due to which students adopt hand writing

of their own and develop wrong hand writing.

3. Careless writing. Nothing is more dangerous than careless hand writing.

They usually write very quickly in their note books which destroys good

hand writing.

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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.

McDonough (2013:34) viewed that foreign language is said to be learnt easily

by giving local examples. In case of written work, grammar work is to be valued by

elaborating concepts from the surrounding for the enhancement of learners’

conceptualization. He further stated that imaginative work is involved in quality writing

such as writing drama, novel or a story. Here the end-product is evaluated by the readers

which may bring pride to the writers or otherwise.

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.

2.6.4 Role of the Teacher

Harmer (2001:261) documented the role of teacher enabling the learners to

improve their hand writing in the following manner:

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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.

2.7 Speaking Skill

Most of schools lay emphasis on reading and writing skills with the pretension

that speaking skill is of less importance which is not a good sign for language learners.

Bygate (1987:39) viewed that oral language today and, in future, will be used not only

for discussion but for getting knowledge. It is learnt naturally. Learners in schools

belonging to various socio- economic environments affect speaking skills. Students,

having the opportunities of English language classes out of schools, are likely to be

more vocal than others.

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.

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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.

2.7.1 Speaking Process

Speaking process consists of three stages: prior to speaking, during speaking

and after speaking. Tarone (2005) stated that before speaking, the nature, knowledge

and socio-cultural position should be kept in mind. What and how to present them in a

fluent way. Moreover, body language, verbal and non-verbal cues tone and sound

vocabulary are the basic essentials of proper communication.

2.7.2 Pre-Speaking

It starts before actual conversation. The learners’ practical experiences inside

and outside the classroom, keen observation and mutual interaction count a lot in

meaningful discussion. At this stage, an opportunity is availed for proper planning and

organizing materials for discussion. Haycraft (1998:98) described some points in this

respect:

2.7.3 Selection of a Topic for Speaking

According to Prapphal (2003) suitable topic is selected for healthy discussion.

A number of activities take place before the selection of topic i.e. reading various

materials, listening prominent speakers and viewing videos.

2.7.4 To Determine a Purpose.

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.

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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.

2.7.6 Knowledge about Suitable Format.

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.

2.7.7 During Speaking.

According to Luchini (2004) depending upon their purpose, learners are

engaged inside classrooms. For instance, sharing a story, getting others amused,

requesting others and making things clear to them. At this stage ready-made material

are presented. It is a practical stage.

2.7.8 Post- Speaking.

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

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government secondary schools of Khyber Pakhtunkhwa province of Pakistan. Speaking

is neglected.

2.7.8.1 Importance of Dialogues and Vocabulary Building in English Language

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.

Cunningham (2005) stated that dialogues mostly aim at building vocabulary.

Learners can develop speaking power under the supervision of English teacher in a

classroom. Through presentation, a teacher presents new words through Direct Method

and Grammar Translation Method etc. Pictorial presentation also helps learners when

teacher shows a picture and students are asked about the activity performed in it.

2.7.8.2 Poor Pronunciation of Words in Pakistan

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.

Lack of specific environment is another problem due to which learners fail to

achieve proficiency in English language. Imitation technique and phonetic technique

can be used to overcome most of the problems of English language. Learners can be

taught through singing of poems and recitation of prose.

2.7.8.3 Teaching of Grammar in the Subject of English

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

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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.

2.8 Teaching Methods and Approaches of English

According to Richards &Rodgers (2001:16) approach refers to the theories

about the life of a language and language education that works as the spring of practices

and principles in language teaching. This approach depicts how language is utilized and

how its component parts are interconnected. It also refers to a language competency

model, which depicts how people get their knowledge of the language and makes

declaration about the circumstance which will endorse flourishing language culture.

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.

Shahid (2006:09) reported the importance of English in Pakistan as a library

language as most of books, both in soft and hard forms are available in English. Those

who have command over this language can make access to valuable books, which will

otherwise remain unread. Notwithstanding these benefits the future of English language

is still not clear in Pakistan.

The originators of a method have reached at a decision about types of actions,

roles of teachers and learners, the breed of resources which will be supportive. Methods

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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.

No one can deny the importance of teaching methodologies in teaching learning

process. To make the language concept clear, different teaching methods and

approaches are applied for the delivery of contents in a proper manner so as to meet the

need of the learners. Malik (2005:11) has pointed out the following important methods

and approaches, for teaching English.

1. Direct method (D.M).

2. Grammar Translation Method (G.T.M).

3. Audio-lingual Method (A.L.M).

4. Reading Method.

5. Humanistic Approach.

6. Structural Method.

2.8.1 Direct Method (D.M).

In this method English is taught in English without the intervention of mother

tongue or first language. The direct method enables the learners to learn foreign

language without using mother tongue as he has learnt mother tongue without the

intervention of other languages.

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

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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.

Zainuddin et al (2011:64) reported that direct method was deviation from

grammar translation method. This method is traced back to 1884. All the times

emphasis is on practice and drill in the target language. Learners are compelled even to

think in the target language and communicate in English. Direct method was highly

practiced in Berlitz School that is why it is called Berlitz method. Learners were highly

motivated who were associated mainly to business community and were desirous to

strengthen their business, throughout the world.

Nature of sounds, is, no doubt, taught for proper communication. Various

objects are used to convey the meaning. If a teacher has to explain the “post office”

various stamps and post cards etc. are shown to the learners. Similarly, the concept and

meanings of a bank are cleared by showing cheque books & pay slip etc.

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

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Translation Method (G.T.M). Meaning is told in the target language through

pantomime.

According to Ali (2004:53) direct method associates connection between the

experience and expression. Its main emphasis is on oral task, Grammar and translation

are completely excluded. It is called the anti-grammatical or anti-classical or the oral

method. It helps learner to think in English and express their thought without

intervention of mother tongue in the target language.

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.

2.8.1.1 Principles of the Direct Method.

Ali (2004:54) reported the following principles of Direct Method:

The use of mother tongue should be avoided at any cost.

Proper arrangement of classroom for oral expression.

Sentence should be the unit in place of words. Students should be made

habitual to speak full sentences.

The learners’ vocabulary should be enhanced and pre-planning for new

vocabulary should be made by concerned teacher.

Grammar should be taught inductively. Examples should be presented first

and then rules and generalization for developing the communication skill of

the learners should be followed.

Richards and Rodgers (2001:12) described the following principles of the Direct

Method:

Classroom instruction is conducted entirely in the target language.

Only daily vocabulary and sentences are taught.

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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.

2.8.1.2 Merits of Direct Method.

Ali (2004:55) stated the following merits of Direct Method (D.M):

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.

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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.

2.8.2 Grammar Translation Method (G.T.M).

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

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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.

Larsen-freeman (2008:14) viewed that Grammar Translation Method is an old

method. It was also called Classical Method when it was first used for teaching the

classical languages. It was designed in such a way to enable learners to read and

appreciate the target language. Grammar was considered essential factor to promote a

foreign language, which, in turn, will develop learners intellectually sound.

2.8.2.1 Merits and Demerits of Grammar Translation Method (G.T.M)

According to Ali (2004:45-47) Grammar Translation Method aims at providing

equivalent word-for-word, phrase-for-phrase or sentence-for-sentence in mother

tongue. Translation from English is easier into mother-tongue. It is time-honoured

method which has been in progress in Pakistan since independence (1947).

Merits of Grammar Translation Method:

1. This method requires no hard labour, equipment and deep thinking. Both

teacher and learner feel satisfied after translation into mother-tongue.

2. Introduction of new vocabulary is quite easy through translation.

3. Every idea can be cleared by substitute words hence no ambiguity is left.

4. Abstract expressions are easily explained such as honesty, beauty, good, evil

and virtue etc.

5. Concrete ideas like mist, sea and vapour can be made clear.

6. It follows psychological order i.e. from known to unknown and easy to

difficult.

Demerits of Grammar Translation Method:

1. It is traditional and out of fashion method of teaching language.

2. Speech training is completely ignored.

3. Translation is hindrance in quick reading.

4. Fluency and spontaneity is killed by this method.

5. Language learning is an art not science which depends upon practice.

2.8.3 Audio-lingual Method (A.L.M).

Ellis (2006) documented that the involvement of U.S.A in world war 2nd

brought abrupt changes in the teaching methodologies of language.

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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.

Larsen-Freeman (2008:41) reported that “audio” means listening and “lingual”

means speaking. In the audio-lingual method emphasis is given to listening and

speaking. The learners repeat a pattern until it is made automatic and spontaneous. This

method is based on structural approach.

2.8.3.1 Characteristics of Audio-Lingual Method.

Larsen-Freeman (2008:36) stated the following characteristics:

Goal of the teacher is to ensure repetition of dialogues.

Role of the teacher is facilitator and motivator to control.

New vocabulary is presented through handy dialogues in friendly

atmosphere.

Learners take great interest in live interaction.

Oral skill is given much attention through presentation.

Sometimes mother-tongue interferes when needed.

2.8.3.2 Principles of Audio-Lingual Method.

Ali (2004:63) reported the following principles of A.L.M:

Language is a set of habits, complete utterances with normal intonation will

be taught.

New materials are taught through dialogues.

Grammar is taught inductively.

Much focus is given to pronunciation.

Teacher should teach language not its structure as it affects the natural

setting of language.

Larsen-Freeman (2008:42) stated that Audio-Lingual Method (A.L.M) does not

lay emphasis on the knowledge of grammatical structure or information. Mother-tongue

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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.

Richards and Theodore (2005) reported the situation of an on-going classroom

where teacher presented a dialogue on ‘greetings’ and students were imitating and

taking interest in pair work and group work as they were mentally ready to memorize

this dialogue. Every student ensured excellent presentation. At the end teacher

presented it by winding up the class.

2.8.4 Humanistic Approach.

Bertrand (2003:44) viewed that during renaissance, a beacon of knowledge

emerged from within every part of human life. A faithfully non-biased human needs

education and academic achievement was its centre of focus, mounting humanistic

philosophy of life. Humanists were measured culturally progressive and free from

religious belief. Unquestionably, this age saw a move from ‘church’ to the educational

pitch.

Harmer (2007:90) viewed that humanistic approach in teaching of English has

found a larger recognition at all levels of procedures and activities in which learners are

encouraged to make proper use of their own lives and outlook in the classroom. Such

drills have long history and indebted much to a work from the 1970s called caring and

sharing in the alien language classrooms in which many activities are planned to make

learners’ feel good and memorize joyful times while at the same time working on

grammar bits and pieces. Moreover, learners are advised to make sentences on their

favourite food items or they are told to underline direct and indirect sentences which

best suit their personal life story.

Veugelers (2008:106) viewed that education is not technical-instrument

rationality but it improves critical thinking which is developed through dialogues in

social perspective and is known as social constructivism. Humanism is the status of

mind struggling hard for humanity and is regarded as never closed world scene.

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Dialogical presentation is the soul of humanistic approach, focuses on the socio-cultural

condition of a country.

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.

Veugelers (2008:80) defined man as relational being to develop relation with

friends, relatives and colleagues. No doubt, these relations assume different forms: from

oppression through ignoring. Involvement has several qualities, from empathy through

sympathy to solidarity. All people properly position themselves in the practices of

culture and discussions. He suggested the following guidelines to serve humanistic

philosophy:

An intellectual approach based on broad- mindedness, critical thinking and

logical reasoning.

An ethical standpoint characterized by attributing equal human value to

others so as to ensure integrity in society.

Ensuring active independent citizenship.

Prosperity of the culture supported by inquisitiveness.

Kliebard (2004:54) viewed the need of specific curricular objectives by

hypothesizing that functional learning did not transfer rightly to the new situation of the

learners so there is a need to design proper learning specific objectives for the subject

of English. According to Makoul (2006:272), the humanist skill model remains

fundamental in classroom practices. For the powerful future this model will continue to

govern setting of public education.

Harmer (2007:91) reported that the success of humanistic approach surely

depends upon how teachers and learners are comfortable working with real life

situations. Teachers’ duty is very sensitive for convincing learners to open their lives

and then to deal it properly while taking into account their socio-cultural aspects.

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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.

2.8.5 Reading Method

Graves et al (1998) supported the use of reading method whose father is Dr

Michael Waste appeared as a reactionary force to direct method, because direct method

is not a successful way to achieve the desired students learning outcomes in India and

Pakistan and reading books is the only successful process to make the way for learners.

2.8.6 Eclectic Approach.

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.

2.9 Effective Lesson Planning

Barroso & Pon (2005:01) viewed that “fail to plan is plan to fail” and planning

lessons prior to classroom entrance is likely to be a key of success for teaching-learning

process; it identifies the line of accomplishment. It assures the proper channel of

communication to reach the goal. That is why it assists the teachers to plan and organize

the materials in a logical order. This planning tool is the portrayal of all classroom

activities to diagnose what, how and when to be learnt by the learners effectively.

Besides, proper assessment inside a classroom is the strong area of effective lesson

planning to ensure soft flow of teaching for students.

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Heinich et al. (2001:19) referred to the following ABCD’s of writing objectives:

Audience – students for whom the objective is written.

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.

According to U.S. Department of Education, Office of Vocational and Adult

Education (2011:12) the WIPPEA Model stands for Warm-up, Introduction,

Presentation, Practice, Evaluation, Application, is a lesson plan model that shows a

constant teaching cycle in which each learning notion establishes on the preceding one,

helping as an instructional roadmap for teachers. This concept is further explained in

what follows:

Warm-up – evaluates previous acquaintance by reviewing previous

resources applicable to the existing lesson.

Introduction – gives an extensive outline of the contents and ideas to be

delivered and concentrates the learners’ consideration on the latest lesson,

being taught.

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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.

Evaluation – Assesses each learner’s realization of the objective. Include

the assessment of oral, aural, written or practical presentation.

Application – Provides actions that help learners apply their learning to new

situations beyond the lesson and attach it to their own lives.

2.10 Communicative Language Teaching

Jiang (2008:279) stated that to learn a foreign language, we should keep in mind

the importance of communicative language teaching. It is considered a suitable way of

getting acquaintance to the foreign language. It is considered the sophisticated way

which is widely used as one of the best practices in the west journals, for improving the

communicative skill of learners.

Davies and Pearse’s (2000:193) reported that communicative language teaching

is probably the most widely used approach by trained teachers across the world. They

know its value and worth as it helps in improving the oral fluency of learners. It assists

in the enhancement of communication.

Cortazzi, & Jin (1996:176) stated that a meaningful experience of learning to

others is a reflective way for both the learners and instructor to learn more about their

experiences. This can be done by interactively binding together theory and practice

giving it a humane touch.

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.

Bax (2003:280) viewed CLT as a parcel of ideas and practices to be exported

around the world. This attitude corresponds to early conceptions of globalization and

innovation as unidirectional processes in which ideas and forms are transmitted from

centre to outside edge.

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.

McKay (2002:128) stated that in a monoculture and monolingual community

the dominating group forces the dominated group to accommodate themselves to their

ways of life. They call it the leading ways of life. In communication between the

mainstream English speakers and other speakers both the parties will have to

accommodate and find ways to establish efficient communication.

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.

Alexander (2006:106) viewed that some students expect more one-to-one

contact with their teachers in the language laboratory. Learners take keen interest

having interaction on net which leads to excitement in them. Learners become lazy in

case teacher slack interest. Teachers’ suitable monitoring role can boost up learners’

interest level. A projector screen shows all the activities taken place between the

learners and the teacher concerned.

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.

2.11.1 Facilities in language laboratory.

It is suggested that 16 to 20 hearing booths should be available in a lab, separate

hearing booth for every learner, a separate booth for teacher in the centre of the

laboratory, availability of separate head phones, 4 feet height of each hearing booth and

a control room for keeping all equipment in order.

2.11.2 Procedure in the Language Laboratory.

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.

2.11.3 Advantages of Language Laboratory.

Assurance of correct pronunciation, availability of opportunity for proper

practice, individualized teaching and learning, easy correction of mistakes and students

keen interest in learning process are some of the advantages of language laboratory.

2.11.4 Limitations of Language Laboratory.

Expensive arrangement is out of reach of every school in third world countries.

School curriculum does not allow it as it is examination-oriented having no time for

such activities and lack of trained teachers, are the major weak areas and hurdles.

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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.

2.12.1 Importance of A.V. Aids.

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.

Jadal (2011) stated that pictures are considered to be a significant way of

education. In latest years, scientific expansion has greatly improved the potentiality of

pictures for the use of educational purposes. They are used as an essential teaching aid

at any level. The teaching of a subject like English can only be taught and made lively

and attractive if greater support is taken from pictures and diagrams.

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.

Maniruzzaman and Rahman (2008) described the use of computer as a teaching

aid. It is used for recorded speeches of the native speakers at secondary level; it is a

research device at university level education and a teaching learning machine.

Computer has also become a powerful new automobile for teaching and learning in

current years.

2.12.2 Effectiveness of Audio-Visual Aids.

According to Yadov (2003:138) the effectiveness of teaching aids can be stated

as the teacher gets the alertness and attentiveness of the learners by using teaching aids.

They are supportive heartening agents. They assist to get callosity to the subject matter.

They are time and energy saving both for the teachers and the taught by making learning

more efficient and long-lasting. An idea that cannot be comprehended properly with

verbal presentation is easily explained with their help.

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.

Perveen (2003:41) highlighted that the presentation of teacher can only be

improved with the assistance of teaching aids and instructional technology. The ground

realities are vividly presented by the utilization of these audio visual facilities. A. V.

Aids create attention in learners and stimulate them to do something ever better.

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.

As for as the teaching methodologies/ practices are concerned, the analysis in

the foregoing paragraphs discussed the traditional approaches that are mostly in vogue

in Khyber Pakhtunkhwa province of Pakistan such as Grammar Translation Method but

it is still widely used not only in this province but in rest of provinces of Pakistan as it

is quite suitable method for large classrooms, examination-oriented and is well fitted in

socio-cultural setting of learners.

2.13 Teacher Training of English Teachers

Darling-Hammond (2005:01) stated that, in modern society, the significance of

teacher training is not denied at any cost as the learning parameter and standards are

changed what they were in past due to immense need and thirst of knowledge.

Education is considered a source of success both for individual and nation. As a matter

of fact, teachers’ crucial role is of great importance in teaching learning process.

Therefore, demand for good teacher is the need of the day.

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.

Darling-Hammond (2005:06) stated that sufficient teacher training enables an

individual to have crystal vision of teaching. Moreover, well-stated principles of

teaching practices and presentations, knowledge about learners’ psychology and socio-

economic background, curriculum assessment, comprehensive pedagogical experience,

vivid strategies to assist learners, establishing sound relation with learners and shared

belief are the impotent areas of teacher education. He further stated that teacher

education enables a teacher to comprehend learners’ mental level in the light of socio-

cultural environment, having sound knowledge of the subject matter and the required

teaching skills for proper delivery and looking into the individual and social demands

of the learners. Teaching is a challenging job especially in case of a diverse society.

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.

Figure 1:AFramework for Understanding Teaching and Learning

(Darling-Hammond & Bransford, 2005, p. 11)

According to Darling-Hammond and Bransford (2005:11) teachers of modern

age should keep in view a broad professional vision. To achieve it they have to undergo

a few practices which are as under:

2.13.1 Knowledge of learners.

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.

2.13.3 Knowledge of Pedagogy.

He should have first-hand updated knowledge of how to apply various teaching

practices keeping in view the students’ learning environment and their learning

outcomes.

UNESCO (2008:12) reported that that poor quality of education in Pakistan is

mainly due to low standard of teacher training in the country. It is high time to focus on

this important area equipping the prospective teachers with all the required skills by

exposing them to vigorous and practical training. A policy needs to be made to assess

the current scenario of teacher education for reformation which will ensure the desired

outcomes.

National Education Policy (1998-2010:47) reported that the quality of teacher

training program got very little concentration which is mainly responsible for yielding

vast production of teachers, with results of low understanding of both subject matter

and teaching methods.

Education Sector Reform (ESR) (2001-2004:29) Action Plan documented

“Strengthening of teacher training programs aims at the establishment of split teaching

and management cadres and performance-based teacher assessment and

reimbursement. However, there is no step taken as yet towards the execution of this

improvement”. An attempt to separate, the two, cadres, failed in Khyber Pakhtunkhwa.

2.14 Curriculum for Teacher Education and Practice

Dilshad (2010:88) stated the following suggestions:

A group of educational experts should be made to frame curriculum for

teacher education both for pre-service and in-service teacher training in

which updated knowledge, skills and critical thinking should be

incorporated.

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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.

2.15 Quality of Teacher Education in Pakistan.

Government of Pakistan in its National Education Policy (2009:42) stated that

in Pakistan there are 270 teacher training institutes responsible for delivering training

to perspective teachers in which 227are patronised by government and 53 are run by

private sector. For offering Primary School Teacher (PST), Certificate of Teaching

(C.T), B.Ed., B.S.Ed., M.A Education, M.Phil. and Ph.D. programmes are offered by

Government Colleges for Elementary Teachers (GCETs), Colleges of Education

(GCEs) and Institutes of Education and Research (IERs).

The analysis of materials provided in different citations for the training of

English teachers focus on effective capacity building of teachers and awareness of

teachers about skills that promote learners’ talent as well as the competency of teachers

based on professional and academic qualification. The training is required to be linked

to what the teachers say and what they practice. In other words, teachers should play a

role model for the students in theory and practice. Moreover, the requirement of the

emerging trends in teacher education should also be kept in view and the computer

based approaches should be promoted in classrooms. It is high time to expose teachers

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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.

2.16 Conducive Classroom Environment for English Language

Martin & Sugarman (1993:09) stated that classroom management covers all the

activities carried out by the classroom teachers for generating favourable classroom

environment which leads to successful teaching. Thus classroom management is a key

to effective teaching learning process.

Weinstein, et al (2004:27) advocated that principles of classroom management

have a positive impact in the learning progress of all children, particularly low-

performing, poor pupils can boost up their morale and their achievement level can be

increased due to friendly classroom environment and social justice is ensured by sound

social atmosphere.

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”.

Bunting (2004:11–12) stated that conventional classrooms must transform and

he suggested a model of a fundamental space for students to be co-located with teachers,

who are adorned by the learners to give them possession. Teachers and learners only

move when required to have access to particular space.

Singh (2010:388) viewed that the environment is an extensive term which

covers lighting system, ventilation, furniture, decoration and the natural and emotional

atmospheres. Suitable environment makes a prominent difference in teaching learning

process. Learners get enjoyable learning when they are stimulated. Secure environment

enhances learners’ outcomes.

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Tomlinson-Clarke and Doubet (2005:08) developed a conceptual frame work

which comprises important elements of culturally approved teaching methods,

guidance and counselling, caring and respecting one another, recognition, background

knowledge of the learners, commitment to establishing classroom peaceful community

and accepting personal and group responsibilities which will contribute to conducive

classroom.

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.

According to Earthman (2004: 11–16), some interesting contentions about the

physical aspects of learning spaces include the following.t

Temperature, heating and air quality are the most important individual

elements for student achievement.

Chronic noise exposure impairs cognitive functioning, with numbers of studies

finding noise-related reading problems, deficiencies in pre-reading skills, and

more general cognitive deficits.

(Higgins et al, 2004:18) also highlighted the importance of colour scheme as

under:

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).

Using visual displays in classrooms breeds success because students are

provided with specific examples of how success is obtained.

Singh (2010:389) stated that it is good for learners to be happy in school. A

happy student motivated by the environment can contribute well than unhappy student.

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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.

2.16.1 The Physical Environment and Students’ Achievement

Earthman (2004:18) viewed that physical condition of a school directly affects

learners’ outcomes. Friendly environment significantly boosts students’ morale.

Particular colours really matter a lot in catching students’ attention. According to

Bunting (2004:12) schools should provide enough space so that learners may easily

move wherever they wish to go. Moreover, cafe for learners is also to be ensured inside

the schools for their attraction.

Higgins et al (2005:36) highlighted the importance of attractive building having

all the necessary requirements i.e. fancy classrooms, swimming pools and television for

showing various movies and cartoons for strengthening their English understanding and

fluency. Physical condition of the schools significantly contributes to positive attitude

of both teacher and the taught and leads to effective learning. Learning will surely

happen when learners find school more comfortable and convenient than homes.

McGregor (2004:4) reported that teachers’ work is additionally supported by

well-mannered facilities in the schools. A direct relation is found between the teachers’

work and the structural design. Spacious rooms can double the work of a teacher. No

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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.

Stevenson (2007:3) stated that for conducive school environment parental

support cannot be overlooked. Schools’ doors should welcome the community all the

time. The community can also suggest the design, materials and maintenance.

Marks (2001:5) rightly advocated open planned school suitable to address

individual differences of the learners and to adopt the most suitable teaching methods

suitable for every student. Collaborative condition brings fruitful result.

2.16.2 Physical Condition of Classrooms

According to Iqbal (2012:106) teaching learning process can be enhanced by

the strong will of teachers who are responsible for maintaining certain degree of

achievement. For achieving, high standards, there should be proper conducive

classroom environment that includes flood lights, windows and doors for ventilation,

proper seating arrangements and, above all, positive behaviour of subject teachers. All

these facilities should be timely made by heads of schools.

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.

The analysis on classroom environment discussed in the previously mentioned

citations bring to light its importance on the score that a conducive classroom

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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.

2.17 Curriculum of English

A curriculum should focus on learners, the subject matter, and society. Gunter,

Estes & Schwab, (2003:14) stated that the planning committee should have (a) set goals

and rational for instruction, (b) define the objectives, (c) decide on means of assessment,

(d) construct a breakdown of units of study for the course, and (e) create lesson plans

using various instructional models and activities.

Wiggins and McTighe (2006:06) viewed that curriculum of English is an

important area of concern which takes contents from the surrounding in the light of set

objectives and is translated into plans as how to ensure efficient teaching and learning.

It is a list of topics, facts of life and skills called inputs along with a map of how to get

the outputs as desired for learners’ outcomes.

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.

Richards and Rodgers (2001:143-144) stated that developing a syllabus is of

great importance in which subject matter is considered as key for planning. All the skills

are kept under consideration to be developed. Knowledge of the learners’ is developed

gradually. Contents of the course are developed in the light of set objectives and at the

end students’ learning outcomes are assessed.

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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.

Taba (1962: 12) developed the process of curriculum development which

received worldwide recognition. That is how to diagnose the learners’ need first and to

frame objectives, after this process, contents are selected and organized in proper order

and, at the end, learning experiences are selected and organized.

These days the word “Standard” is used in curriculum development which

according to Katz and Snow (1996) is a tool used for the improvement of desired

outcomes based on the objectives of the course or lesson. This standard shows clear cut

expectation from teachers, learners, community and educators.

2.18 Curriculum Models

For curriculum evaluation, it is imperative to look into its various models, which

largely focus the subject of English taught at the secondary school level.

2.25.1 The Content Model

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.

2.25.2 The Product Model.

This modal is based on the outcomes or learners’ behaviours to be shown in the

real life. Grammar is also taught to understand the target language. Like other models

it is also not free from shortcomings. Curriculum is developed without proper

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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.

2.25.3 The Process Model.

This model embraces learners’ needs and interests due to which it focuses on

various activities based on their intellectual level.

2.25.4 The Mixed- Focus Curriculum.

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.

Canniveng and Martinez (2003:479) stated that rich literature is available on

English language textbooks as a second language but very little work is seen over the

syllabus of English. These days, it is becoming the centre of attention which is the need

of the hour. Therefore, syllabus should be preferred. Two different opinions of two

teachers are recorded regarding a textbook in the lines bellow.

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.

Macgrath (2002:04) supported the availability of textbook and stated that it

should be treated as means not an end in itself. This teaching aid may work to fulfil the

objectives set for the learners. Tickoo (2003:257) further elaborated the key role of

textbook that it is the most important and reliable tool in the Asian educational setting.

It assures the security and consistency equally favoured and supported by teachers and

parents. Moreover, Government can tight their control on the thoughts of the teachers.

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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.

Similarly, Tomlinson (2003:441) stated that textbook of English language only

works on encoding and decoding rather than the practical use of the learners necessary

for the survival in the open market. He further stated that it is the need of the time to

evaluate the textbook by different evaluation methods so that different aspects are

evaluated from different angles. The learners need and interest along with their teachers

and administrators should also be given priority by making the material enjoyable for

them.

Rubdy (2003:47) stated that evaluation and selection of textbooks is the

foremost important phase. Looking into the individual differences, interests and needs

of the learners, it is better to select the most suitable textbook than the best one.

Choosing a textbook depends on the communicative aspect of the target language.

Learning not only inside the classroom but also its display in the outer market is the

basic motto of education.

Crawford (2002:85) highlighted the importance of text book as it needs to

present real, authentic and purposeful activities to learners. She also suggested that each

book should have a set of video dramas to snatch learners’ interest by producing real

life situation for understanding the target language.

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:

Text books should have proper presentation.

These should be directly related to daily life of learners.

Should have a number of valuable learning activities.

Should develop the smart communication skill of learners.

Should inspire learners for further reading.

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.

According to Butler (2004), in some countries, there is one prescribed textbook

for each grade, for example in South Korea and Malaysia. In other countries, there is a

range of government-approved textbooks for teachers to choose from, as, for example,

in China and Singapore. In yet other countries, such as Italy, schools are free to choose

their own textbooks from those available on the market. In many countries, teachers

have found themselves with a lack of suitable materials.

Hoque (2009) remarked that teachers may need training to use the new books;

otherwise they continue to employ previous methods. Where textbooks are inadequate,

teachers often lack the time and expertise to develop appropriate materials. Yet good

materials may have an important role to play.

Pulverness (2003:428) highlighted cultural awareness through textbooks being

an effective instrument and added that target language should be decoded in its cultural

setting. The learners will misunderstand textual message without its cultural

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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.

According to Tickoo (2003: 138) textbook should provide enough practice in

listening skill as electronic media is telecasting various opinions regarding various

phenomena. The learners should be trained to differentiate truth from the false

statement. Learners need to be trained to develop critical skills of listening. He further

stated that it will be good if grammar is learnt from the roots of language rather than it

is taught to students in the form of rules. A textbook should teach grammar in a natural

way so that students avoid its dryness. Examples from the surrounding can strongly

help in the understanding of grammar.

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.

According to Alderson (2000: 250) careful planning is required for preparing

reading text as it is one of the most important functions of a textbook as enjoyable

reading inspires the learners for further reading and getting knowledge. It should

enhance learner’s interaction with authentic text for developing reading

comprehension.

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?

According to Strank (2003: 329) the process of language acquisition shifted to

the realization of language skills. Grammar is considered basic for such purposes.

Textbook exercise on grammar can develop learner’s skills. Much of the grammatical

exercises should be included in the textbook. Grammar is multidimensional in nature

i.e. form, usage and appropriate meaning. It is necessary that teaching grammar should

meet the needs of all sections.

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.

An overview based on research studies and theories of curriculum of English

took cognizance of the development of syllabus and contents that promote different

skills of students. But, unfortunately, the concern of teachers and their training in

English language are not taken care of adequately due to which things do not go in

correct direction. Above all, the curriculum developed by the responsible and concerned

agencies is not passed on to schools and therefore, teachers do not know the objectives

and outcomes of planned curriculum. As a result, teachers always demand full

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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.

2.19 Evaluation of Students

According to Dochy (2009:86) evaluation is considered to be the cornerstone of

teaching learning process. Promising teachers spend most of their precious time in

various activities related to learners’ evaluation in one way or the other. To do this job

effectively, competency of concerned teacher is must.

According to Stufflebeam (2003:09), a systematic examination or investigation

of the value and worth of a programme is called evaluation. It enables a person to know

how to describe report and judge various phenomena under consideration and how to

determine the value of an object. A perfect evaluation provides sufficient information

to make a person or a programme responsible. It focuses on the teaching methodologies

inside the school simultaneously. It addresses how to plan, execute and judge a

programme.

According to Saliva (2007:50) formative evaluation is used to examine the

progress of learners during an on-going educational activity. Summative evaluation is

used at the end of a programme. William et al (2004: 60) stated that formative

evaluation shows remarkable results. They conducted a study, where 24 teachers used

formative evaluation. At the end it was concluded that if formative evaluation is

utilized, it brings the desired outcomes.

According to Hatipoglu (2010: 43), Education System in Turkey is totally

examination-oriented. At every level of education i.e. primary, secondary and

university, students are tested and their performance is evaluated. For this purpose,

quizzes, mid-terms and final terms examinations are taken. At the end of the year

centralized tests take place on the basis of which students are promoted to next higher

level. Students’ performance at any level shows the overall performance of the teachers

and schools, in Turkey.

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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.

William et al (2004: 60-62) documented that academics of the learners are

drastically improved by formative evaluation. It indicates the area of improvement.

Students are guided to work on self-assessment of their work.

Wininger (2005: 166) examined the effect of formative and summative

evaluation on the Educational Psychology. The study took place on 34 students who

were provided treatment. At the end, remarkable improvement in learners’ gain was

observed. It means that both formative and summative evaluation improve students’

performance at any stage of education.

Stiggins (2002: 758) reported that if the school improvement is connected to

meaningful evaluation, it will surely bring fruitful results. Modern methods of

evaluation can be used to bring about positive change in the behaviour of learners.

According to Karee, et al (2009: 01) abundance of studies advocate the positive

role of formative evaluation, which brings enhancement in the educational results.

Formative evaluation helps in diagnosing the classroom practices and brings adequacy

in the teaching methodologies. It also assists teaching to give more focus on the area of

improvement.

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.

Wang (2007: 172) viewed the effect of formative evaluation on web-based

examination, which has six formative strategies:

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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.

O’ Loughlin (2006:71) stated that teaching a language is different from how to

evaluate it properly. It is an art and demands mastery on the part of subject teacher. It

also involves many techniques and technologies to measure learners’ efficiency in the

target language. It examines not only learners’ achievement level but also their

psychological understanding, regarding the subject.

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.

Fitzpatrick et al (2004:247) stated that evaluation methods help decision makers

while considering all aspects of a project and also assists to guide how and by whom

the results of evaluation will be used to reach the target in time. Moreover, it helps the

educators to reach the best decision about the product of educational enterprise. It also

plays a central role in decision making.

2.19.1 Input Evaluation.

According to Fitzpatrick et al (2004:244), input evaluation supports the system,

strategize the task and paves the way for implementation while taking into account the

available physical and material resources. Various areas of a programme are examined

for better outcomes.

2.19.2 Process Evaluation

Stufflebeam (2003:15) viewed that process evaluation is positively utilized for

the refinement and implementation of a programme. It shows how pretty a project is

going on or otherwise. Various hurdles are identified. Interaction among programme

evaluators and those responsible for decision making takes place.

2.19.3 Product Evaluation.

According to Fitzpatrick et al (2004:248) product evaluation refers to the fate

of a project. It suggests continuing, suspending or terminating the programme. The

outcomes of a programme are judged in the light of set objectives. At this stage

strengths and weaknesses are diagnosed. The needed information from various

stakeholders is collected for decision making.

The material provided, in support of evaluation of students is based on

programme that helps assessment of students during an on-going educational activity.

The citations also discuss formative and summative evaluation of students and bring to

limelight school improvement strategies that largely depend on meaningful evaluation.

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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.

2.20 Critique of Literature Review

The relevant literature in the area of the current study has been extensively

reviewed both in local and global perspectives, which helped the researcher a lot to fix

the problem of study not only in the general frame work of research but also to know

what other researcher have done in this area.

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.

The traditional techniques involve teacher dominated instruction that focuses

on the accuracy of vocabulary, grammar and processing of text lexically and

syntactically. The use of computer based teaching and the application of modern

technologies to the learning of students are rare opportunities in the context of Pakistan,

in general, and in the province of Khyber Pakhtunkhwa, in particular.

It was, therefore, purposive to make a diagnostic study of English Teaching

Practices at the Secondary Level that are currently in vogue in the province and are

called traditional approaches. The use of the current instructional strategies are mostly

based on traditional pattern.

The literature review, as mentioned above, facilitated in the identification of

productive skills; different teaching methodologies; the scenario of training of English

teachers; classroom environment; curriculum issue and the mechanism for evaluation

of students. These are briefly summarised in what follows:

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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.

In the description of teaching methodologies of English, the analysis of relevant

literature found that English teachers mostly use Grammar Translation Method at the

cost of Direct Method of teaching English, which could not only enhance the speaking

skill of learners but also reflected on the poor quality teachers graduates from their

training colleges.

The review on classroom environment was necessitated, because without proper

teaching learning environment, there is no possibility to enhance students’ learning

through effective teaching practices. Further the scenario of 21st century requires

student friendly environment in classroom setting so that students are facilitated for

frequent interaction with the teachers. This is the weakest area, in Pakistan.

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.

The study also took cognizance of training of English language teachers.

Teacher training colleges in Pakistan are not playing their positive role and it is found

that they are not delivering well in the matter of adequate training of prospective

teachers. They are not provided with the required skills. Teachers themselves are unable

to speak English as they themselves are not exposed to such practices. Effective

capacity building is key to success that is ignored. It is high time to enhance the

teachers’ cognitive level to build the capacity for teaching of English. It was found that

due to flawed mechanism and unfair practices, the evaluation system has considerably

deteriorated and there is urgent need make amend for this shortfall. Cheating in the

exams has paralysed the whole education system in Pakistan.

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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.

The concept of having language labs is unknown, in the province of Khyber

Pakhtunkhwa (P.K). One major problem is over-crowded classrooms. So as, a class can

be hindered students. No teacher can dare to pay attention to speaking skill of students

in such a huge class. Most of the schools are without safe drinking water and proper

sanitation. Most of the classrooms’ windows are broken having no proper heating and

81

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.

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Chapter-3

Methodology of the Study

3.1 Type of the Study

It was a descriptive study, which determined the status of phenomenon under

investigation because it suited the purpose of the current research. It described

systematically the purpose, facts and characteristics of the given population or area of

interest. Descriptive research is used in literal sense of situation and events. It is the

accumulation of a data base that is solely descriptive. The data has been given both

qualitative and quantitative treatment. The problem, objectives and key questions of

the study were stated. Data were collected both from primary and secondary sources.

The indicators of the study were drawn from literature review. The literature review

was mostly based on sources such as research theses, journals, books, articles and other

sources available to the researcher. The conclusions were drawn from analysis of data

and findings, which were made basis for making recommendations.

3.2 Source of Data Collection

The primary data were obtained with the help of an opinionnaire fielded to

Principals/Head Masters and Subject Teachers of Government Boys’ High Schools in

five sampled districts of Khyber Pakhtunkhwa province of Pakistan. Data were also

obtained from classroom observation in all the sampled five districts. The secondary

data were obtained from office documents and review of literature.

3.3 Tools of the Study

The tools of the study included an opinionnaire for the Principals/ Head Masters and

Subject Teachers and a Checklist for classroom observations in sampled schools. The

tools of the study were also made reliable on the basis of statistical measures, pilot study

and objective approach. Moreover, the opinionnaire included clear instructions for

completing different items and the language used was comprehensible to the

respondents. The rationale for using opinionnaire is that the topic of the study required

candid opinion of respondents on a number of statements that were related to the

problem of the study.

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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.

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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.

District

Urban Rural Total Sample@30%

P ST P ST P ST P/H.M ST

Abbottabad 7 14 59 118 66 132 20 40

Kohat 5 10 42 84 47 94 14 28

Mardan 14 28 63 126 77 154 23 46

Peshawar 29 58 48 96 77 154 23 46

Swat 8 16 70 140 78 156 24 48

Total 63 126 282 574 345 690 104 208

P= Principal, ST= Subject Teacher, H/M= Head Master.

Source: Annual Statistical Report of Government Schools (2012-13) Elementary and

Secondary Department of Khyber Pakhtunkhwa

3.5 Pilot Study

The instruments of the study were pilot tested in five schools located both in

rural and urban areas. Those subjects and schools were not made part of the actual

study. The instruments were slightly modified on the basis of feedback received from

the subjects.

3.6 Establishments of Rapport with Participants

Rapport is the familiarity with respondents was developed with the subjects

easily as the researcher has been serving in Education department for 20 years as a

principal and most of the respondents are familiar to him. Moreover, the opinionnaires

were personally distributed and the purpose was explained to them on the spot.

3.7 Use of Statistical Measures

According to Borg and Gall (1989:336-7) there are two main types of statistics,

Descriptive statistics and Inferential Statistics. Descriptive statistics also called

summary statistics, which are used to ‘describe’ the data we have collected on a

research sample. The mean, median and standard deviation are the main three

descriptive statistics; that are used to indicate the average score and the variability of

85

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.

The opinionnaires, both for Principals/Head Masters 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. For the purpose of

statistical analysis, the five options in the Likert scale were emulated into two options.

The number of “strongly disagreed” and “disagreed” were combined. Similarly,

“strongly agreed” and “agreed: were combined and the number of those who stayed,

“undecided” were ignored in the tables.

3.8 Reliability and Validity

Reliability is related to establishing consistency within the measures repeatedly

used. Consistency refers to the likelihood of another researchers acquiring similar data

and drawing same results by using the procedure contained in the current research and

using the same instruments for measurement. Reliability of the measures used in this

study was enhanced in several ways. First, the researcher provided consistent

measurement of the concept under investigation in such a way that each respondent

completed the identical items for data collection. It was done in order to ensure that

respondents had similar experiences regarding the completion of survey items. Second,

survey items were based on information obtained from literature review, which

facilitated the researcher to formulate specific items for asking potential respondents.

Third, each survey included clear and consistent direction for eliciting responses.

86

Finally, response categories for survey items were made easy to comprehend and

complete.

Validity refers to the accuracy and correction of measurements. The researcher

framed questions that were easily and consistently understood. The survey items were

designed to include statements that were comprehensible and easy to answer. In order

to facilitate the respondents to know the concepts and requirement of survey items, the

same were personally explained to them. Moreover, the validity and reliability of both

data and instruments were tested by statistical methods. The Cronbach alpha test

statistic was used to test the reliability of the instruments. The literature suggests that

value of the Cronbach alpha statistics should be more than 0.70 for a reliable instrument.

The value of the statistic of Cronbach alpha was found 81% which was more than the

threshold value of statistic.

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Chapter-4

Data Analysis and Discussion

Analysis is the process of organising and verifying data while interpretation

provides values, perspectives and a conceptual framework to support conclusion. It

provides useful information for discussion and interpretation. Qualitative data analysis

may range from narrative description of the data to quantitative analysis of the narrative

components of the data.

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

Teachers of English Plan their Lessons Daily

Designation

Total

Chi-

square P-value Disagree Agree

Principal/HM

SST/Subject

Teachers

63 34 97

106 91 197

3.301 0.069

Total 169 125 294

A descriptive analysis in the form of cross tabulation revealed that majority of

principals as well as secondary school teachers (SSTs) viewed that teachers of English

do not plan their lessons daily. A chi-square test was applied to find the association

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between the designation of the teachers and their opinion about preparation of lessons.

The result of χ2 was found insignificant (p>0.05) which indicated the absence of

association. But, the odd of principal was 1.591 times as compared to SST towards the

lesson preparation. Alternatively, the odds of SST were 0.628 times as compared to

principals’ towards the lesson preparation. The results of the analysis are further

depicted in Figure 2.

Figure 2: Teachers of English Plan their Lessons Daily

0

20

40

60

80

100

120

Principal/HM

SST

63

106

34

91

Fre

qu

en

cy

Disagree Agree

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Table 3

Teachers of English use Reading Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

9 90 99

28 172 200 1.472 0.225

Total 37 262 299


principals as well as SSTs hold the opinion that teachers of English use reading method.

A chi-square test was applied to find the association between the designation of the

teachers and their opinion about use of reading method. The result of χ2 was

insignificant (p>0.05) which indicated the absence of association. But, the odds of

principals were 0.614 times as compared to SST towards the reading method.

Alternatively, the odds of SST were 1.628 times as compared to principal towards the

reading method. The results of the analysis are further depicted in Figure 3.

Figure-3: Teachers of English use Reading Method

0

50

100

150

200

Principal/HM

SST

928

90

172

Fre

qu

en

cy

Disagree Agree

90

Table 4

Teachers of English use Audio-Lingual Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

63 25 88

123 55 178 0.174 0.677

Total 186 80 266


principals’ as well as SSTs were of the opinion that teachers of English did not use

audio-lingual method. A chi-square test was applied to find the association between the

designation of the teachers and their opinion about use of audio-lingual method. The

result of χ2 was insignificant (p>0.05) which indicated the absence of association. But,

the odd of principal was 1.127 times as compared to SSTs towards the use of audio-

lingual method. Alternatively, the odds of SSTs are 0.887 times as compared to

principals’ towards the use of audio-lingual method. The results of the analysis are

further depicted in Figure 4.

Figure 4: Teachers of English use Audio-Lingual Method

0

50

100

150

Principal/HM

SST

63

123

2555Fr

eq

ue

ncy

Disagree Agree

91

Table 5

Audio-Lingual Method Develops Fluency in Speaking English Language

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

10 81 91

18 167 185 0.106 0.745

Total 28 248 276


the principals as well as SSTs were of the opinion that audio-lingual method develops

fluency in speaking English language. A chi-square was applied to find the association

between the designation of the teachers and their opinion about audio-lingual method

develops fluency in speaking English language. The result of χ2 was insignificant

(p>0.05) which indicated the absence of association. But, the odd of principal was 1.145

times as compared to SSTs towards the audio-lingual method develops fluency in

speaking English language. Alternatively, the odds of SSTs were 0.873 times as

compared to principals towards the audio-lingual method develops fluency in speaking

English language. The results obtained are also diagrammatically presented in Figure

5.

Figure 5: Audio-Lingual Method Develops Fluency in Speaking English Language

0

100

200

Principal/HM

SST

1018

81

167

Fre

qu

en

cy

Disagree Agree

92

Table 6

Teachers of English use Communicative Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

54 40 94

86 100 186 3.139 0.076

Total 140 140 280

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.

Figure 6: Teachers of English use Communicative Method

0

20

40

60

80

100

Principal/HM

SST

54

86

40

100

Fre

qu

en

cy

Disagree Agree

93

Table 7

Teachers of English use Different Method of Teaching.

Designation .

Total

Chi-


Principal/HM

SST/Subject

Teachers

16 81 97

31 162 193 0.009 0.925

Total 47 243 290


principals as well as SSTs were of the opinion that teachers of English use different

method of teaching. A chi-square test was applied to find the association between the

designation of the teachers and their opinion about teachers of English use different

method of teaching. The result of χ2 was insignificant (p>0.05) which indicated the


SSTs towards the teachers of English use different method of teaching. Alternatively,

the odds of SSTs were 0.969 times as compared to principal towards the teachers of

English use different method of teaching. The diagram in Figure 7 further depicts the

results of the analysis.

Figure 7: Teachers of English use Different Method of Teaching.

0

50

100

150

200

Principal/HM

SST

1631

81

162

Fre

qu

en

cy

Disagree Agree

94

Table 8

Teachers of English use Direct Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

66 27 93

109 75 184 3.653 0.056

Total 175 102 277


teachers were disagreed that teachers of English use direct 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 direct method. The result of χ2 was insignificant

(p>0.05) which indicated the absence of association. But, the odds of principals were

1.682 times as compared to SSTs towards the teachers of English use direct method.

Alternatively, the odds of SSTs were 0.594 times as compared to principals towards the

teachers of English use direct method. The results of the analysis are further depicted

in Figure 8.

Figure 8: Teachers of English use Direct Method

0

50

100

150

Principal/HM

SST

66

109

27

75

Fre

qu

en

cy

Disagree Agree

95

Table 9

Teaching English through Direct Method is Difficult both for Teacher and Students

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

61 29 90

130 55 185 0.177 0.674

Total 191 84 275


teachers were disagreed with the statement that teaching English through direct method

was difficult both for teacher and students. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about teaching

English through direct method was difficult both for teacher and students. The result of

χ2 was insignificant (p>0.05) which indicated the absence of association. But, the odds

of principals were 0.890 times as compared to SSTs towards the teaching English

through direct method was difficult both for teacher and students. Alternatively, the

odds of SSTs were 1.124 times as compared to principals towards the teaching English

through direct method was difficult both for teacher and students. The data obtained in

their results were further illustrated in Figure 9

Figure 9: Teaching English through Direct Method is Difficult both for Teacher and

Students

0

50

100

150

Principal/HMSST

61

130

29 55

Fre

qu

en

cy

Disagree Agree

96

Table 10

Direct Method of Teaching English Improves the Spoken English of Students

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

6 86 92

21 160 181 1.767 0.184

Total 27 246 273


teachers were in favour of the opinion that direct method of teaching English improved

the spoken English of students. A chi-square test was applied to find the association

between the designation of the teachers and their opinions about direct method of

teaching English improves the spoken English of students. The result of χ2 is

insignificant (p>0.05) which indicated the absence of association. But, the odds of

principals were 0.532 times as compared to SSTs towards the direct method of teaching

English improves the spoken English of students. Alternatively, the odds of SSTs are

1.879 times as compared to principals towards the direct method of teaching English

improved the spoken English of students. The analysis of the data obtained and the

results were further elaborated with the help of Figure 10.

Figure 10: Direct Method of teaching English improves the spoken English of

students

0

100

200

Principal/HMSST

621

86160

Fre

qu

en

cy

Disagree Agree

97

Table 11

Teachers of English Mainly use Grammar Translation Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

2 98 100

9 187 196 1.243 0.265

Total 11 285 296


teachers were of the opinion that teachers of English mainly used grammar translation

method. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about teachers of English mainly use grammar

translation method. The result of χ2 was insignificant (p>0.05) which indicated the


SSTs towards the teachers of English mainly use grammar translation method.


teachers of English mainly use grammar translation method. The results obtained are

also diagrammatically presented in Figure 11.

Figure 11: Teachers of English Mainly use Grammar Translation Method

0

100

200

Principal/HMSST

29

98

187

Fre

qu

en

cy

Disagree Agree

98

Table 12

Grammar Translation Method is Easy to Use in Classroom

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

4 98 102

7 193 200 0.034 0.853

Total 11 291 302


teachers were in favour of the opinion that grammar translation method was easy to use

in classroom. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about grammar translation method was

easy to use in classroom. The result of χ2 was insignificant (p>0.05) which indicated

the absence of association. But, the odd of principal was 1.125 times as compared to

SSTs towards the grammar translation method was easy to use in classroom.


grammar translation method was easy to use in classroom. The results of the analysis

are further explained with help of Figure 12.

Figure 12: Grammar Translation Method is easy to use in Classroom

0

100

200

Principal/HM

SST

47

98

193

Fre

qu

en

cy

Disagree Agree

99

Table 13

Abstract Ideas Can be Easily Explained by Grammar Translation Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

12 79 91

16 170 186 1.413 0.234

Total 28 249 277


teachers were in favour of the opinion that abstract ideas can be easily explained by

grammar translation method. A chi-square test was applied to find the association

between the designation of the teachers and their opinions about abstract ideas can be

easily explained by grammar translation method. The result of χ2 was insignificant

(p>0.05) which indicated the absence of association. But, the odds of principals were

1.614 times as compared to SSTs towards the abstract ideas can be easily explained by

grammar translation method. Alternatively, the odds of SSTs were 0.62 times as

compared to principals towards the abstract ideas can be easily explained by grammar

translation method. The diagram in Figure 13 further depicts the results of the analysis.

Figure 13: Abstract Ideas can be Easily Explained by Grammar Translation Method

0

100

200

Principal/HMSST

1216

79

170

Fre

qu

en

cy

Disagree Agree

100

Table 14

Grammar Translation Method Facilitates Correct Writing in English

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

10 86 96

12 180 192 1.575 0.210

Total 22 266 288


teachers were in favour of the opinion that grammar translation method facilitates

correct writing in English. A chi-square test was applied to find the association between

the designation of the teachers and their opinions about grammar translation method

facilitates correct writing in English. The result of χ2 was insignificant (p>0.05) which

indicated the absence of association. But, the odds of principals were 1.744 times as

compared to SSTs towards the grammar translation method facilitates correct writing

in English. Alternatively, the odds of SSTs were 0.573 times as compared to principal

towards the grammar translation method facilitates correct writing in English. The

results of the analysis are further depicted in Figure 14.

Figure 14: Grammar Translation Method Facilitates Correct Writing in English

0

100

200

Principal/HM

SST

10

12

86

180

Fre

qu

en

cy

Disagree Agree

101

Table 15

Pakistani Social Environment is Supportive of Grammar Translation Method

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

8 87 95

15 164 179 0.000 0.991

Total 23 251 274


teachers were in favour of the opinion that Pakistani social environment is supportive

of grammar translation method A chi-square test was applied to find the association

between the designation of the teachers and their opinions about Pakistani social

environment was supportive of grammar translation method. The result of χ2 was

insignificant (p>0.05) which indicated the absence of association. But, the odd of

principal was 1.005 times as compared to SST towards the Pakistani social environment

was supportive of grammar translation method. Alternatively, the odds of SST were

0.995 times as compared to principal towards the Pakistani social environment was

supportive of grammar translation method. The results of the analysis are further


Figure 15: Pakistani Social Environment is Supportive of Grammar Translation

Method

0

100

200

Principal/HMSST

815

87

164

Fre

qu

en

cy

Disagree Agree

102

Table 16

Grammar Translation Method is Suitable for Large Classrooms in the Subject of

English.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

10 79 89

17 169 186 0.299 0.585

Total 27 248 275

A descriptive analysis in the form of cross tabulation reveald that majority of

teachers were in favour of the opinion that grammar translation method was suitable

for large classrooms in the subject of English. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about grammar

translation method was suitable for large classrooms in the subject of English. The


the odd of principal was 1.258 times as compared to SST towards the grammar

translation method was suitable for large classrooms in the subject of English.

Alternatively, the odds of SST were 0.795 times as compared to principal towards the

grammar translation method was suitable for large classrooms in the subject of English.

The analysis of the data obtained and the results were further elaborated with the help

of Figure 16.

Figure 16: Grammar Translation Method is Suitable for Large Classrooms in the

Subject of English.

0

50

100

150

200

Principal/HMSST

1017

79

169

Fre

qu

en

cy

Disagree Agree

103

Table 17

Examination System in Pakistan is Based on Grammar Translation Method.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

5 86 91

19 169 188 1.659 0.198

Total 24 255 279


teachers were agreed to the statement that ‘examination system in Pakistan is based on

grammar translation method’. A chi-square test was applied to find the association

between the designation of the teachers and their opinions about ‘examination system

in Pakistan is based on grammar translation method’. The result of χ2 was found


principal was 0.517 times as compared to SST towards the ‘examination system in

Pakistan is based on grammar translation method’. Alternatively, the odd of SST was

1.934 times as compared to principal towards ‘the examination system in Pakistan is

based on grammar translation method’. The results obtained are also diagrammatically

presented in Figure 17.

Figure 17: Examination system in Pakistan is based on Grammar Translation Method.

0

100

200

Principal/HMSST

519

86

169

Fre

qu

en

cy

Disagree Agree

104

Table 18

Grammar Translation Method is the Most Common Method in High Schools.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

3 97 100

7 199 206 0.034 0.854

Total 10 296 306


teachers were agreed to the statement that ‘grammar translation method is the most

common method in high schools’. A chi-square test was applied to find the association

between the designation of the teachers and their opinions about ‘grammar translation

method is the most common method in high schools’. The result of χ2 was insignificant

(p>0.05) which indicated the absence of association. But, the odd of principals was

0.879 times as compared to SST towards the ‘grammar translation method is the most

common method in high schools’. Alternatively, the odds of SST were 1.138 times as

compared to principal towards the grammar translation method was the most common

method in high schools. The results of the analysis are further explained with help of

Figure 18.

Figure 18: Grammar Translation Method is the Most Common Method in High

Schools.

0

50

100

150

200

Principal/HM

SST

37

97

199

Fre

qu

en

cy

Disagree Agree

105

Table 19

Students are Prepared by the Teacher for Lesson

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

23 71 94

41 159 200 0.591 0.442

Total 64 230 294


teachers were in favour of the opinion that ‘students are prepared by the teacher for

lesson’. A chi-square test was applied to find the association between the designation

of the teachers and their opinion about ‘students are prepared by the teacher for lesson’.

The result of χ2 was insignificant (p>0.05) which indicated the absence of association.

But, the odd of principal was 1.256 times as compared to SST towards the ‘students are

prepared by the teacher for lesson’. Alternatively, the odds of SST were 0.796 times as

compared to principal towards ‘the students are prepared by the teacher for lesson’.

The diagram in Figure 19 further depicts the results of the analysis.

Figure 19: Students are Prepared by the Teacher for Lesson

0

50

100

150

200

Principal/HM

SST

2341

71

159

Fre

qu

en

cy

Disagree Agree

106

Table 20

Teachers of English use A.V. Aids

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

64 27 91

122 75 197 1.921 0.166

Total 186 102 288


teachers were disagreed with the opinion that ‘teachers of English use A.V. Aids’. A

chi-square test was applied to find the association between the designation of the

teachers and their opinions about ‘teachers of English use A.V. Aids’. The result of χ2

was insignificant (p>0.05) which indicated the absence of association. But, the odd of

principal was 1.457 times as compared to SST towards the ‘teachers of English use

A.V. Aids’. Alternatively, the odds of SST were 0.686 times as compared to principal

towards the ‘teachers of English use A.V. Aids’. The results of the analysis are further


Figure 20: Teachers of English use A.V. Aids

0

50

100

150

Principal/HM

SST

64

122

27

75

Fre

qu

en

cy

Disagree Agree

107

Table 21

Black Board is Frequently used by Teachers

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

3 99 102

8 199 207 0.170 0.680

Total 11 298 309


teachers were in favour of the opinion that ‘black board is frequently used by teachers’.


teachers and their opinions about ‘black board is frequently used by teachers’. The


the odd of principal was 0.754 times as compared to SST towards the ‘black board is

frequently used by teachers’. Alternatively, the odds of SST were 1.326 times as

compared to principal towards the ‘black board is frequently used by teachers’. The

data obtained in their results are further illustrated in Figure 21.

Figure 21: Black Board is Frequently Used by Teachers

0

50

100

150

200

Principal/HM

SST

38

99

199

Fre

qu

en

cy

Disagree Agree

108

Table 22

Computer is Used as Teaching Tool in the Classroom

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

77 17 94

136 51 187 2.879 0.090

Total 213 68 281


teachers were disagreed to the opinion that ‘computer is used as teaching tool in the

classroom’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘computer is used as teaching tool

in the classroom’. The result of χ2 was insignificant (p>0.05) which indicated the

absence of association. But, the odd of principal was 1.699 times as compared to SST

towards the ‘computer is used as teaching tool in the classroom’. Alternatively, the odd

of SST was 0.588 times as compared to principal towards the ‘computer is used as

teaching tool in the classroom’. The results of the analysis are further depicted in Figure

22.

Figure 22: Computer is Used as Teaching Tool in the Classroom

0

50

100

150

Principal/HM

SST

77

136

1751

Fre

qu

en

cy

Disagree Agree

109

Table 23

Teacher Student’s Interaction Takes Place in the Classroom

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

15 82 97

34 160 194 0.196 0.658

Total 49 242 291


teachers were agreed to the opinion that ‘teacher students’ interaction takes place in the

classroom’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘teacher student’s interaction takes

place in the classroom’. The result of χ2 was insignificant (p>0.05) which indicated the

absence of association. But, the odd of principal was 0.861 times as compared to SST

towards the teacher student’s interaction takes place in the classroom. Alternatively, the

odds of SST were 1.161 times as compared to principal towards the teacher student’s

interaction takes place in the classroom. The results obtained are also diagrammatically


Figure 23: Teacher Student’s Interaction Takes Place in the Classroom.

0

50

100

150

200

Principal/HM

SST

1534

82

160

Fre

qu

en

cy

Disagree Agree

110

Table 24

Students are Motivated by Teachers in Classrooms

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

11 90 101

17 187 204 0.530 0.467

Total 28 277 305


teachers were in favour of the opinion that students are motivated by teachers in

classrooms. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘students are motivated by teachers

in classrooms’. The result of χ2 was insignificant (p>0.05) which indicated the absence

of association. But, the odd of principal was 1.344 times as compared to SST towards

the ‘students are motivated by teachers in classrooms’. Alternatively, the odd of SST

was 0.744 times as compared to principal towards the students are motivated by

teachers in classrooms. The results of the analysis are further explained with help of

Figure 24.

Figure: 24 Students are Motivated by Teachers in Classrooms.

0

50

100

150

200

Principal/HM

SST

1117

90

187

Fre

qu

en

cy

Disagree Agree

111

Table 25

Students Know the use of Dictionary for the Improvement of English Vocabulary

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

25 71 96

43 153 196 0.607 0.436

Total 68 224 292


teachers were agreed with the opinion that ‘students know the use of dictionary for the

improvement of English vocabulary’. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about ‘students

know the use of dictionary for the improvement of English vocabulary’. The result of

χ2 was insignificant (p>0.05) which indicated the absence of association. But, the odd

of principal was 1.253 times as compared to SST towards the ‘students know the use of

dictionary for the improvement of English vocabulary’. Alternatively, the odds of SST

were 0.798 times as compared to principal towards the students know the use of

dictionary for the improvement of English vocabulary. The diagram in Figure 25 further

depicts the results of the analysis.

Figure 25: Students Know the use of Dictionary for the Improvement of English

Vocabulary

0

100

200

Principal/HMSST

2543

71

153

Fre

qu

en

cy

Disagree Agree

112

Table 26

Teachers use Full Time in Class Period

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

13 88 101

20 180 200 0.567 0.452

Total 33 268 301


teachers were in favour of the opinion that teachers use full time in class period. A chi-

square test was applied to find the association between the designation of the teachers

and their opinions about ‘teachers use full time in class period’. The result of χ2 was


principal was 1.330 times as compared to SST towards the ‘teachers use full time in

class period’. Alternatively, the odds of SST were 0.752 times as compared to principal

towards the teachers use full time in class period. The results of the analysis are further


Figure 26: Teachers use Full Time in Class Period

0

50

100

150

200

Principal/HM

SST

1320

88

180

Fre

qu

en

cy

Disagree Agree

113

Table 27

Listening Skill is Mostly Developed in Classrooms.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

10 91 101

18 184 202 0.079 0.779

Total 28 275 303


teachers were of the opinion that ‘listening skill is mostly used in classrooms’. A chi-


and their opinion about ‘listening skill is mostly developed in classrooms’. The result

of χ2 was insignificant (p>0.05) which indicated the absence of association. But, the

odd of principal was 1.123 times as compared to SST towards the listening skill is

mostly developed in classrooms. Alternatively, the odds of SST are 0.89 times as

compared to principal towards the ‘listening skill is mostly developed in classrooms’.

The data obtained in their results were further illustrated in Figure-27.

Figure 27: Listening Skill is Mostly Developed in Classrooms

0

50

100

150

200

Principal/HM

SST

1018

91

184

Fre

qu

en

cy

Disagree Agree

114

Table 28

Reading Skill of Students is Developed in Classrooms

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

7 94 101

3 203 206 6.445 0.011

Total 10 297 307


teachers were agreed to the opinion that ‘reading skill of students is developed in

classrooms’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘reading skill of students is

developed in classrooms’. The result of χ2 was insignificant (p<0.05) which indicated

the presence of association. But, the odds of principals were 5.039 times as compared

to SST/subject teachers towards the ‘reading skill of students is developed in

classrooms’. Alternatively, the odd of SST was 0.198 times as compared to principal

towards the ‘reading skill of students is developed in classrooms’. The results of the

analysis are further depicted in Figure 28.

Figure 28: Reading Skill of Students is Developed in Classrooms

0

100

200

300

Principal/HM

SST

7

3

94

203

Fre

qu

en

cy

Disagree Agree

115

Table 29

Writing Skill of Students is Developed in Classroom

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

13 84 97

27 171 198 0.003 0.956

Total 40 255 295


teachers were of the opinion that ‘writing skill of students is developed in classroom’.


teachers and their opinions about ‘writing skill of students is developed in classroom’.


But, the odds of principal was 0.980 times as compared to SST towards the ‘writing

skill of students is used in classroom’. Alternatively, the odd of SST is 1.02 times as

compared to principal towards the ‘writing skill of students is developed in classroom’.

The results obtained are also diagrammatically presented in Figure-29

Figure 29: Writing Skill of Students is Developed in Classroom

0

100

200

Principal/HMSST

1327

84

171

Fre

qu

en

cy

Disagree Agree

116

Table 30

Speaking Skill of Students is Developed in Classrooms

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

58 35 93

103 89 192 1.938 0.164

Total 161 124 285


teachers were disagreed to the opinion that ‘speaking skill of students is used in

classrooms’. A chi-square test has been performed to find the association between the

designation of the teachers and their opinions about ‘speaking skill of students is used

in classrooms’. The result of χ2 was insignificant (p>0.05) which indicated the absence

of association. But, the odd of principals was 1.432 times as compared to SST towards

the speaking skill of students is used in classrooms. Alternatively, the odds of SST were

0.698 times as compared to principal towards the speaking skill of students is used in

classrooms. The results of the analysis are further explained with help of Figure-30.

Figure 30: Speaking Skill of Students is Developed in Classrooms

0

50

100

150

Principal/HM

SST

58103

35

89

Fre

qu

en

cy

Disagree Agree

117

Table 31

Combination of all Four Skills i.e. Listening, Speaking, Reading and Writing is not

Developed in the Classrooms

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

37 55 92

76 120 196 0.055 0.815

Total 113 175 288


teachers were in favour of the opinion that ‘combination of all four skills i.e. listening,

speaking, reading and writing is not developed in the classrooms’. A chi-square test

was applied to find the association between the designation of the teachers and their

opinions about ‘combination of all four skills i.e. listening, speaking, reading and

writing is not developed in the classrooms’. The result of χ2 is insignificant (p>0.05)

which indicates the absence of association. But, the odds of principal was 1.062 times

as compared to SST towards the combination of all four skills i.e. listening, speaking,

reading and writing is not developed in the classrooms. Alternatively, the odds of SST

was 0.94 times as compared to principal towards the ‘combination of all four skills i.e.

listening, speaking, reading and writing is not developed in the classrooms’. The

diagram in Figure-31 further depicts the results of the analysis.

Figure 31: Combination of all Four Skills i.e. Listening, Speaking, Reading and

Writing is not Developed in the Classrooms.

0

100

200

Principal/HMSST

37 7655120

Fre

qu

en

cy

Disagree Agree

118

Table 32

The Environment of Classroom is Learner-Centred

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

28 67 95

46 148 194 1.112 0.292

Total 74 215 289


teachers were of the opinion that ‘the environment of English classroom is learner-

centred’. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about ‘the environment of English classroom is

learner-centred’. The result of χ2 was insignificant (p>0.05) which indicated the absence

of association. But, the odd of principals was 1.345 times as compared to SST towards

‘the environment of English classroom is learner-centred’. Alternatively, the odd of

SST is 0.74 times as compared to principal towards the environment of classroom is

learner-centred. The results of the analysis are further depicted in Figure 32.

Figure 32: The Environment of Classroom is Learner-Centred.

0

50

100

150

Principal/HM

SST

28 46

67

148

Fre

qu

en

cy

Disagree Agree

119

Table 33

Teachers of English Work as Facilitators and Guide

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

34 65 99

47 156 203 4.246 0.039

Total 81 221 302


teachers were agreed to the opinion that ‘teachers of English work as a facilitator and

guide’. A chi-square test was applied to find the association between the designation of

the teachers and their opinions about ‘the teachers of English work as a facilitator and

guide’. The result of χ2 was insignificant (p<0.05) which indicated the presence of

association. But, the odd of principals is 1.736 times as compared to SST towards the

teachers of English work as a facilitator and guide. Alternatively, the odd of SSTs was

0.576 times as compared to principal towards the teachers of English work as a

facilitator and guide. The diagram in Figure 33 further depicts the results of the analysis.

Figure 33: Teacher of English Work as Facilitator and Guide

0

50

100

150

200

Principal/HM

SST

3447

65

156

Fre

qu

en

cy

Disagree Agree

120

Table 34

Teachers of English Always Move Around in the Classroom.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

19 79 98

18 182 200 6.526 0.011

Total 37 261 298


teachers were agreed to the opinion that ‘teachers of English always move around in

the classroom’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about teachers of English always move

around in the classroom. The result of χ2 was insignificant (p<0.05) which indicated the

presence of association. But, the odd of principal was 2.432 times as compared to SST

towards the teachers of English always move around in the classroom. Alternatively,

the odd of SSTs was 0.411 times as compared to principal towards the teachers of

English always move around in the classroom. The analysis of the data obtained and

the results were further elaborated with the help of Figure 34.

Figure 34: Teachers of English Always Move Around in the Classroom.

0

50

100

150

200

Principal/HM

SST

19

18

79

182

Fre

qu

en

cy

Disagree Agree

121

Table 35

Teachers of English Use Authority for Maintaining Discipline in the Classrooms if

Necessary.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

13 82 95

27 162 189 0.019 0.891

Total 40 244 284


teachers were agreed to the opinion that ‘teachers of English use authority for

maintaining discipline in the classrooms if necessary’. A chi-square test was applied to

find the association between the designation of the teachers and their opinions about

teachers of English use authority for maintaining discipline in the classrooms if

necessary. The result of χ2 was insignificant (p>0.05) which indicated the absence of

association. But, the odd of principals was 0.951 times as compared to SSTs towards

the teachers of English use authority for maintaining discipline in the classrooms if

necessary. Alternatively, the odd of SSTs was 1.051 times as compared to principals

towards the teachers of English use authority for maintaining discipline in the

classrooms if necessary. The results obtained are also diagrammatically presented in

Figure 35.

Figure 35: Teachers of English Use Authority for Maintaining Discipline in the

Classrooms if Necessary.

0

100

200

Principal/HMSST

1327

82

162

Fre

qu

en

cy

Disagree Agree

122

Table 36

Attitude of Subject Teachers is Student Friendly.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

22 78 100

15 187 202 13.215 0.000

Total 37 265 302


teachers were agreed to the opinion that ‘attitude of subject teachers was student

friendly’. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about ‘attitude of subject teachers is student friendly’.

The result of χ2 was insignificant (p<0.05) which indicated the presence of association.

But, the odd of principals was 3.516 times as compared to SST towards the attitude of

subject teachers is student friendly. Alternatively, the odd of SST was 0.284 times as

compared to principal towards the attitude of subject teachers is student friendly. The

results of the analysis are further explained with help of Figure 36.

Figure 36: Attitude of Subject Teachers is Student Friendly.

0

50

100

150

200

Principal/HM

SST

22

15

78

187

Fre

qu

en

cy

Disagree Agree

123

Table 37

Teachers of English are Punctual and Regular in Taking their Classes.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

6 93 99

4 199 203 3.477 0.062

Total 10 292 302


teachers were agreed to the opinion that ‘teachers of English are punctual and regular

in taking their classes’. A chi-square test was applied to find the association between

the designation of the teachers and their opinions about ‘teachers of English is punctual

and regular in taking their classes’. The result of χ2 was insignificant (p>0.05) which

indicated the absence of association. But, the odd of principals was 3.210 times as

compared to SSTs towards the ‘teachers of English are punctual and regular in taking

their classes’. Alternatively, the odd of SSTs was 0.311 times as compared to principals

towards the teachers of English are punctual and regular in taking their class. The

diagram in Figure 37 further depicts the results of the analysis.

Figure 37: Teachers of English Are Punctual and Regular in Taking their Class

0

50

100

150

200

Principal/HM

SST

6

4

93

199

Fre

qu

en

cy

Disagree Agree

124

Table 38

Real Life Situation is Created by Teachers for English Language Learning in the

Classroom

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

50 35 85

68 122 190 12.719 0.000

Total 118 157 275


SSTs were in favour while majority of principals were opponent of the opinion that

‘real life situation is created by teachers for English language learning in the classroom’.


teachers and their opinions about real life situation is created by teachers for English

language learning in the classroom. The result of χ2 was insignificant (p<0.05) which

indicated the presence of association. But, the odds of principals are 2.563 times as

compared to SSTs towards the real life situation is created by teachers for English

language learning in the classroom. Alternatively, the odd of SST was 0.39 times as

compared to principals towards the ‘real life situation is created by teachers for English

language learning in the classroom’. The results of the analysis are further depicted in

Figure 38.

Figure 38: Real Life Situation is Created by Teachers for English Language Learning

in the Classroom.

0

50

100

150

Principal/HMSST

50 6835

122

Fre

qu

en

cy

Disagree Agree

125

Table 39

Textbook in the Subject of English is not Boring.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

12 85 97

29 171 200 0.249 0.618

Total 41 256 297


teachers were agreed to the opinion that ‘textbook in the subject of English is not

boring’. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about ‘textbook in the subject of English is not

boring’. The result of χ2 was insignificant (p>0.05) which indicated the absence of


the ‘textbook in the subject of English is not boring’. Alternatively, the odd of SSTs

were 1.20 times as compared to principals towards the textbook in the subject of English

is not boring. The results of the analysis are further depicted in Figure 39.

Figure 39: Textbook in the Subject of English is not boring.

0

100

200

Principal/HMSST

1229

85

171

Fre

qu

en

cy

Disagree Agree

126

Table 40

The Course in the Subject of English Helps in Developing Listening Skill of Students

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

9 89 98

13 188 201 0.713 0.398

Total 22 277 299


teachers were agreed to the opinion that the course in the subject of English helps in

developing listening skill of students. A chi-square test was applied to find the

association between the designation of ‘the teachers and their opinion about the course

in the subject of English helps in developing listening skill of students’. The result of

χ2 was insignificant (p>0.05) which showed the absence of association. But, the odd of

principals was 1.462 times as compared to SSTs towards ‘the course in the subject of

English helps in developing listening skill of students’. Alternatively, the odd of SSTs

was 0.683 times as compared to principal towards the course in the subject of English

helps in developing listening skill of students. The analysis of the data obtained and the

results were further elaborated with the help of Figure 40.

Figure 40: The Course in the Subject of English Helps in Developing Listening Skill

of Students

0

100

200

Principal/HM

SST

913

89

188

Fre

qu

en

cy

Disagree Agree

127

Table 41

The Course Helps in Developing Speaking Skill of Students

Designation

Total

Chi-


Principal/HM

SST

16 79 95

33 158 191 0.008 0.927

Total 49 237 286


teachers were agreed to the opinion that ‘the course helps in developing speaking skill

of students’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘the course helps in developing

speaking skill of students’. The result of χ2 was insignificant (p>0.05) which indicated

the absence of association. But, the odd of principals was 0.970 times as compared to

SSTs towards ‘the course helps in developing speaking skill of students’. Alternatively,

the odd of SSTs was 1.03 times as compared to principal towards the course helps in

developing speaking skill of students. The results obtained are also diagrammatically


Figure 41: The Course Helps in Developing Speaking Skill of Students

0

50

100

150

200

Principal/HM

SST

1633

79

158

Fre

qu

en

cy

Disagree Agree

128

Table 42

The Course of English Helps in Developing Reading Skill of Students

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

3 101 104

7 199 206 0.058 0.809

Total 10 300 310


teachers were agreed to the opinion that ‘the course helps in developing reading skill of

students’. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about ‘the course helps in developing reading skill of

students’. The result of χ2 was insignificant (p>0.05) which indicated the absence of


‘the course helps in developing reading skill of students’. Alternatively, the odd of SSTs

was 1.184 times as compared to principal towards ‘the course helps in developing

reading skill of students’. The results of the analysis are further explained with help of

Figure 42.

Figure 42: The Course of English Helps in Developing Reading Skill of Students

0

50

100

150

200

Principal/HM

SST

3

7

101

199

Fre

qu

en

cy

Disagree Agree

129

Table 43

The Course Helps in Developing Writing Skill of Students

Designation

Total

Chi-


Principal/HM

SST

6 90 96

14 186 200 0.058 0.810

Total 20 276 296


teachers were agreed to the opinion that ‘the course helps in developing writing skill

of students’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘the course helps in developing

writing skill of students’. The result of χ2 was insignificant (p>0.05) which indicated

the absence of association. But, the odds of principals are 0.886 times as compared to

SSTs towards the course helps in developing writing skill of students. Alternatively,

the odd of SST was 1.129 times as compared to principal towards the course helps in

developing writing skill of students. The diagram in Figure 43 further depicts the results

of the analysis.

Figure 43: The Course Helps in Developing Writing Skill of Students

0

50

100

150

200

Principal/HM

SST

614

90

186

Fre

qu

en

cy

Disagree Agree

130

Table 44

Textbook of English is According to the Mental Level of Students.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

31 56 87

46 137 183 3.186 0.074

Total 77 193 270


teachers were agreed to the opinion that ‘textbook of English is according to the mental

level of students’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘textbook of English is according

to the mental level of students’. The result of χ2 was insignificant (p>0.05) which

indicated the absence of association. But, the odd of principal was 1.649 times as

compared to SSTs towards ‘the textbook of English is according to the mental level of

students’. Alternatively, the odd of SSTs was 0.61 times as compared to principal

towards the textbook of English is according to the mental level of students. The results

of the analysis are further depicted in Figure 44.

Figure 44: Textbook of English is According to the Mental Level of Students.

0

50

100

150

Principal/HM

SST

31 46

56

137

Fre

qu

en

cy

Disagree Agree

131

Table 45

Teachers Regularly Check the Notebooks of Students and Provide them with Written

and Verbal Feedback.

Designation .

Total

Chi-


Principal/HM

SST

29 66 95

55 133 188 0.049 0.825

Total 84 199 283


teachers were agreed to the opinion that ‘teachers regularly check the notebooks of

students and provide them with written and verbal feedback’. A chi-square test was

applied to find the association between the designation of the teachers and their

opinions about ‘teachers regularly check the notebooks of students and provide them

with written and verbal feedback’. The result of χ2 was insignificant (p>0.05) which


compared to SSTs towards the teachers regularly check the notebooks of students and

provide them with written and verbal feedback. Alternatively, the odd of SSTs was 0.94

times as compared to principal towards the ‘teachers regularly check the notebooks of

students and provide them with written and verbal feedback’. The diagram in Figure 45

further depicts the results of the analysis.

Figure 45: Teachers Regularly Check the Notebooks of Students and Provide them

with Written and Verbal Feedback.

0

200

Principal/HMSST

29 5566

133

Fre

qu

en

cy

Disagree Agree

132

Table 46

A descriptive analysis in the form of cross tabulation reveales that majority of

teachers were agreed to the opinion that ‘formative evaluation of daily lesson takes

place in the subject of English during class’. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about ‘formative

evaluation of daily lesson takes place in the subject of English during class’. The result

of χ2 was insignificant (p<0.05) which showed the presence of association. But, the odd

of principals was 2.033 times as compared to SSTs towards the formative evaluation of

daily lesson takes place in the subject of English during class. Alternatively, the odd of

SSTs were 0.499 times as compared to principal towards ‘the formative evaluation of

daily lesson takes place in the subject of English during class’. The analysis of the data

obtained and the results were further elaborated with the help of Figure 46.

Figure 46: Formative Evaluation of Daily Lesson Takes Place in the Subject of

English During Class.

0

100

200

Principal/HMSST

4050

48122

Fre

qu

en

cy

Disagree Agree

Formative Evaluation of Daily Lesson Takes Place in the Subject of English During

Class.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

40 48 88

50 122 172 6.905 0.009

Total 90 170 260

133

Table 47

Summative Evaluation of Daily Lesson Takes Place in the Subject of English after

Class.

Designation

Total

Chi-


Principal/HM

SST

28 58 86

53 125 178 0.211 0.646

Total 81 183 264


teachers were agreed to the opinion that ‘summative evaluation of daily lesson takes

place in the subject of English after class’. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about

‘summative evaluation of daily lesson takes place in the subject of English after class’.


But, the odd of principals was 1.139 times as compared to SSTs towards the ‘summative

evaluation of daily lesson takes place in the subject of English after class’.

Alternatively, the odd of SSTs was 0.878 times as compared to principal towards the

summative evaluation of daily lesson takes place in the subject of English after class.

The results obtained are also diagrammatically presented in Figure 47.

Figure 47: Summative Evaluation of Daily Lesson Takes Place in the Subject of

English after Class.

0

50

100

150

Principal/HM

SST

28 5358

125

Fre

qu

en

cy

Disagree Agree

134

Table 48

Monthly or Periodical Tests are Taken by the Teachers of English.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

23 76 99

36 156 192 0.812 0.368

Total 59 232 291


teachers were agreed to the opinion that ‘monthly or periodical tests are taken by the

teachers of English’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘monthly or periodical tests are

taken by the teachers of English’. The result of χ2 was insignificant (p>0.05) which

showed the absence of association. But, the odd of principals was 1.311 times as

compared to SSTs towards the ‘monthly or periodical tests are taken by the teachers of

English’. Alternatively, the odd of SSTs was 0.763 times as compared to principal

towards the ‘Monthly or periodical tests are taken by the teachers of English’. The

results of the analysis are further explained with help of Figure 48.

Figure 48: Monthly or Periodical Tests are Taken by the Teachers of English.

0

50

100

150

200

Principal/HM

SST

2336

76

156

Fre

qu

en

cy

Disagree Agree

135

Table 49

Students’ Evaluation Improves the Four Skills of Listening, Speaking, Reading and

Writing.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

12 84 96

18 172 190 0.622 0.430

Total 30 256 286


teachers were agreed to the opinion that ‘students’ evaluation improves the four skills

of listening, speaking, reading and writing’. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about ‘students’

evaluation improves the four skills of listening, speaking, reading and writing’. The


the odd of principals was 1.365 times as compared to SSTs towards the ‘students’

evaluation improves the four skills of listening, speaking, reading and writing’.

Alternatively, the odd of SSTs was 0.733 times as compared to principals towards the

‘students’ evaluation improves the four skills of listening, speaking, reading and

writing’. The diagram in Figure 49 further depicts the results of the analysis.

Figure 49: Students’ Evaluation Improves the Four Skills of Listening, Speaking,

Reading and Writing.

0

100

200

Principal/HMSST

1218

84

172

Fre

qu

en

cy

Disagree Agree

136

Table 50

Teachers of English are Evaluated on the Basis of Students’ Results.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

11 85 96

22 165 187

Total 33 250 283 0.006 0.939


teachers were agreed to the opinion that ‘teachers of English are evaluated on the basis

of students’ results’. A chi-square test was applied to find the association between the

designation of the teachers and their opinions about ‘teachers of English are evaluated

on the basis of students’ results’. The result of χ2 was insignificant (p>0.05) which


compared to SSTs towards the ‘teachers of English are evaluated on the basis of

students’ results’. Alternatively, the odd of SST was 1.03 times as compared to

Principal towards the teachers of English are evaluated on the basis of students’ results.

The results of the analysis are further depicted in Figure 50.

Figure 50: Teachers of English are Evaluated on the Basis of Students’ Results.

0

50

100

150

200

Principal/HM

SST

1122

85

165

Fre

qu

en

cy

Disagree Agree

137

Table 51

Student’s Progress Reports are Sent to their Parents.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

36 53 89

81 93 174 0.888 0.346

Total 117 146 263


teachers were agreed to the opinion that ‘student’s progress reports are sent to their

parents’. A chi-square test was applied to find the association between the designation

of the teachers and their opinions about ‘students’ progress reports are sent to their

parents’. The result of χ2 was insignificant (p>0.05) which showed the absence of


the student’s progress reports are sent to their parents. Alternatively, the odd of SSTs

was 1.28 times as compared to principal towards the ‘student’s progress reports are sent

to their parents’. The data obtained in their results were further illustrated in Figure 51.

Figure 51: Student’s Progress Reports are Sent to their Parents.

0

50

100

Principal/HM

SST

36

81

53

93

Fre

qu

en

cy

Disagree Agree

138

Table 52

Pre-Service Training of Teachers of English Enables them to Know and Apply

Various Teaching Methods of English.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

11 85 96

32 163 195 1.253 0.263

Total 43 248 291


teachers were of the opinion that ‘pre-service training of teachers of English enables

them to know and apply various teaching methods of English’. A chi-square test was

applied to find the association between the designation of the teachers and their

opinions about ‘pre-service training of teachers of English enables them to know and

apply various teaching methods of English’. The result of χ2 was insignificant (p>0.05)

which indicated the absence of association. But, the odd of principal was 0.659 times

as compared to SSTs towards the ‘pre-service training of teachers of English enables

them to know and apply various teaching methods of English’. Alternatively, the odd

of SSTs was 1.52 times as compared to principals towards the pre-service training of

teachers of English enables them to know and apply various teaching methods of

English. The analysis of the data obtained and the results were further elaborated with

the help of Figure 52.

0

100

200

Principal/HMSST

1132

85

163

Fre

qu

en

cy

Disagree Agree

139

Figure 52: Pre-Service Training of Teachers of English enables them to Know and

Apply Various Teaching Methods of English.

140

Table 53

In-Service English Training is Given to all English Teachers from Time to Time.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

42 48 90

86 97 183 0.003 0.959

Total 128 145 273


teachers were of the opinion that ‘in-service English training is given to all English

teachers from time to time’. A chi-square test was applied to find the association

between the designation of the teachers and their opinions about ‘in-service English

training is given to all English teachers from time to time’. The result of χ2 was


principal was 0.987 times as compared to SSTs towards the ‘in-service English training

is given to all English teachers from time to time’. Alternatively, the odd of SSTs was

1.01 times as compared to principal towards the ‘in-service English training is given to

all English teachers from time to time’. The results obtained are also diagrammatically


Figure 53: In-Service English Training is Given to all English Teachers from Time to

Time.

0

50

100

Principal/HMSST

42

86

48

97

Fre

qu

en

cy

Disagree Agree

141

Table 54

Duration of Teacher Training is Enough for Teachers to Equip them with Necessary

Skills in English.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

49 43 92

89 99 188 0.866 0.352

Total 138 142 280

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-


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


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.

Figure 54: Duration of Teacher Training is enough for Teachers to Equip them with

Necessary Skills in English.

0

50

100

Principal/HMSST

49

89

43

99

Fre

qu

en

cy

Disagree Agree

142

Table 55

Teacher Training Institutes have all Basic Facilities for Enhancing the Four Skills of

English.

Designation

Total

Chi-


Principal/HM

SST/Subject

Teachers

55 31 86

101 80 181 1.595 0.207

Total 156 111 267


teachers were of the opinion that ‘teacher training institutes have all basic facilities for

enhancing the four skills of English’. A chi-square test was applied to find the

association between the designation of the teachers and their opinions about ‘teacher

training institutes have all basic facilities for enhancing the four skills of English’. The


the odds of principals was 1.405 times as compared to SST towards the ‘teacher training

institutes have all basic facilities for enhancing the four skills of English’. Alternatively,

the odds of SSTs was 0.712 times as compared to principals towards the ‘teacher

training institutes have all basic facilities for enhancing the four skills of English’. The

diagram in Figure 55 further depicts the results of the analysis.

Figure 55: Teacher Training Institutes have all Basic Facilities for Enhancing the Four

Skills of English.

0

50

100

150

Principal/HMSST

55101

3180

Fre

qu

en

cy

Disagree Agree

143

Classroom Observations

One of the tools of research was classroom “observation”. The researcher

observed 9th and 10th classes for 40 minutes each in 104 Government Boys’

High Schools in all the five sampled districts of Khyber Pakhtunkhwa.

Table 56

Teachers Used the Lesson Plan

Options

No

To Some

Extent Yes Total

Responses 123 85 0 208

Percentages 59.13% 40.86% 0% 100%

The results of observation shown in Table 56 indicated that 123 (59.13%)

teachers did not use the lesson plan while 85 (40.86%) used it up to some extent. None

of the teachers completely used the lesson plan. The analysis revealed that majority of

teachers did not use lesson plan while teaching to classes 9th and 10th. The results are

further shown in Figure 56.

No59%

To some extent

41%

Uses of lesson plan

Figure 56: Teachers Used the Lesson Plan

144

Table 57

Teachers Used Grammar Translation Method.

Options

No

To Some

Extent Yes Total


Percentages .48% 2.88% 96.63% 100%

The results of observation reflected in Table 57 indicated that only 1 (0.48%)

teacher did not use the grammar translation method while 6 (40.86%) teachers used it

up to some extent. An overwhelming majority of teachers 201(96.63%) completely

used the grammar translation method. The analysis showed that majority of teachers

used Grammar Translation Method. The results are further depicted in Figure 56

.

No0% To some extent

3%

Yes97%

Use of Grammar Translation

Figure 57: Teachers Used Grammar Translation Method.

145

Table 58

Teachers Used Reading Method.

Options No To Some Extent Yes Total

Responses 45 109 54 208

Percentages 21.63% 52.4% 26.0% 100%

The results of observation indicated in Table 58 indicated that 45 (21.63%)

teachers did not use the reading method while 109 (52.4%) teachers used it up to some

extent. Fifty-four (26. 0%) of the teachers completely used the reading method. The

analysis uncovered that majority of English teachers did not use reading method

completely but it is used up to some extent in most of schools while teaching at

secondary level. The results are further given in Figure 58.

No22%

To some extent52%

Yes26%

Use of Reading Method

Figure 58: Teachers Used Reading Method.

146

Table 59

Translation is According to the Students’ Level.



Percentages .48% 47.11% 52.40% 100%

The results of observation reflected in Table 59 showed that only 1 (0.48%)

teacher did not translate according to the student’s level while 98 (47.11%) teachers did

it according to the students’ level up to some extent. The remaining 109 (52.4%)

teachers completely did the translation keeping in view the level of students. The

analysis of data revealed that in majority of schools it was observed that translation is

according to the students’ level which is a good sign. The results are further shown in

the Figure 59

No1%

To some extent

47%Yes52%

Translation according to students level

Figure 59: Translation is According to the Students’ Level.

147

Table 60

Teachers Used the Direct Method



Percentages 96.15% 2.88% .96% 100%


teachers did not use direct method while 6 (2.88%) teachers used it up to some extent.

Only 2 (0.96%) teachers completely used the direct method. The data revealed that

majority of English teachers do not use this method while teaching to students at the

secondary level. The results are further shown in Figure 60.

No96%

To some extent

3%

Yes1%

Uses Direct Method

Figure 60: Teachers Used the Direct Method

148

Table 61

Teachers Used Audio-Lingual Method.



Percentages 98.07% 1.92% 0% 100%

The results of observation revealed in Table 61 showed that 204 (98.07%)

teachers did not use audio-lingual method while 4 (1.92%) teachers used it up to some

extent. Thus, none of teachers completely used this method.

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.

Table 62

The Teachers Used Communicative Method

No98%

To some extent2%

Use of audio-lingual method

Figure 61: Teachers Used Audio-Lingual Method

149

Options No

To Some

Extent Yes Total


Percentages 96.15% 3.84% 0% 100%

The results of observation reflected in Table 62 showed that 200 (96.15%)

teachers did not use communicative method while 8 (3.84%) teachers used it up to some

extent. Thus, none of teachers completely used the communicative method. The data

revealed that majority of English teachers did not use Communicative Method while

teaching to classes 9th and 10th. The results are further shown in Figure 62.

Figure 62: The teachers Used Communicative Method

150

Table 63

Teachers Used Different Methods Simultaneously in the Classroom.



Percentages 41.82% 37.5% 20.67% 100%


teachers did not use different methods simultaneously while 78 (37.5%) teachers used

different methods simultaneously up to some extent. Forty-three (20.67%) teachers

completely used different methods simultaneously.

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.

No42%

To some extent37%

Yes21%

Use of different methods simultaneously

Figure 63: Teachers Used Different Methods Simultaneously in the

Classroom.

151

Table 64

Teachers’ Instruction is Clear.


Responses 38 105 65 208

Percentages 18.26% 50.48% 31.25% 100%

The results of observation indicated in Table 64 showed that 38 (18.26%)

teachers' instruction was not clear while 105 (50.48%) teachers' was clear up to some

extent. Thus, sixty-five (31.25%) teachers' instructions were completely clear.

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.

Figure 64: Teachers’ Instruction is Clear.

152

Table 65

Teacher- Students’ Interaction Took Place in the Classroom.

Options No

To Some

Extent Yes Total

Responses 48 111 49 208

Percentages 23.07% 53.36% 23.55% 100%

The results of observation depicted in Table 65 indicated that there were 48

(23.07%) cases in which teacher student’s interaction did not take place in the

classroom while in the 111 (37.5%) cases teacher students’ interaction took place up to

some extent. Thus, forty-nine (20.67%) were those cases where complete interaction

took place. Data showed that majority of schools did not provide opportunities where

teacher-students interaction took place completely but in most of school it took place

up to some extent. The results are further elaborated in Figure 65.

Figure 65: Teacher- Students Interaction Took Place in the Classroom.

153

Table 66

Teachers Used Target Language. i.e. English.


Responses 100 106 2 208

Percentages 48.07% 50.96% .96% 100%


teachers did not use target language while 106 (50.96%) teachers used it up to some

extent. Only 2 (0.96%) teachers completely used target language.

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.

No48%To some

extent51%

Yes1%

Use of target language

Figure 66: Teachers Used target language. i.e. English.

154

Table 67

Voice Quality of English Teacher.



Percentages 22.59% 32.21% 45.19% 100%

The results of observation indicated in Table 67 showed that 47 (22.59%)

teachers’ voice quality was not good while 67 (32.21%) teachers’ was good up to some

extent. Thus, the voice quality of ninety-four (45.19%) teachers was very good.

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.

No23%

To some extent32%

Yes45%

Voice quality of English teacher

Figure 67: Voice Quality of English Teacher.

155

Table 68

Eye-Contact of English Teachers.



Percentages 23.07% 31.73% 45.15% 100%


teachers had no eye-contact with the students while 66 (37.5%) teachers had it up to

some extent. Thus, ninety-four (45.15%) teachers completely had eye-contact with the

students to get their attention. The analysis revealed that majority of teachers’ eye-

contact was good to address all students. The results are further given in Figure 68.

No23%

To some extent

32%

Yes45%

Eye-contact of the teacher

Figure 68: Eye-Contact of English Teachers.

156

Table 69

Gesture and Body Language of Teachers.



Percentages 25.48% 29.32% 44.71% 100%


teachers had no gesture and body language, 61 (29.32%) teachers had gesture and body

language up to some extent. Thus, ninety-three (20.67%) teachers had proper gestures

and body language. Data revealed that most of teachers had proper body language along

with suitable gestures. The results are further shown in Figure 69.

No26%

To some extent

29%

Yes45%

Gesture and body language of the teacher

Figure 69: Gesture and Body Language of Teachers.

157

Table 70

Full Utilization of Teachers’ Time inside the Classroom

Options

No

To Some

Extent Yes Total


Percentages 2.40% 20.19% 77.40% 100%

The results of observation shown in Table 70 indicated that 05 (2.40%) teachers

did not fully utilized time inside the classrooms while 42 (20.19%) teachers utilized it

to some extent. Thus, one hundred and sixty-one (77.40%) teachers fully utilized the

time inside the classrooms. The analysis unfolded that most of teachers spent full time

of forty minutes in their respective classrooms while teaching to their students. The

results are further indicated in Figure 70.

Figure 70: Full Utilization of Teachers’ Time inside the Classroom

158

Table 71

Use of A.V. Aids

Options

No

To Some

Extent Yes Total


Percentages 97.11% 2.40% .48% 100%

The results of observation shown in Table 71 revealed that 202 (97.11%)

teachers did not use Audio-Visual Aids while 5 (2.40%) teachers used it up to some

extent. Thus, 01 (0.48%) teacher completely used Audio-Visual aids.

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.

Figure 71: Use of A-V Aids

159

Table 72

Use of Tape-Recorder

Options

No

To Some

Extent Yes Total


Percentages 98.07% 1.92% 0% 100%

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.

Figure 72: Use of Tape-Recorder.

160

Table 73

Use of Computer

Options

No

To Some

Extent Yes Total


Percentages 98.55% 1.44% 0% 100%

The results of observation revealed in Table 73 indicated that 205 (98.55%)

teachers did not use computer as teaching aid for teaching English, while only 3 (1.44%)

teachers used it up to some extent. Thus, none of them completely used computer. The

data unfolded that a majority of English teachers did not use computer as helping tool

while teaching to classes 9th and 10th. The results are further shown in Figure 73.

Figure 73: Use of Computer.

161

Table 74

Demonstration as well as Explanation by Teachers

Options

No

To Some

Extent Yes Total


Percentages 92.78% 3.84% 3.36% 100%

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.

Figure 74: Demonstration as well as Explanation by Teachers

162

Table 75

Recapitulation of the Lesson Taught

Options

No

To Some

Extent Yes Total

Responses 114 18 76 208

Percentages 54.80% 8.65% 36.53% 100%

The results of observation shown in Table 75 pointed out that114 (54.80%)

teachers did not recapitulate the lesson taught to students while 18 (8.65%) teachers did

it up to some extent. Thus, seventy-six (36.53%) teachers completely recapitulate the

lesson taught. The analysis of data unfolded that an overwhelming majority of English

teachers did not recapitulate what was taught to their students at secondary level. The

results are further shown in Figure 75.

Figure 75: Recapitulation of the Lesson Taught

163

Table 76

Assignment of Home Work to Students

Options

No

To Some

Extent Yes Total

Responses 79 29 100 208

Percentages 37.98% 13.94% 48.07% 100%

The results of observation displayed in Table 76 indicated that 79 (37.98%)

teachers did not assign home work to students while 29 (13.94%) assigned it to students

up to some extent. Thus, one hundred (48.07%) teachers completely assigned home

work to students. Data revealed that majority of English teacher’s assigned home work

to students. The results are further shown Figure 76.

Figure 76: Assign Home Work to Students

164

Table 77

Development of Students’ Listening Skills

Options

No

To Some

Extent Yes Total


Percentages 3.36% 20.19% 76.44% 100%

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.

Figure 77: Development of Students’ Listening Skills

165

Table 78

Development of Speaking Skills

Options

No

To Some

Extent Yes Total


Percentages 92.30% 1.92% 5.76% 100%


teachers did not develop the speaking skill of students while only 4 (1.92%) developed

it up to some extent. Thus, only 12 (5.76%) teachers completely developed speaking

skill. Data revealed that overwhelming majority of teachers were unable to enhance

speaking skill of learners in classrooms. The results are further uncovered in Figure 78.

No92%

To some extent2%

Yes6%

Development of speaking skill

Figure 78: Development of Speaking Skills

166

Table 79

Development of Students’ Reading Skills

Options

No

To Some

Extent Yes Total


Percentages 2.40% 69.23% 28.36% 100%

The results of observation revealed in Table 79 portrayed that only 05 (2.40%)

teachers did not develop the reading skill of students while 144 (69.23%) developed it

up to some extent. Thus, fifty-nine (28.36%) teachers completely developed reading

skill. The analysis of data unfolded that in majority of schools reading skill of students

was not completely developed but up to some extent it was developed. The results are

further given in Figure 79.

Figure 79: Development of Students’ Reading Skills

No3%

To some extent69%

Yes28%

Development of reading skill

167

Table 80

Development of Students’ Writing Skills

Options

No

To Some

Extent Yes Total

Responses 10 140 58 208

Percentages 4.80% 67.30% 27.88% 100%

The results of observation shown in Table 80 indicated that 10 (4.80%) teachers

did not develop writing skill of students while 140 (67.30%) developed it up to some

extent. Thus, only 58 (27.88%) teachers completely developed writing skill. The

analysis unfolded that majority of teacher did not develop writing skill of students

completely but up to some extent in most of schools it was developed the results are

further Shown-Figure 80.

No5%

To some extent

67%

Yes28%

Development of writing skill

Figure 80: Development of Students’ Writing Skills

168

Table 81

Classroom Environment is Student -Centered. (Focus is given to Students)

Options

No

To Some

Extent Yes Total


Percentages 90.38% 5.28% 4.32% 100%

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.

Figure 81: Classroom Environment is Student-Centered.

169

Table 82

Attitude of English Teacher is Friendly

Options

No

To Some

Extent Yes Total


Percentages 26.44% 31.25% 42.30% 100%


teachers’ attitude was not friendly but harsh while 65 (31.25%) teacher’s attitude was

friendly up to some extent. Thus, eighty-eight (42.30%) teacher’s attitude was

completely friendly. The analysis of data revealed that majority of English teachers had

friendly attitude. The results are further manifested in Figure 82.

Figure 82: Attitude of English Teacher is Friendly

170

Table 83

Classroom was Fully Lightened

Options

No

To Some

Extent Yes Total


Percentages 26.92% 47.11% 25.96% 100%

The results of observation pointed out in Table 83 showed that 56 (26.92%)

classrooms were not lightened while 98 (47.11%) were lightened up to some extent.

Only 54 (25.96%) classrooms were fully lightened. The analysis of data showed that

majority of English classrooms were not fully lightened but up to some extent they

were. The results are further shown Figure 83.

Figure 83: Classroom was Fully Lightened

171

Table 84

The Seating Arrangement Facilitated Learning

Options

No

To Some

Extent Yes Total

Responses 182 12 14 208

Percentages 87.5% 5.76% 6.73% 100%

The results of observation uncovered in Table 84 indicated that 182 (87.5%)

classrooms seating arrangement was not good to facilitate learning while 12 (5.76%)

was up to some extent. Thus, only 14 (6.73%) classrooms seating arrangements was

found good to facilitate learning. The data revealed that majority of classrooms had

poor seating arrangement to facilitate learning in classrooms. The results are further

shown-Figure 84.

Figure 84: The Seating Arrangement Facilitated Learning

172

Table 85

Classroom was overcrowded

Options

No

To Some

Extent Yes Total

Responses 16 21 171 208

Percentages 7.69% 10.09% 82.21% 100%


classrooms were not overcrowded while 21 (10.09%) were overcrowded up to some

extent. Thus, one hundred Seventy-one (82.21%) classrooms were found overcrowded.

The analysis of data unfolded that overwhelming majority of English classrooms were

overcrowded. The results are further manifested in Figure 85.

Figure 85: Classroom was Overcrowded

173

Table 86

Textbook was Interesting

Options

No

To Some

Extent Yes Total


Percentages 0% 2.88% 97.11% 100%

The results of observation shown in Table 86 indicated that no evidence was

found against the interest level of current textbook completely somehow 6 (2.88%)

cases show it to some extent. Hence, majority of respondents favoured that textbook of

English was interesting. The analysis of data unfolded that textbook of English was

fully interesting. The results are further given in Figure 86.

Figure 86: Textbook was Interesting

174

Table 87

Textbook Develops Listening Skills

Options

No

To Some

Extent Yes Total


Percentages 0% 3.84% 96.15% 100%

The results of observation shown in Table 87 indicated that again no evidence

was found against the listening skills that current textbook of English developed. 200

(96.15%) favoured the given statement while only a small ratio of 8 (3.84%) up to some

extent. The analysis of data revealed that textbook of English at secondary level fully

developed listening skill of students. The results are further shown Figure 87.

Figure 87: Textbook Develops Listening Skills

175

Table 88

Textbook Develops Speaking Skills

Options

No

To Some

Extent Yes Total


Percentages 0% 6.73% 93.26% 100%

The results of observation shown in Table 88 indicated that 14 (6.73%) up to some

extent while majority of responses 194 (93.26%) strongly favoured the statement that

textbook of English has the potential to develop students’ speaking fluency. The

analysis of data unfolded that textbook of 9th and 10th class had complete potential to

develop speaking skill of students. The results are further manifested in Figure 88.

Figure 88: Textbook Develops Speaking Skills

176

Table 89

Textbook Develops Reading Skills

Options

No

To Some

Extent Yes Total


Percentages 0% 1.92% 97.59% 100%

The results of observation shown in Table 89 indicated that 04 (1.92%) up to

some extent while overwhelming majority of 204 (97.59%) were found in favour of the

given statement. The analysis of data revealed that current English textbook had the

potential to fully develop reading skill of students at secondary level. The results are

further shown in Figure 89.

To some extent

2%

Yes98%

Textbook develops reading skills

Figure 89: Textbook Develops Reading Skills

177

Table 90

Textbook Develops Writing Skills

Options

No

To Some

Extent Yes Total


Percentages 0% 2.40% 97.59% 100%

The results of observation shown in Table 90 indicated that 05 (2.40%) up to

some extent while overwhelming majority of 203 (97.59%) were found in favour of the

given statement. The analysis of data revealed that current English had the potential of

developing writing skill of students. The results are further shown Figure 90.

To some extent

2%

Yes98%

Textbook develops writing skills

Figure 90: Textbook Develops Writing Skills

178

Table 91

Students’ Evaluation during Class

Options

No

To Some

Extent Yes Total


Percentages 42.30% 37.5% 20.19% 100%


teachers did not evaluate during class while 78 (37.5%) did it up to some extent. 42

(20.19%) of teachers did it completely during class. The analysis of data revealed that

a majority of English teachers did not evaluate students’ performance completely

during class but up to some extent. The results are further shown in Figure 91.

Figure 91: Students’ Evaluation during Class

179

Table 92

Students’ Evaluation at the end of Class

Options

No

To Some

Extent Yes Total


Percentages 45.19% 51.44% 3.36% 100%


teachers did not evaluate at the end of class while 107 (51.44%) evaluated up to some

extent. Hence, a small ratio of 07 (3.36%) teachers completely evaluated at the end of

the class. The analysis of data revealed that an overwhelming majority of English

teachers did not evaluate students’ work at the end of class completely but up to some

extent. The results are further Figure 92.

Figure 92: Students’ Evaluation at the end of Class

180

Overall Picture of Classroom Observation

Classroom observation of teaching learning process was based on 37 items.

Results of observation were reported in 37 tables earlier. However, for convenience of

readers the overall picture of observation of classroom practices is reported in

the following table.

Table 93

Overall Picture of Classroom Observation

S.

No ITEMS

% age

of No

% age of Up

to Some

Extent(USE)

% age of

Yes

Majority

of

Responses

1 Teachers used the lesson

plan 59.13% 40.86% 0% No

2 Teachers Used Grammar

Translation Method. .48% 2.88% 96.63% YES

3 Teachers Used Reading

Method. 21.63% 52.4% 26.0% USE

4 Translation is according to

the students’ level. .48% 47.11% 52.40% YES

5 Teachers Used the Direct

Method. 96.15% 2.88% .96% NO

6 Teachers Used audio-

lingual method. 98.07% 1.92% 0% NO

7 The teachers Used

Communicative Method. 96.15% 3.84% 0% NO

8

Teachers Used Different

Methods Simultaneously

in the Classroom.

41.82% 37.5% 20.67% NO

9 Teachers’ instruction is

clear. 18.26% 50.48% 31.25% USE

181

10

Teacher- Students

Interaction Took Place in

the Classroom.

23.07% 53.36% 23.55% USE

11 Teachers Used target

language. i.e. English. 48.07% 50.96% .96% USE

12 Voice Quality of English

Teacher. 22.59% 32.21% 45.19% YES

13 Eye-Contact of English

Teachers. 23.07% 31.73% 45.15% YES

14 Gesture and Body

Language of Teachers. 25.48% 29.32% 44.71% YES

15

Full Utilization of

Teachers’ Time inside the

Classroom.

2.40% 20.19% 77.40% YES

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

19 Demonstration as Well as

Explanation by Teachers. 92.78% 3.84% 3.36% NO

20 Recapitulation of the

Lesson Taught. 54.80% 8.65% 36.53% NO

21 Assign Home Work to

Students. 37.98% 13.94% 48.07% NO

22 Development of Students’

Listening Skill. 3.36% 20.19% 76.44% YES

23 Development of Speaking

Skill. 92.30% 1.92% 5.76% NO


Reading Skill. 2.40% 69.23% 28.36% USE


Writing Skill. 4.80% 67.30% 27.88% USE

182

26

Classroom Environment is

Student -Centered. (Focus

is given to students)

90.38% 5.28% 4.32% NO

27 Attitude of English

Teacher is Friendly. 26.44% 31.25% 42.30% YES

28 Classroom was Fully

Lightened. 26.92% 47.11% 25.96% USE

29 The Seating Arrangement

Facilitated Learning. 87.5% 5.76% 6.73% NO

30 Classroom was

overcrowded. 7.69% 10.09% 82.21% YES

31 Textbook was Interesting. 0% 2.88% 97.11% YES

32 Textbook develops

listening skills. 0% 3.84% 96.15% YES

33 Textbook Develops

Speaking Skills. 0% 6.73% 93.26% YES


Reading Skills. 0% 1.92% 97.59% YES


Writing Skills. 0% 2.40% 97.59% YES

36 Students’ evaluation

during class. 42.30% 37.5% 20.19% NO

37 Students’ Evaluation at the

End of Class. 45.19% 51.44% 3.36% USE

183

Chapter-5

Findings, Conclusions, Summary and Recommendations

5.1 Findings

5.1.1 Based on the Opinionnaire

The following findings of the study are based on the opinionnaire, administered

to 104 Principals/ Head Masters and 208 Secondary School Teachers (SSTs) of 104

Government Boys’ High Schools in five different districts of Khyber Pakhtunkhwa

province of Pakistan:

1. The analysis of respondents including both Principals and Secondary

School Teachers (SSTs) did not support the idea that teachers in the

subject of English prepared lesson plan daily (Table-2)

2. The study found that teachers used Reading Method during teaching

(Table-3).

3. The overwhelming majority of respondents were of the opinion that

teachers did not use Audio-Lingual method. (Table-4)

4. The study diagnosed that Audio-Lingual Method developed fluency when

applied in the classrooms. (Table-5)

5. Principals did not support the statement that teachers of English used

Communicative Method while the majority of English teachers indicated

that teachers used Communicative Method during the class. In two

conflicting responses the views of the Principals could be honoured

because they are the instructional supervisors. (Table-6)

6. The data revealed that the respondents including both, Principals and

English teachers, highly supported the idea that teachers of English used

different methods while teaching in their classrooms. (Table-7)

7. The overwhelming majority of both, Principals and Teachers, did not

support the statement that teachers of English used Direct Method in the

classrooms. (Table-8)

8. It was observed that majority of respondents did not support the idea that

teaching English through Direct Method was difficult, both for teachers

and students. (Table-9)

184

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)

185

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


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


26. The study revealed that majority of respondents were in favour of the

statement that mostly listening skill of students was developed in


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)


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)

186

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)


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)

187

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)

188

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)

189

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)

190

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)

191

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:

1. Lesson planning is an important component of the teaching. However, it

was found that teachers did not use lesson plans that were learnt in training

institutions.

2. While the Audio-Lingual Method improves fluency when applied in

classroom teaching, the teachers included in this study did not use this

method.

3. There are advantages of using different teaching strategies for improving

learning styles of students. However, the emphasis of sampled 208

teachers remained on Reading Method up to some extent and mostly on

Grammar Translation Method, which evidently ignored the learning styles

of many students.

4. The study found that there were conflicting ideas of principals and subject

teachers in some cases. For example, while teachers claimed that they used

Communicative Method, their principals did not endorse this claim.

5. The duration of training was enough to equip teachers with necessary

skills; it was rejected by their Principals because they found that teachers

lacked necessary skills due to short duration of the teacher training

programme.

6. The findings based on the reports of both principals and subject teachers

that teachers used different methods are also opposed to ground reality.

Classroom observation revealed that Grammar Translation Method was in

common use.

7. While it is an established fact that learning of foreign language depends on

Direct Method. Teachers, in this study, neither had the competence nor did

they practice to use this method. As a result, the learning of English by

students was not satisfactory.

192

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

193

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.

194

5.3 Summary

It was a descriptive type of diagnostic study, which made thorough analysis of

the teaching practices in the subject of English at the secondary school level in five

districts of Khyber Pakhtunkhwa province (Pakistan). These districts are 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 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:

Chapter-1 provides a brief description of colonial background of the teaching

of English, which highlighted that English language was inherited by Pakistan and

continued to be given due importance by virtue of its socio-economic consideration and

its official status since the inception of Pakistan in 1947. A clear statement of the

problem was given, which highlighted shortcomings in terms of the inadequate training

of subject teachers, less conducive environment of classrooms, lack of commitment on

the part of teachers and seemingly ineffective teaching learning processes, which

resultantly produced school graduates, who lacked adequate proficiency in the subject

of English and resulted in large scale failures in Boards’ Examinations for secondary

level students.

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

195

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 introductory chapter also took stock of the importance of English as a

language and importance of the equipment of Subject Teachers in English, having a

sound knowledge of language and competencies both in oral and written English. It also

contained a description of the important methods of teaching English, which included

Direct Method; Grammar Translation Method; Audio-Lingual Method; Humanistic

Approach; Structural Method; Reading Method and Eclectic Approach.

Chapter-2 is a review of literature, which took cognizance of important features

of the study including, but not restricted to, historical background of English language;

an exhaustive description of the four important English language skills: listening;

reading; writing and speaking. It also contains a description about the teaching methods

and approaches based on the strength of local and global literature. The importance of

lesson planning and language laboratory were also given due consideration. A sizable

literature was also reviewed on the role of A.V. Aids; teacher training of the subject

teachers in English; necessity of conducive classroom environment; the curriculum and

it models; the evaluation of students and finally the chapter was closed by a critique of

review. Alongside, previous researches by Pakistani scholars, work of foreign scholars

was also studied and mentioned in this chapter.

Chapter-3 is a brief description of the methodology of research. It was

diagnostic but descriptive type of study of the teaching practices in English language in

the secondary schools of the five randomly selected districts of Khyber Pakhtunkhwa

province of Pakistan. The study described the facts and features of the given population

accurately and factually. A clear purpose and statement of the problem was provided

with key research questions that coincided with the objectives of the study. A set of

research tools were developed on the basis of indicators drawn from the review of

literature. They were pilot tested and modified to the possible extent. Data were

collected both from primary and secondary sources and given both qualitative and

quantitative treatment.

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

196

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.

Chapter-5 contains Findings, Conclusions, Summary and Recommendations.

The findings of the study were based on the analysis of data obtained through an

opinionnaire and a Checklist used for classroom observations. The major findings

197

included the failures 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

Method. It was owing to the fact that the teachers themselves were not exposed to the

Direct Method of Teaching in the Teacher Training Colleges from 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 classroom teachers. There was also no interaction

between teachers and students. The classroom environment was also mostly not found

congenial by the researcher, to proper teaching learning.

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 study made a couple of recommendations for remedial solution of the

problem. First the requirement of complete and full baked training of teachers in the

subject of English and their exposure to an orientation that provides them to play an

effective role in teaching the students with the help of Direct Method. Second, effective

interaction between classroom teacher and students takes place when the classroom

environment is conducive to teaching learning process, which can be maintained

through positive and negative reinforcements. Third, there are three factors that

contribute to classroom interaction: Readiness; Motivation and Interest. Fourth,

teachers should use teaching strategies that meet the requirements of students of

198

different abilities and the purpose of the lesson plan. Fifth, teachers must accept the

responsibility to teach with the help of a lesson plan. Sixth, there should be formative

and summative assessment in each class setting. Seventh, the prescribed curriculum

should be followed in letter and spirit, which has, undoubtedly, the potential to promote

all the four skills of the students. Seventh, there is no reason for not using the A. V.

Aids during classroom teaching. It may require a small amount of funding. It is,

therefore, recommended that classroom teachers should make use of A. V. Aids during

teaching. Eighth, successful teaching is recognized by effective learning process. It is

recommended that the basic skills of learners should be promoted by developing

fundamental competencies of students, which will definitely improve learning process.

Ninth, developing a distinct culture among students for promoting learning process is

another prerequisite, which is recommended, for promoting learning process and

achieving academic excellence. 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 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.

199

5.4 Recommendations

Based on the findings, summary and discussion of data the following

recommendations are made:

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.

200

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.

201

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218

Appendices

Appendix A: List of Principals and Head Masters of the study

List of the Names of Principals/ Head Masters in Five Districts of Khyber

Pakhtunkhwa along with qualification

DISTRICT ABBOTTABAD

SNO Name School QUALIFICATION

1 Abdus Salam. G.H.S BODLA. M.A, M.ED

2 Bahramand. G.H.S JHANGAI. M.A, B.ED

3 Ghulam Safdar. G.H.S LAKHALA. M.A, B.ED

4 Gul Zaman. G.H.S NO 1 HAVELIAN. M.A, M.ED

5 Ihtesham Ali. G.H.S MAJHUHAN. M.A, M.ED, M.PHIL.

6 Khalid Rehman. G.H.S MIRPUR. M.A, M.ED

7 Khan Afzal

Khan.

G.H.S BHURAJ. M.A, M.ED

8 M. Raizan. G.H.S NO 4

ABBOTTABAD.

M.A, M.ED

9 M. Tariq. G.H.S CHAMHATTI. M.A, M.ED

10 Muneer Ahmad. G.H.S NO 2 HAVELIAN. M.A, M.ED

11 Munsif Khan. G.H.S CHAMHAD. M.A, M.ED, M.PHIL.

12 Nazir Ahmad. G.H.S DHAMTOUR. M.A, M.ED

13 Nisar Ahmad. G.H.S TARNAWAI. M.A, M.ED

14 S. Ajmal Ali. G.H.S SHAIKHUL

BANDA.

M.A, M.ED

15 Shafqat Khan. G.H.S HARNO. M.A, M.ED,

16 Tahir Javid. G.H.S SAMANDAR

KATTA.

M.A, M.ED, M.PHIL.

219

17 Tariq Munir. G.C.M.H.S

ABBOTTABAD.

M.A, M.ED

18 Tariq Samar. G.H.S KOKAL

BARSEEN.

M.A, M.ED

19 Wazir

Muhammad.

G.H.S CHANDO MERA. M.A, M.ED

20 Zia Shahid. G.H.S NO 3

ABBOTTABAD.

M.A, M.ED, M.PHIL.

DISTRICT KOHAT

21 Abdul Kalam. G.H.SLachi Payan. M.A, B.ED

22 Anwar Habib. G.H.S KHADIZAI. M.A, M.ED

23 Aqil Shah. G.H.S TOLANG. M.A, M.ED

24 Aziz Khan. G.C.H.S KOHAT. M.A, M.ED

25 Hussamul Haq. G.H.S NO 3 KOHAT. M.A, M.ED

26 Khurshid Khan. G.H.S KHARMATTO. M.A, M.ED

27 M.Anwar. G.H.S JERMA. M.A, M.ED

28 M.Jamal. G.H.S SOOR GUL. M.A, M.ED

29 Mir Qadam

Khan.

G.H.S GANDYALI

PAYAN.

M.A, M.ED

30 S. Arab Shah. G.H.S USTERZAI

BALA.

M.A, M.ED

31 S.M.Akbar Shah. G.H.S CHIKAR KOT

BALA (KOHAT).

M.A, M.PHIL.

32 Shahid Zaman. G.H.S USTARZAI

PAYAN.

M.A, M.ED

33 Tariq Bilal. G.H.S NO 2 KOHAT. M.A, M.ED

34 Zahid Ullah

Shah.

G.H.S TOGH BALA. M.A, M.ED

DISTRICT MARDAN

35 Aman Ullah. G.H.S KHADI KILLI. M.A, M.ED

36 Aman Ullah. G.H.S JEWAR. M.A, M.ED

220

37 Aziz Anwar. G.H.S MOHABAT

ABAD.

M.A, M.ED

38 Dost

Muhammad.

G.H.S KHANZADA. M.A, M.ED

39 Falak Naz. G.H.S SAWARYAN. M.A, M.ED

40 Farid Ullah

Shah.

G.H.S FARM KORONA. M.A, B.ED

41 Habib Ullah. G.H.S TORU. M.A, M.ED

42 Hamid Khan. G.H.S HOTI LANDAKI. M.A, M.ED

43 Ikram Ullah. G.H.S MOHIB BANDA. M.A, M.ED

44 Inayat Ali. GCMHS NO 2

MARDAN.

M.A, M.ED

45 Khalil-Ur-

Rehman.

G.H.S PUBLIC PARK. M.A, M.ED

46 Lal Zada. G.H.S KOT TAKHT BHI. M.A, M.ED

47 M.Hanif. G.H.S KOREGH. M.A, M.ED

48 M.Tahir. G.H.S PARKHO DEHRI. M.A, M.ED

49 Mehar Zaman. G.H.S NODEH TORO. M.A, M.ED

50 Niaz Ali Khan. G.H.S KAS KORONA. M.A, M.ED

51 Rafiq Ahmad. G.H.S GULI BAGH. M.A, M.ED

52 S.Ijaz Ahmad. G.H.S SARI BEHLOL. M.A, M.ED

53 Shah Zameen. G.H.S JALALA. M.A, M.ED

54 Sultan

Muhammad.

G.H.S TAKHT BHAI. M.A, M.ED

55 Tahir Iqbal G.H.S LABOUR

COLONY.

M.A M.ED

56 Ubaid-Ur-

Rahman.

G.H.S SIKANDARI. M.A, M.ED

57 Usman Ghani. G.H.S MAZDOOR

ABAD.

M.A, M.ED

221

DISTRICT PESHAWAR

58 Ameer

Muhammad.

G.H.S AHMAD KHEEL. M.A M.PHIL.

59 Ameer Sher. G.H.S MERA URMAR PAYAN. M.A M.ED

60 Arshad Javid. G.H.S JOGIWARA. M.A M.ED

61 Dr Khurshid

Alam.

G.H.S WADPAGA. M.A PCHD

62 Fazli Aleem. G.H.S ZARYAB COLONY. M.A M.ED

63 Ghulam Sarwar. G.H.S ZAHIRABAD. M.A M.ED

64 Habib Ur

Rehman.

G.H.S GULOZAI. M.A M.ED

65 Hassan Jan. G.H.S BERI BAGH. M.A M.ED

66 Islam Uddin. GCMHS NO 2 PESAWAR

CITY.

M.A M.ED

67 Jan Wali. G.H.S MANAKRO. M.A M.ED

68 Janas Khan. G.H.S DABGARI GATE. M.A M.ED

69 M. Ilyas. G.H.S SALWAN CANTT: M.A M.ED

70 M.Rahman. G.H.S PAHARI PURA. M.A M.ED

71 Nasir Khan. G.H.S GUL BAHAR NO 2

PESHAWAR.

M.A M.ED

72 Pervez Iqbal. G.H.S MIA GOJAR. M.A M.ED

73 Raz Muhammad. G.H.S AKHOON ABAD. M.A M.ED

74 Safdar Khan. G.H.S GULSHAN REHMAN. M.A M.ED

75 Shah-E-Mulk. G.H.S NANAK PURA. M.A M.PHIL.

76 Shahid Khan. G.H.S LANDI ARBAB. M.A M.ED

77 Shams-Ul-Islam. G.H.S KANDI KALO KHEL. M.A M.PHIL.

222

78 Sher Afzal. G.H.S GARHI CHANDAN. M.A B.ED

79 Sikandar Khan. G.H.S PAKHA GHULAM. M.A M.ED

80 Wahid Ahmad. G.H.S DEH BAHADAR. M.A M.ED

DISTRICT SWAT

81 Abdul Latif. G.H.S NO 3 MINGORA. M.A, M.ED

82 Alam Zeb. G.H.S GHALEGAY. M.A, M.ED

83 Bashir

Muhammad.

G.H.S ODEGRAM. M.A, B.ED

84 Fazal Hadi. G.H.S GHWALERAI. M.A, B.ED

85 Fazli Hadi. G.H.S ISLAM PUR. M.A, M.ED

86 Hazrat Rehman. G.H.S SHAGAI. M.A, M.ED

87 Ikram Ullah. G.H.S NAWAY KALAY. M.A, M.ED

88 Khalid

Mehmood.

G.H.S CHITOR. M.A, M.ED

89 Khurshid

Ahmad.

G.H.S THINDO DOG. M.A, M.ED

90 M. Khurshid. G.H.S NO 4 MINGORA. M.A, M.ED

91 M. Riaz. G.H.S ASALA. M.A, M.ED

92 M.Ismail. G.H.S MANYAR. M.A, M.ED

93 M.Ismail. G.H.S MANJAR. M.A, B.ED

94 M.Javid. G.H.S ABUHA. M.A M.ED

95 Muhammad. G.H.S KOTLAI. M.A, M.ED

96 Nisar Ul Haq. G.H.S GULI BAGH. M.A, M.ED

97 Paronat Khan. G.H.S BUG DARA. M.A, B.ED

98 Pir Muhammad. G.H.S BALOGRAM. M.A M.ED

223

99 Raza Shah. G.H.S JAMBIL. M.A, M.ED

100 Rehmat Ali. G.H.S PARRI. M.A, B.ED

101 Sardar. G.H.S MANGLOR. M.A, B.ED

102 Shafi Ullah. G.H.S KHWAZA KHEELA. M.A, M.ED

103 Umar

Muhammad.

G.H.S QAMBAR. M.A, M.ED

104 Zahoor Ahmad. G.H.S WADODIA. M.A, M.ED

224

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

3 Abdul Shahid. G.H.S BODLA. M.A, M.ED

4 Abid Sarfaraz. G.C.M.H.S

ABBOTTABAD. M.A M.ED

5 Amjad Zia. G.H.S NO 3

ABBOTTABAD. M.A, B.ED

6 Ayaz Kahan. G.H.S JHANGAI. M.A, B.ED

7 Azmat Ali. G.C.M.H.S

ABBOTTABAD. M.A, M.ED

8 Gul Javid. G.H.S NO 3

ABBOTTABAD. M.A, B.ED

9 Ishfaq Khan. G.H.S KOKAL BARSEEN. M.A, B.ED

10 Ishfaq Khan. G.H.S KOKAL BARSEEN. M.A, B.ED

11 Jehan Zeb. G.H.S BODLA. M.A, M.ED

12 Kifayat Rehman. G.H.S TARNAWAI. M.A, B.ED

13 M. Qaiser. G.H.S BHURAJ. M.A, B.ED

14 M. Sharif. G.H.S TARNAWAI. M.A, M.ED

15 M.Mushtaq. G.H.S NO 1 HAVELIAN. M.A, B.ED

16 M.Saeed. G.H.S SAMANDAR

KATTA. M.A, B.ED

225

17 M.Tahir Khan. G.H.S JHANGAI. M.A, B.ED

18 M.Tanveer. G.H.S DHAMTOUR. M.A, M.ED

19 M.Usman. G.H.S NO 2 HAVELIAN. M.A, B.ED

20 M.Usman. G.H.S NO 2 HAVELIAN. M.A, B.ED

21 Maqsood Khan. G.H.S CHANDO MERA. M.A, B.ED

22 Maqsood Khan. G.H.S CHANDO MERA. M.A, B.ED

23 Maroof Khan. G.H.S SHAIKHUL

BANDA. M.A, B.ED

24 Munir Ahmad. G.H.S NO 4


25 Qaisar. G.H.S LAKHALA. M.A, B.ED

26 Raja Ishaq. G.H.S HARNO. M.A, B.ED

27 Sabir Sultan. G.H.S CHAMHATTI. M.A, M.ED

28 Sadiq. G.H.S MIRPUR. M.A, B.ED

29 Shafqat. G.H.S HARNO. M.A, M.ED, M.PHIL.

30 Sher Nawab. G.H.S MIRPUR. M.A, M.ED

31 Sher Zaman. G.H.S BHURAJ. M.A, M.ED

32 Tahir Hussain. G.H.S DHAMTOUR. M.A, B.ED

33 Wali-Ur-Rahman. G.H.S NO 4


34 Waris Khan. G.H.S NO 1 HAVELIAN. M.A, M.ED

35 Zaheer Khan. G.H.S SAMANDAR

KATTA. M.A, M.ED

36 Zaheer. G.H.S CHAMHAD. M.A, B.ED

226

37 Zaheer. G.H.S CHAMHAD. M.A, B.ED

38 Zahid Ali Khan. G.H.S SHAIKHUL

BANDA. M.A, M.ED

39 Zia-Ul-Haq. G.H.S MAJHUHAN. M.A, B.ED

40 Zulfiqar. G.H.S CHAMHATTI. M.A, M.ED

District Kohat

41 A.Aziz. Khan. G.C.H.S KOHAT. M.A, M.ED

42 Abid-Ur-Rehman. G.H.S NO 2 KOHAT. M.A, M.ED

43 Ali Muhammad. G.C.H.S KOHAT. M.A, M.ED

44 Amjad Iqbal. G.H.SBILLITANG. M.A, B.ED

45 Asmat Ullah. G.H.S NO 3 KOHAT. M.A, B.ED

46 Iran Badshah. G.H.S TOLANG. M.A, M.ED

47 Irfan Liaqat. G.H.S NO 3 KOHAT. M.A, M.ED

48 Khalid Mahmood. G.H.SBILLITANG. M.A, M.ED

49 M.Irfan. G.H.S JERMA. M.A, M.ED

50 M.Safdar. G.H.S JERMA. M.A, M.ED

51 M.Waqar.

G.H.S GANDYALI

PAYAN. M.A, B.ED

52 M.Zubair. G.H.S TOGH BALA. M.A, B.ED

53 M.Zubair. G.H.S TOGH BALA. M.A, B.ED

54 Naqeeb Khan. G.H.S SOOR GUL. M.A, B.ED

55 S. Qalbe Hussain.

G.H.S CHIKAR KOT

BALA. M.A, M.ED

227

56 S.M Akbar Shah. G.H.S CHIKAR KOT BALA M.A, M.PHIL

57 Sabir Hussain. G.H.S KHARMATTO. M.A, B.ED

58 Safdar Abbas. G.H.S USTARZAI PAYAN. M.A, M.ED

59 Shoaib Khan. G.H.S TOLANG. M.A, M.ED

60 Shoukat Hussain. G.H.S KHADIZAI. M.A, M.ED

61 Tanweer Khan. G.H.S KHADIZAI. M.A, M.ED

62 Umar Sadiq. G.H.S NO 2 KOHAT. M.A, B.ED

63 Umer Farooq. G.H.S KHARMATTO. M.A, M.ED

64 Yousaf Ali. G.H.S USTERZAI BALA. M.A, B.ED

65 Zafar Ali. G.H.S USTERZAI BALA. M.A, B.ED

66 Zaheer Abas. G.H.S USTARZAI PAYAN. M.A, B.ED

67 Zahoor Khan. G.H.S SOOR GUL. M.A, M.ED

68 Zia Ullah.

G.H.S GANDYALI

PAYAN. M.A, M.ED

District Mardan

69 A. Mateen.

G.H.S LABOUR

COLONY. M.A, M.ED

70 A.Jalil. G.H.S FARM KORONA. M.A, B.ED

71 Abdus Salam. G.H.S MOHIB BANDA. M.A, B.ED

72 Akbar Ali. G.H.S JALALA. M.A, M.ED

73 Aman Ullah. G.H.S SAWARYAN. M.A, M.ED

74 Anwar Khan. G.H.S KAS KORONA. M.A, M.ED

228

75 Bacha Khan. G.H.S KHADI KILLI. M.A, B.ED

76 Bakht Zada. G.H.S KAS KORONA. M.A, M.ED

77 Buland Iqbal. G.H.S TORU. M.A, M.ED

78 Esar Ali. G.H.S NODEH TORO. M.A, M.ED

79 F.Subhan. G.H.S KHADI KILLI. M.A, M.ED

80 Falak Naz. G.H.S HOTI LANDAKI. M.A, M.ED

81 Farid Ullah Shah. G.H.S FARM KORONA. M.A, B.ED

82 Faridoon. G.H.S KHANZADA Dheri. M.A, M.ED

83 Fayaz Khan. G.H.S JEWAR. M.A, B.ED

84 Fazli Amin. G.H.S MOHIB BANDA. M.A, B.ED

85 Fazli Rauf. G.H.S PUBLIC PARK. M.A, M.ED

86 Fijaj Khan. G.H.S KOREGH. M.A, M.ED

87 Fijaj Khan. G.H.S KOREGH. M.A, M.ED

88 Ghulam Zahid. G.H.S MAZDOOR ABAD. M.A, B.ED

89 Gohar Ali. G.H.S KOT TAKHT BHI. M.A, M.ED

90 Hameed Ullah. GCMHS NO 2 MARDAN. M.A, M.ED

91 Hassnul Wahab. G.H.S SARI BEHLOL. M.A, M.ED

92 Hayat Muhammad. G.H.S KOT TAKHT BHI. M.A, B.ED

93 Jamil Ahmad. G.H.S PUBLIC PARK. M.A, M.ED

94 Jamsheed Khan. G.H.S MOHABAT ABAD. M.A, MPHIL

95 Khurshid Khan. G.H.S TAKHT BHAI. M.A, B.ED

229

96 M. Anwar. G.H.S HOTI LANDAKI. M.A, M.ED

97 M.Adil. G.H.S JALALA. M.A, B.ED

98 M.Arif Khan. G.H.S GULI BAGH. M.A, M.ED

99 M.Ayub. G.H.S PARKHO DEHRI. M.A, M.ED

100 M.Iqbal. G.H.S SIKANDARI. M.A, M.ED

101 M.Wali. G.H.S SARI BEHLOL. M.A, M.ED

102 M.Zaman. G.H.S TORU. M.A, M.ED

103 Maqbol Javid. G.H.S GULI BAGH. M.A, M.ED

104 Mashoq Jan. G.H.S MAZDOOR ABAD. M.A, M.ED

105 Rasool Khan. G.H.S JEWAR. M.A, B.ED

106 Riaz Ahmad. G.H.S PARKHO DEHRI. M.A, B.ED

107 Sabz Ali Khan.

G.H.S KHANZADA

DHERI. M.A, M.ED

108 Safdar Ali. G.H.S SAWARYAN. M.A, M.ED

109 Sahib Zada. G.H.S NODEH TORO. M.A, B.ED

110 Shah Pasand. G.H.S MOHABAT ABAD. M.A, M.ED

111 Shamsul Nawab.

G.H.S LABOUR

COLONY. M.A, M.ED

112 Sher Muhammad. G.H.S SIKANDARI. M.A, M.ED

113 Waris Khan. GCMHS NO 2 MARDAN. M.A, M.ED

114 Zahid Ullah. G.H.S TAKHT BHAI. M.A, B.ED

230

District Peshawar

115 Abdul Majid. G.H.S DEH BAHADAR. M.A, M.ED

116 Abdullah. G.H.S PAHARI PURA. M.A, M.ED

117 Abdullah. G.H.S PAHARI PURA. M.A, M.ED

118 Aftab Ahmad. G.H.S JOGIWARA. M.A, M.ED

119 Ahmad Bilal. G.H.S SALWAN CANTT. M.A, M.ED

120 Arshad Ali.

G.H.S GULSHAN

REHMAN. M.A, MPHIL

121 Faiz Ullah. G.H.S SALWAN CANTT. M.A, M.ED

122 Farman Ullah. G.H.S DABGARI GATE. M.A, B.ED

123 Fazli Qadar.

G.H.S KANDI KALO

KHEL. M.A, M.ED

124 Fazli Qadar.

G.H.S KANDI KALO

KHEL. M.A, M.ED

125 Gulzar. G.H.S NANAK PURA. M.A, B.ED

126 Hayat Khan. G.H.S LANDI ARBAB. M.A, B.ED

127 Iltaf Hussain G.H.S MANAKRO. M.A M.ED

128 Inayat-Ur-Rehman. G.H.S BERI BAGH. M.A, B.ED

129 Irfan Ullah. G.H.S MANAKRO. M.A M.ED

130 Irshad Khan.

G.H.S MERA URMAR

PAYAN. M.A, M.ED

131 Irshad Khan.

G.H.S MERA URMAR

PAYAN. M.A, M.ED

132 Jehanzeb. G.H.S AHMAD KHEEL. M.A, B.ED

231

133 Khalid Riaz.

GCMHS NO 2 PESAWAR

CITY. M.A, M.ED

134 Khalid Saif Ullah. G.H.S NANAK PURA. M.A, M.ED

135 M.Dost. G.H.S ZARYAB COLONY. M.A, M.ED

136 M.Mazhar. G.H.S ZARYAB COLONY. M.A, M.ED

137 M.Riaz. G.H.S GARHI CHANDAN. M.A, M.ED

138 M.Sajjad. G.H.S AHMAD KHEEL. M.A, B.ED

139 M.Shakil. G.H.S BERI BAGH. M.A, M.ED

140 M.Shoukat. G.H.S LANDI ARBAB. M.A M.ED

141 Mewa Khan. G.H.S ZAHIRABAD. B.A, B.ED

142 Midrar Ullah. G.H.S JOGIWARA. M.A, B.ED

143 Mohabat Khan. G.H.S ZAHIRABAD. M.A, B.ED

144 Nadeem Ahmad. G.H.S WADPAGA. M.A, M.ED

145 Naveed. G.H.S WADPAGA. M.A, M.ED

146 Raz Muhammad. G.H.S AKHOON ABAD. M.A, M.ED

147 S. Maroof Shah. G.H.S GARHI CHANDAN. M.A, M.ED

148 Sattar Muhammad.

G.H.S GULSHAN

REHMAN. M.A, M.ED

149 Shahzad Anjum.

GCMHS NO 2 PESAWAR

CITY. M.A, M.ED

150 Sher Akbar. G.H.S GULOZAI. M.A, B.ED

151 Shoukat Ali. G.H.S AKHOON ABAD. M.A, M.ED

152 Suleman. G.H.S GULOZAI. M.A, B.ED

232

153 Umar Khan.

G.H.S GUL BAHAR NO 2

PESHAWAR. M.A, M.ED

154 Umar Khan.

G.H.S GUL BAHAR NO 2

PESHAWAR. M.A, MPHIL

155 Wahid Ullah. G.H.S DABGARI GATE. M.A, B.ED

156 Zarshad Ahmad. G.H.S DEH BAHADAR. M.A, M.ED

157 Zeshan Arshad. G.H.S PAKHA GHULAM. M.A, B.ED

158 Zeshan Arshad. G.H.S PAKHA GHULAM. M.A, B.ED

159 Zia Ullah. G.H.S MIA GOJAR. M.A, M.ED

160 Zia Ullah. G.H.S MIA GOJAR. M.A, M.ED

District Swat.

161 A. Akbar. G.H.S KHWAZA KHEELA. M.A, M.ED

162 Abdali. G.H.S THINDO DOG. M.A, M.ED

163 Abdul Ghafar. G.H.S JAMBIL. B.A, B.ED

164 Abdullah. G.H.S KOTLAI. M.A, M.ED

165 Afzal Shah. G.H.S QAMBAR. M.A, M.ED

166 Afzal Shah. G.H.S QAMBAR. M.A, M.ED

167 Akhtar Hussain. G.H.S BALOGRAM. M.A, B.ED

168 Alam Zeb. G.H.S GHALEGAY. M.A, M.ED

169 Azmat Ali. G.H.S MANYAR. M.A, M.ED

170 Bakhti Rawan. G.H.S ISLAM PUR. M.A, M.ED

171 Barkat. G.H.S NO 4 MINGORA. M.A, B.ED

233

172 Behri Karam. G.H.S GHALEGAY. M.A, M.ED

173 Farid Gul. G.H.S WADODIA. M.A, M.ED

174 Fazal Hadi. G.H.S GHWALERAI. M.A, B.ED

175 Fazli Ahad. G.H.S ODEGRAM. M.A, B.ED

176 Fazli Elahi. G.H.S MANGLOR. M.A, B.ED

177 Fazli Rabi. G.H.S GULI BAGH. M.A, B.ED

178 Fazli Wahid. G.H.S CHITOR. M.A, M.ED

179 Hakim Khan. G.H.S MANJAR. M.A, M.ED

180 Hayat Khan. G.H.S BUG DARA. M.A, M.ED

181 Ihsan Ali. G.H.S MANYAR. M.A, B.ED

182 Imran. G.H.S CHITOR. M.A, M.ED

183 Iqbal Hussain. G.H.S NO 4 MINGORA. M.A, M.ED

184 Ismail. G.H.S PARRI. M.A, M.ED

185 Ismail. G.H.S BALOGRAM. M.A, B.ED

186 Khalil Rehman. G.H.S SHAGAI. M.A, M.BD

187 Khurshid Anwar. G.H.S PARRI. M.A, B.ED

188 M. Alam. G.H.S ASALA. M.A, M.ED

189 M. Aleem Jan. G.H.S MANGLOR. M.A, M.ED

190 M. Iqbal. G.H.S KOTLAI. M.A, B.ED

191 M. Ismail. G.H.S MANJAR. M.A, B.ED

192 M. Khitab. G.H.S GHWALERAI. M.A, B.ED

234

193 M. Naeem. G.H.S SHAGAI. M.A, M.ED

194 M. Nawaz. G.H.S JAMBIL. M.A, B.ED

195 M. Rehman. G.H.S ABUHA. M.A, M.ED

196 M. Siraj. G.H.S NO 3 MINGORA. M.A, B.ED

197 M.Zahid. G.H.S NO 3 MINGORA. M.A, M.ED

198 Mukaram Khan. G.H.S ASALA. M.A, M.ED

199 Nadeem Khan. G.H.S THINDO DOG. M.A, M.ED

200 Nazir Khan. G.H.S ABUHA. M.A, M.ED

201 Rafi Ullah. G.H.S ISLAM PUR. M.A, M.ED

202 Rehmani Gul. G.H.S BUG DARA. M.A, M.ED

203 Sadiq Akbar. G.H.S KHWAZA KHEELA. M.A, M.ED

204 Salim Khan. G.H.S ODEGRAM. M.A, B.ED

205 Shakir Ullah. G.H.S GULI BAGH. M.A, B.ED

206 Sher Afzal. G.H.S NAWAY KALAY. M.A, M.ED

207 Shoukat. G.H.S WADODIA. M.A, B.ED

208 Umar Wahid. G.H.S NAWAY KALAY. M.A, M.ED

235

Appendix C: Opinionnairefor SSTs/ Subject Teachers and HM/Principal

Opinionnaire

My dear colleague,

Assalam-o-Alaikum.

I am working o for education program at Sarhad University of

Science and Information Technology Ring Road, Peshawar. The title of my

research is ‘‘Diagnostic Study of English Teaching Practices at

Secondary Level Education in Khyber Pakhtunkhwa’’.

A questionnaire has been designed to seek valuable views of

respondents for data collection.

You being Principal/Head Master/English teacher of Govt High

school can opine more appropriately on the various items given in the

opinionnaire. Please spare some of your precious time for your choice

appropriate columns of the opinionnaire. I assure you that the information

provided by you would be used only for the purpose of research.

Thanking you in anticipation.

With best regards.

Yours Sincerely,

Jehangir Adil.

236

Personal information

Name:--------------------------------Designation-------------------------------

Name of Institution:------------------------------------

Locality: Urban □ Rural □

Gender: Male. Village:------------------------- Tehsil---------------Distt:------

Academic Qualification: M.A/M.Sc M.Phil PhD

Professional Qualification: B.Ed M.Ed/MA (Edu) M.Phil PhD

Experience: Length of service as a teacher/Principal/Head Master--------years.

Present post held on:-------------------Signature-------------------

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.

Diagnostic Study of English Teaching Practices at Secondary Level Education in K.P.

S. No Statement SD D UD A SA

1. Teaching methodologies

1 Teachers of English plan their lessons

daily

2 Teachers of English use Reading

Method.

3 Teachers of English use Audio-

Lingual Method.

4 Audio-Lingual method develops

fluency in speaking English language.

5 Teachers of English use

communicative method.

6 Teachers of English use different

method of teaching.

7 Teachers of English use Direct

Method.

8 Teaching English through Direct

Method is difficult both for teacher

and students.

9 Direct Method of teaching English

improves the spoken English of

students.

10 Teachers of English mainly use

Grammar Translation Method.

237

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.

17 Grammar Translation Method is the

most common method in high

schools.

18 Students are prepared by the teacher

for lesson.

19 Teachers of English use A.V Aids.

20 Black board is frequently used by

teachers.

21 Computer is used as teaching tool in

the classroom.

22 Teacher student’s interaction takes

place in the classroom.

23 Students are motivated by teachers in

classrooms.

24 Students know the use of dictionary

for the improvement of English

vocabulary.

25 Teachers use full time in class period.

2. Teaching Productive Skills

26 Listening skill is mostly developed in

classrooms.

27 Reading skill of students is developed

in classrooms.

28 Writing skill of students is developed

in classroom.

29 Speaking skill of students is

developed in classrooms.

30 Combination of all four skills i.e.

listening, speaking, reading and

writing is not developed in the

classrooms.

3. Conducive Classroom Environment

31 The environment of classroom is

learner-centred.

238

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

38 Textbook in the subject of English is

not boring (interesting)

39 The course in the subject of English

helps in developing listening skill of

students.

40 the course helps in developing

speaking skill of students

41 The course helps in developing

reading skill of students.

42 The course helps in developing

writing skill of students.

43 Textbook of English is according to

the mental level of students.

5. Evaluation of students

44 Teachers regularly check the

notebooks of students and provide

them with written and verbal

feedback.

45 Formative evaluation of daily lesson

takes place in the subject of English

during class.

46 Summative evaluation of daily lesson

takes place in the subject of English

after class.

47 Monthly or periodical tests are taken

by the teachers of English.

48 Students’ evaluation improves the

four skills of listening, speaking,

reading and writing.

49 Teachers of English are evaluated on

the basis of students’ results.

50 Student’s progress reports are sent to

their parents.

6. Teacher training

239

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.

240

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

NO

Teaching Practices EFFECTIVE LESS

EFFECTIVE

INEFFECTIVE

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

13 Eye-contact of the teacher

14 Gesture and body language of the

teacher

15 Full utilization of teachers’ time

inside the classroom

241

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

21 Assign home work to students

Teaching Productive Skills

22 Development of listening skill

23 Development of speaking skill

24 Development of reading skill

25 Development of writing skill

Conducive Classroom Environment

26 Classroom environment is student -

centered

27 Attitude of English teacher is

friendly.

28 Classroom was fully lightened

29 The seating arrangement facilitated

learning

30 Classroom is overcrowded

Curriculum of English

31 Textbook is interesting

32 Textbook develops listening skills

33 Textbook develops speaking skills

34 Textbook develops reading skills

35 Textbook develops writing skills

242

Evaluation of students

3

6

Students’ evaluation during class

3

7

Students’ evaluation at the end of class

243

Appendix E: List of Principals and Subject Teacher for Pre-Testing of the

Instruments

S. No. Name of Five Principals with Institutions Qualification

1 Mr. Dr. M. Majid Sabir. GTHS Gulbahar

Peshawar.

PhD Education.

2 Mr. Dr. Muhammad Yunas GHS Wazir Bagh

Peshawar.

M.Sc. PhD

(Education)

3 Mr. M. Ali Principal GHS Kafoot Dheri Peshawar. M.A., MEd

4 Mr. M. Rehman Principal GHS Hassan Garhi

Peshawar.

M.A., MEd

5 Mr. Niamat khan Principal GHS Shahi Bala

Peshawar.

M.A., MEd

Name of Ten Subject Teachers

1 Mr. Ameer Khan SST GHS Wazirbagh Peshawar. M.A., MEd

2 Mr. Amjad Ali SST GHS Wazirbagh Peshawar. M.A, MEd, M.Phil.

3 Mr. Assad SST GHS Shahi Bala Peshawar. M.A., MEd

4 Mr. Assad Ullah. SST GHS Shahi Bala Peshawar. M.A., MEd

5 Mr. Atta Ullah SST GHS Hassan Garhi Peshawar. M.A., MEd

6 Mr. Janas Khan SST GTHS Gulbahar Peshawar. M.Sc, M.Ed,

M.Phil.

7 Mr. M. Shakir Azeem SST GTHS Gulbahar

Peshawar.

M.A, M.Ed, M.Phil.

8 Mr. M. Shoaib SST GHS Hassan Garhi Peshawar. M.A., MEd

9 Mr. Niaz Khan SST GHS Kafoor Dheri Peshawar. M.A., MEd

10 Mr. Taj Wali SST GHS Kafoor Dheri Peshawar. M.A., MEd

244

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.

245

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

246

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

12/06/2014 Thursday 10 G.H.S SHAIKHUL BANDA.

11 G.H.S BHURAJ. 13/06/2014 Friday

12 G.H.S KOKAL BARSEEN.

13 G.H.S CHAMHAD. 14/06/2014

16/06/2014

Saturday

14 G.H.S LAKHALA. Monda

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

247

Appendix G: National Curriculum for English Language Grade 9 & 10th

Competency 1: Reading and Thinking Skills

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.

Benchmark 1: Analyze pattern of text organization of various devices used

within and beyond a paragraph a text.

Student Learning Outcomes

Analyze passages in the text to identify the theme, key idea.

Analyze paragraphs to identify words, phrases that support the main idea.

Identify and recognize the functions of pronoun.

Analyze the word order of arranging paragraphs.

Benchmark 2: Analyze complex processes, events, issues and various

viewpoints applying reading comprehension.


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.

Benchmark 3: Analyze information from a visual cue or a graphic organizer to

show complex processes, procedures, comparisons, contrasts and cause and effect

relationship.


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.

248

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).

Benchmark 4: Gather, analyze, evaluate and synthesize information designing

a research project using various aids and study skills.


Use of dictionaries.

Locate appropriate synonyms and antonyms in a thesaurus.

Utilize appropriate informational sources including encyclopedias and

internet sources.

Competency 1: Reading and Thinking Skills.

Standard 2: All students will analyze literary text, relating own experiences to

those of common humanity.

Benchmark 1: Analyze short stories and essays to make connection between

literary text and their own lives.


Analyze story elements: characters, events, setting plot and theme.

Recognize the authors’ purpose and point of view.

Recognize genres of literature, fiction, nonfiction, poetry, legend and myth.

Read and analyze how a writer/ poet uses language to appeal to senses.

249

Competency 2: Writing Skills

Benchmark 1: Analyze a variety of written discourse to use in their own

compositions, techniques for effective text organization, development and authors’

techniques that influence reader:


Develop focus for own writing by identifying audience and purpose.

Writing a unified paragraph on a given topic.

Write an essay on general topic.

Benchmark 2: Write a variety of expository, persuasive, analytical essays and

personal narratives for different purposes and audiences:


Write a personal narrative.

Write a persuasive essay on given topic.

Use summary skill to write summary of a simple passage.

Benchmark 3: Write expository, persuasive analytical essays and personal

narratives to produce academic text.


Write and revise formal letters.

Write and revise Applications.

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.

250

Competency 3: Oral Communication Skills:

Standard 1: All students will use appropriate social and academic conventions

of spoken discourse for effective oral communication.

Benchmark 1: Use extended linguistic exponents to communicate properly for

various functions and co functions of advice, hopes, fears and queries in extended social

environment.


Select and use appropriate expression for various functions.

Ask and respond to questions of academic and social nature.

Express hopes and fears.

Express refusal politely.

Seek and offer advice.

Benchmark 2: Demonstration through formal talks, group oral presentations

and informal interviews


Demonstrate heightened awareness of conventions dynamics of group

discussion and interaction.

Identify and analyze appropriate expressions and interviewing technoques.

Competency 4: Formal and Lexical Aspects of Language.

Standard 1: Pronunciations: All students will understand and articulate

acceptable pronunciation, stress and intonation pattern of the English language for

improved communication.

Benchmark 1: Pronounce new words and use appropriate stress and

intonations.

251


Use the pronunciation key in dictionary.

Recognize silent letters.

Recognize and represent primary and secondary stress.

Standard 2: Vocabulary: All students will enhance vocabulary for effective

communication.

Benchmark 1: Analyze different kind of texts to identify how lexical items are

used to convey different meanings.


Enhance and use appropriate vocabulary and correct spelling.

Translate passage from English to urdu.

Standard 3: Grammar and Structure: All students will understand grammatical

structure and proper use.

Benchmark 1: Recognize grammatical function and concept of tenses.


Demonstrate use of collective, countable and uncountable materials and

abstract nouns.

Illustrate use of pronouns.

Recognize the rules for using indefinite pronouns.

Benchmark 2: Recognize and use punctuation including use of commas in

phrases, complex clauses and sentences.


Illustrate use of punctuation marks learnt earlier.

Recognize and use colon to separate independent clauses.

252

Recognize and use semi colon

Recognize and use hyphen.

Recognize and use parenthesis.

Recognize and use dash as a separator.

253

Appendix H: Table of Contents Subject English Class 10th

Unit Theme Title Reading and thinking Speaking and

writing

1 Ideal Personality/

Role Model

The last

address of

the Holy

Prophet

SAW

Reading for

comprehension

Discussing

incidences of the

unit

Discussing the last

address

Discussing the

unit

Speaking about

any noble

character

Writing the main

points

2 Participatory

citizenship

The

Caliph

and the

Gardner

Reading for

pleasure

Locating the main

idea

Exchanging views

Classroom activity

Discussing the

main characters

Writing about a

character

Analyzing two

different persons

3 Friendship/Values

After

twenty

years

Reading for

comprehension

Exchanging views

Talking about

personality

Discussing the

main points

Discussing the

two characters

Honesty

4 Population Education

Population

Explosion

in

Pakistan

Reading for

Comprehension

Pakistan population

in 1947 and 2012

Writing

population

increase ratio

Impact of

population on

economy

Measure to

control

population

254

5 Gender Equality

Begum

Rana

Liaqat Ali

Khan

Reading for

understanding

Importance of equal

woman rights

Discussing

personality of

Begum Liaqat Ali

Khan

Discussing

personality of

equal Begum

Liaqat Ali Khan

Analyzing her

struggle and

contribution

Arrange a debate

6 Careers/Occupations

the Incom

Tax Man

Mark

Twain

Reading for

comprehension

Locating the main

idea

Exchanging views

Describing

people

Inserting missing

nouns

Writing on the

main point

7 peaceful co-existence

Hazrat

Umar

Farooq

RA

Khawaja

Jamil

Ahmad

Reading for

comprehension

Respecting needs of

human beings

Practicing tolerance

Discussing the

caliphs

sifting the main

point

writing about

similar incidence

8 healthy, Safety

Tobacco

and your

Health

A Report

Reading for

comprehension

Group discussion on

dangers of smoking

Creating a situation

a sick person

Sift the main

points

Making a chart

Visit to a local

hospital

Talking about

healthy

255

9 self, people, places

Muslims of

China

jane Hill

Reading for

comprehension

Knowing other

places

Comparing other

places with your

country

Discussing

about various

places

Exchanging

views

Preparing a

presentation

on

Creating a

situation of a

foreign

student

10 Environment

they Have Cut

Down the Pines

Mary Lisle

Poem

Reading for

pleasure

Reading for

comprehension

Message of the

poem

Discussing

pollution

Locate the

main idea

Key points of

the poem

11 nature

stopping By

Woods On A

Snowy Evening

Robert Frost

Poem

Reading for

pleasure

Reading for

understanding

Appreciation of

nature

Inference

Sifting he

main ideas

Comparison

with summer

season

Likes or

dislikes of

winter

12 Technology/Motivation

“it’s Plain Hard

Work that Does

it”

Charies Edison

Reading for

comprehension

Understanding

scientific

experiments

Group

discussion on

any new

scientific

discovery

Advantages

and

256

Knowing the

eagerness of a

scientist

disadvantages

of science

Locating the

main idea

257

13 Travel Kaghan Valley

Tahir Jahangir

Reading for

pleasure and

Comprehension

Knowing other

places

Sharing views about

Group

discussion about

various places

Main idea of the

unit

Writing about a

visit to any other

place

258

Appendix I: Table of Contents Subject English Class 9th

Uni

t Theme Title

Reading and

thinking

Speaking and

writing

1 Role Model

The Holy

Prophet

Muhammad

(SAW)

Reading for

comprehension

Locating the main

idea

Bring out the main

idea

Discussing the

main character

Writing on the life

of the Holy

Prophet Hazrat

Muhammad

(SAW)

2 Role Model

Allama

Muhammad

Iqbal

Reading for

comprehension

Understanding

special people and

how to help them

Writing about the

importance of

senses

Discussing

feelings of the

author

3 Role Model

Patriotism

Quaid- A

Great leader

John Walton

Reading for

comprehension

understanding

patriotism through

a role model

Appreciating

Quaid’s

personality

Inference

Discussing

people’s belief in

their leader

Writing about a

National Hero

Sharing any travel

experience

259

4 Human Rights The Medina

Character

Locating the main

idea

Respecting human

rights

Practicing

tolerance

Sharing an

Class room

discussion on

human rights

Writing main

points of the text

Discussion on

honouring a

promise

5 Humour/Underst

and Art.

The Snare

Prof.

Mohibullah

Reading for

pleasure

Understand

different kinds of

homour

Thinking of a

different end to

the

Discussing such

stories

Talking about

obedience

Writing a

humorous story

6 Ethics and

values

The Two

Bargains

Reading for

comprehension

Caring about other

people’s needs

Helping the others

Sift the main

points

Writing about

similar incidence

Making flow

charts

7 People and

places, Travel

A Visit to

Swat Valley

H P Stewart

Simplified by

Prof.

Mohibullah

Reading for

comprehension

knowing other

places

Comparing other

places with your

city

Pair discussion

about various

places, people

Writing about a

visit to a historical

place

260

8 Crisis

Management

Avalanche

Anna

Rutgers Van

Der Loeff

Simplified by

Prof.

Mohibullah

Reading for

awareness of a

crises

How to handle in

case of an

earthquake, flood

etc.

Group discussion

on

How to take

decision in a crisis

Writing summary

of the text

9

Motivation for

adopting the

value of

contentment

The Farm

James

Stephens

Simplified by

Prof.

Mohibullah

Reading for

motivation/inspira

tion thinking of a

different end to

the story

Situation

understanding the

character of Bill

Discussing the

theme

Discussing

different character

of the story

Using clues to

insert adjectives

10 Technology

A New

Microbe

O’Henry

Reading for

comprehension

Understanding

scientific

experiments

Inference

Group discussion

on scientific

devices

Advantages and

disadvantages of

scientific devices

11 Role of Media

Confessions of

a TV Addict

Jenny Tbakoff

Reading for

comprehension

Understanding

different branches

of media

Inference

Discussion on TV

Programs

Expressing likes

or dislikes

Importance of

media

261

12 Life skills

Education

‘Hope’ is the

thing with

feathers

Emily

Dickinson(poe

m)

Reading for

enjoyment

Message of the

poem

Significance of the

title

Group discussion

on the main theme

Understanding the

key words

13 Humanity

The Old

Woman

(Poem)

Message of the

poem

Significance of the

title

Understanding the

key words

Presentation on

the theme

14 Appreciation of

Nature

The Daffodils

William

wordsworth

(Poem)

Reading for

appreciating of

nature and

enjoyment

Understanding

emotions and

feelings

Group discussion

Appreciation of

nature

Drawing a scene

15 Presence of God

Almighty

The Voice of

God

Incorporated

Prof.

Mohibullah

(Poem)

Message of the

poem

Significances of

the title

Understanding the

key words

Presentation on

the theme

262

Appendix J: Enrolment of 9th and 10th classes in five districts of KP.

S.No District Tehsil School Name Class Enrolmen

t

1 Abbottabad Abbottabad

GCMHS NO. 2

ABBOTTABAD FOR

BOYS

9 56

2 Abbottabad Abbottabad

GCMHS NO. 2

ABBOTTABAD FOR

BOYS

10 49

3 Abbottabad Abbottabad GHS NO.1

HAVELIAN 9 44


HAVELIAN 10 37


HAVELIAN 9 57


HAVELIAN 10 30

7 Abbottabad Abbottabad GHS NO.3 A/ABAD 9 83




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

25 Abbottabad Abbottabad GHS CHANDO

MAIRA 9 49

26 Abbottabad Abbottabad GHS CHANDO

MAIRA 10 34

27 Abbottabad Abbottabad GHS HARNO

(AZIZABAD) 9 86

263

28 Abbottabad Abbottabad GHS HARNO

(AZIZABAD) 10 70

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

33 Abbottabad Abbottabad GHS KOKAL

BARSEEN 9 60

34 Abbottabad Abbottabad GHS KOKAL

BARSEEN 10 35

35 Abbottabad Abbottabad GHS MAJUHIAN 9 80

36 Abbottabad Abbottabad GHS MAJUHIAN 10 71

37 Abbottabad Abbottabad GHS SUMANDAR

KATHA 9 68

38 Abbottabad Abbottabad GHS SUMANDAR

KATHA 10 63

39 Abbottabad Abbottabad GHS SHEIKH UL

BANDI 9 75

40 Abbottabad Abbottabad GHS SHEIKH UL

BANDI 10 49

41 Kohat Kohat GCHS KOHAT 9 47

42 Kohat Kohat GCHS KOHAT 10 69

43 Kohat Kohat GHS CHAKARKOT

BALA 9 56

44 Kohat Kohat GHS CHAKARKOT

BALA 10 48

45 Kohat Kohat GHS GANDIALY

PAYAN 9 85

46 Kohat Kohat GHS GANDIALY

PAYAN 10 47

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




264

59 Kohat Kohat GHS TOLANG

JADEED 9 28

60 Kohat Kohat GHS TOLANG

JADEED 10 22

61 Kohat Kohat GHS USTERZAI

BALA 9 34


BALA 10 27

63 Kohat Kohat GHS TOGH BALA 9 65

64 Kohat Kohat GHS TOGH BALA 10 97


PAYAN 9 65


PAYAN 10 70

67 Kohat Kohat GHS BILITANG 9 60

68 Kohat Kohat GHS BILITANG 10 61

69 Mardan Takht bhai GHS MAZDOOR

ABAD 9 59

70 Mardan Takht bhai GHS MAZDOOR

ABAD 10 64

71 Mardan Mardan GHS MOHABAT

ABAD 9 94

72 Mardan Mardan GHS MOHABAT

ABAD 10 55

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

77 Mardan Takht bhai GHS PARK TAKHT

BHAI 9 61

78 Mardan Takht bhai GHS PARK TAKHT

BHAI 10 66

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

83 Mardan Mardan GHS LABOUR

COLONY 9 64

84 Mardan Mardan GHS LABOUR

COLONY 10 52

85 Mardan Mardan GHS TORU

MARDAN 9 73

265

86 Mardan Mardan GHS TORU

MARDAN 10 33

87 Mardan Mardan GHS FARAM

KOROONA 9 65

88 Mardan Mardan GHS FARAM

KOROONA 10 47

89 Mardan Mardan GHS KASS

KOROONA 9 54

90 Mardan Mardan GHS KASS

KOROONA 10 52

91 Mardan Mardan GHS KHADI KILLY 9 72

92 Mardan Mardan GHS KHADI KILLY 10 57

93 Mardan Mardan GHS KHAZANA

DHERI 9 48

94 Mardan Mardan GHS KHAZANA

DHERI 10 32

95 Mardan Takht bhai GHS KOT TAKHT

BHAI 9 76

96 Mardan Takht bhai GHS KOT TAKHT

BHAI 10 72

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

115 Peshawar Peshawar GCMHS NO 2 PESH

CITY 75 54

116 Peshawar Peshawar GHS AHMAD

KHEEL 16 12

266

117 Peshawar Peshawar GHS AKHON ABAD 94 66

118 Peshawar Peshawar GHS LANDI ARBAB 92 60

119 Peshawar Peshawar GHS BERIBAGH 93 33

120 Peshawar Peshawar GHS DABGARI

GATE 91 67

121 Peshawar Peshawar GHS GARHI

CHANDAN 18 20

122 Peshawar Peshawar GHS NO 2

GULBAHAR 80 38

123 Peshawar Peshawar GHS GULOZAI 100 92

124 Peshawar Peshawar G.H.S MANAKRO. 40 35

125 Peshawar Peshawar G.H.S GULSHAN

REHMAN. 80 68

126 Peshawar Peshawar G.H.S DEH

BAHADAR. 50 45

127 Peshawar Peshawar G.H.S MERA

URMAR PAYAN. 18 12

128 Peshawar Peshawar G.H.S KANDI KALO

KHEL. 40 25

129 Peshawar Peshawar G.H.S JOGIWARA. 65 48

130 Peshawar Peshawar G.H.S NANAK

PURA. 55 50

131 Peshawar Peshawar G.H.S SALWAN

CANTT. 60 55

132 Peshawar Peshawar G.H.S ZARYAB

COLONY. 98 95

133 Peshawar Peshawar G.H.S WADPAGA. 50 60

134 Peshawar Peshawar G.H.S PAHARI

PURA. 30 35

135 Peshawar Peshawar G.H.S MIA GOJAR. 70 45

136 Peshawar Peshawar G.H.S PAKHA

GHULAM. 90 87

137 Peshawar Peshawar G.H.S ZAHIRABAD. 64 68

138 Swat Barikot GHS ABOHA 9 52

139 Swat Barikot GHS ABOHA 10 48

140 Swat Khwazakhel

a GHS ASALA 9 52

267

141 Swat Khwazakhel

a GHS ASALA 10 38

142 Swat Charbagh GHS GULIBAGH 9 64

143 Swat Charbagh GHS GULIBAGH 10 85

144 Swat Babozai

swat GHS QAMBER 9 89

145 Swat Babozai

swat GHS QAMBER 10 53

146 Swat Babozai

swat GHS MINGORA 9 56

147 Swat Babozai

swat GHS MINGORA 10 55

148 Swat Babozai

swat GHS CHITOR 9 92

149 Swat Babozai

swat GHS CHITOR 10 58

150 Swat Babozai

swat GHS ISLAMPUR 9 87

151 Swat Babozai

swat GHS ISLAMPUR 10 50

152 Swat Kabal GHS KOTLAI 9 71

153 Swat Kabal GHS KOTLAI 10 63

154 Swat Babozai

swat GHS SHAGAI 9 97

155 Swat Babozai

swat GHS SHAGAI 10 74

156 Swat Matta GHS GAWALERAI 9 58

157 Swat Matta GHS GAWALERAI 10 55

158 Swat Babozai

swat GHS JAMBIL 9 60

159 Swat Babozai

swat GHS JAMBIL 10 39

160 Swat Babozai

swat GHS MANGLOR 9 65

161 Swat Babozai

swat GHS MANGLOR 10 180

162 Swat Barikot GHS

NAWAKALAY(B) 9 92

163 Swat Barikot GHS

NAWAKALAY(B) 10 44

164 Swat Barikot GHS PARRAI 9 40

165 Swat Barikot GHS PARRAI 10 55

268

166 Swat Babozai

swat GHS NO.3 MINGORA 9 63

167 Swat Babozai


168 Swat Babozai


169 Swat Babozai


170 Swat Babozai

swat GHS UDIGRAM 9 68

171 Swat Babozai

swat GHS UDIGRAM 10 57

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

176 Swat Babozai

swat

GCMHS WADUDIA

FOR BOYS 9 50

177 Swat Babozai

swat

GCMHS WADUDIA

FOR BOYS 10 58

178 Swat Khwazakhel

a GHS K/KHELA (B) 9 67

179 Swat Khwazakhel

a GHS K/KHELA (B) 10 58

180 Swat Barikot GHS BARIKOT 10 50

181 Swat Barikot GHS IHENGARO

DHERI 9 67

182 Swat Barikot GHS SWEGALAI 10 40

A Thesis Submitted By Jehangir Adil Supervised By Prof. Dr ...

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