Teachers' Perception of English Language Teaching at Tertiary Level Education in Pakistan
Bibliographic Data
| ID | 22237754 |
|---|---|
| Authors | Ishtiaq Ahmad (0000-0001-8622-7713, Government College University, Faisalabad, corresponding author) |
| Year | 2020 |
| Volume | 4 |
| Issue | 1 |
| Pages | 191-203 |
| Publication date | 2020-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Pakistan Social Sciences Review (JOURNAL) |
| Journal identifiers | ISSN: 2664-0422 • E-ISSN: 2664-0430 |
| Publisher | Fatima Gohar Educational and Welfare Society (PUBLISHER) |
| DOI | 10.35484/pssr.2020(4-i)16 |
| OpenAlex | W3015399742 |
| Language | EN |
| References cited | 6 |
This study has investigated English Language Teaching (ELT) in Pakistan from the perspective of both male and female ELT teachers at a 4-year BS English program of public and private sector universities of Pakistan. Simple random sampling procedure was adopted for the selection of the sample of universities and teachers. Survey questionnaires on dichotomous scale were used to collect the data from 80 ELT teachers of both genders from 10 universities of Pakistan to investigate their perceptions. The survey responses were analyzed quantitatively by using the descriptive statistics. The results showed that the ELT teachers considered that Activitybased Interactive Method best suits English language pedagogic process and communicative competence is the most important outcome of ELT at tertiary level education in Pakistan. Based on the findings of the study, it has been recommended that capacity of in-service ELT teachers may be built and policy reforms in English language curricula and pedagogical practices should be introduced to synchronize the perceptions of ELT teachers
English language · Linguistics · Mathematics education · Pedagogy · Perception · Sociology · Tertiary level · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |