Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

2'& 2'13

www.iiste.org

English Background as the Predictors for Students Speaking Skills in Pakistan

(r. Ifti)*ar +ussain Jafri 1 Sa,id -ousuf .ai 2/ (r. 01,ad 0li 0rain 3 2a1al 0*1ed Soo1ro % 1. 3acult4 of Education& 5ni6ersit4 of Sind*& Pa)istan 2. 5ni6ersit4 of 0r)ansas& 3a4ette6ille 07& 5S0 3. (epart1ent of Education& S*a*eed 8ena9ir 8*utto 5ni6ersit4 Nawa:s*a*& Pa)istan %. ;est $irginia 5ni6ersit4& <organtown ;$& 5S0 / E-1ail of t*e corresponding aut*or= sa4ousuf>uar).edu Abstract ?*is paper is :ased on t*e Englis* :ac)ground of t*e students as t*e predictors for students Englis* spea)ing s)ills at t*e secondar4 le6el at pro6ince of Sind*& Pa)istan. 0 @uestionnaire was designed for students of grade11& w*ic* was used to collect data fro1 A' 1ale students of t*e pu:lic institutes in district +4dera:ad& Pa)istan. ?*ere were t*ree independent 6aria:les used in t*is stud4= ("1 eit*er students attended Englis* language institute& ("2 nu1:er of 4ears students were educated in Englis* 1ediu1 sc*ools& and ("3 last classBs Englis* score. ?*e dependent 6aria:le was Englis* spea)ing score (- . StudentsB spea)ing s)ills were assessed :4 a standardi9ed ru:ric designed :4 language eCperts. ?*ere were four researc* @uestions for1ulated. (ata was anal49ed using linear and 1ultiple regression& and t-test in S0S D.2 (Statistical 0nal4sis S4ste1 . ;it* EF'.'5& t*e result indicates t*at t*ere is a significant relations*ip :etween student last classBs Englis* score (NFA'& <F5'.%5& S(FD.'' and t*eir spea)ing scores (NFA'& <F11.77& S(F3.21 & r F '.73& pG'.''1. ?*e nu1:er of 4ears educated in Englis* 1ediu1 sc*ool (: F '.22& t F2.'5 and last classBs Englis* score (: F '.2A& t F !.2A& p G.'''1 were found significant predictors at 72 F'.57& 3(2&57 F37.2'& pG'.''1. No statistical significance was indicated in students spea)ing score :etween t*ose w*o attended Englis* language institute (NF%!& <F 12.'%& S(F 3.%3 and t*ose w*o did not attend an Englis* language institute (NF12& <F 1'.A7& S(F 1.!3 & t(5! F H1.3%& p F '.1D. Interaction wit* students s*owed t*at 1ost of t*e students do not spea) Englis* wit* fellow students :ecause of s*4ness and lac) of confidence. Keywords: Englis* spea)ing& language& spea)ing s)ills& secondar4 sc*ool 1. ntroduction ?*e 1ain 1oti6e of Education is to enlig*ten 1an fro1 t*e deep slu1:er and t*e dar)ness of oneBs false con6ictions. It en*ances 1anIs 1ind to 1a)e *i1 curious a:out different learning a6enues to wander and capture t*e pearls and treasures. ?o cope up wit* world c*anging conditions and reac*ing to t*e top steeple& one *as to cli1: a ladder and for t*at Englis* Janguage is considered to :e an i1portant 6e*icle or source especiall4 in de6eloping countries suc* as Pa)istan. No one can ignore t*e i1portance of it and its need to grasp t*e essence of )nowledge. No countr4 can li6e an isolated life in t*is 1odern era. 0ccording to ?*ir1u1alai (2''2& p.1 & KJanguage so far we )now is so1et*ing specific to *u1an fro1 all li6ing :eings. Janguage t*erefore re1ains potentiall4 a co11unications 1ediu1 capa:le of eCpressing ideas and conceptsL. ?*ere is a dire need of political& econo1ical& and cultural lin) wit* t*e rest of t*e world. ;e s*all& t*erefore *a6e to depend on Englis* for contact wit* western t*oug*ts and cultures. 0nd t*ese :ot* are not understanda:le until we *a6e Janguage proficienc4. ;*et*er one accepts it or ignore t*e fact t*at 1an is ,udged :4 *is language orac4. 0ppearance and affluence go sideline if t*e 1out* is failed to eCpress *is t*oug*ts wit* accurac4 and fluenc4. ?*e world is ac)nowledging t*e i1portance of Englis*& countries li)e M*ina and Japan w*o :elie6ed in t*eir Janguage sufficienc4 are now c*anging t*eir 1ode and eCploring Englis* to get in touc* wit* fast paced life st4le. #ur countr4& Pa)istan& is 4et facing t*e pro:le1 of :ilingualis1 and trilingualis1. 0 lot of Pa)istani students can not follow Englis* language properl4 in t*eir classes as a result 1ost of t*e1 fail in Englis* eCa1inations (?*ir1u1alai& 2''2 . Englis* is co1pared to 5rdu or Sind*i w*ic* s*ould not :e :ecause Englis* is learnt world-wide to get a closure to worldBs resources. 0t one side we get ent*used :4 t*ose w*o spea) it and on t*e ot*er *and we 1a)e oursel6es reali9ed t*at nati6e speec* is our first priorit4 if t*at is so t*en we *a6e to co1e out of its influence :ut we cannot do it. Englis* language learning *as 6ast di6ersit4 and 1an4 wa4s are in6ented :4 pedagogues :ut 4et our strateg4 is not well con6ersant. Jearning an4 language re@uires s)ill. ?o ac*ie6e t*e o:,ecti6es of learning& four s)ills are alwa4s discussedN t*ese are Jistening& Spea)ing& 7eading and ;riting. Mategoricall4 spea)ing co1es at first& spea)ing Englis* is a)in to good )nowledge of t*e su:,ect. 0n aura is i1perati6e to spea) Englis* fluentl4. In our classroo1 situation stress is laid on reading. ?*at is ,ust to put a cart :efore a *orse. <odern educationists are of t*e 6iew t*at teac*ing a language s*ould start wit* oral presentation :ecause it can :e a great *elp in t*e learning of reading and writing s)ills :ot* t*ese s)ills are :ased upon t*e spo)en language. Speec* is pri1ar4&

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

original& under 6iewed and t*e onl4 one of t*e s)ills t*at can :e self-sufficient in practice (?a*ir& 2''D . !. "ationale ?*e education s4ste1 of Pa)istan is de6oid of e@uani1it4. It fosters a teac*ing w*ic* *as created class co1pleC. Oenerall4 two classes *a6e e1erged& classified as pu:lic and pri6ate sector. ?*e pri6ate sector *as put up its effort to en*ance t*e spo)en s)ills of students :ut pu:lic sector w*ic* is a do1inant part of our countr4 is 4et fail in pro6iding an aura to increase proficienc4 in Englis* spea)ing. Secondar4 le6el studentsB *a6e lac) spea)ing s)ills and *ence passing fro1 anCiet4. #ur instructional 1et*odologies lac) persistenc4 and effectual i1pact on studentsB 1ind. ?*eir :ase s*ows t*e pat*etic picture of t*eir language grasp al:eit t*e4 are talented and curious to learn. ?*e4 consider Englis* as so1et*ing difficult to reac*. #. Significance ?*e purpose of t*is stud4 is to in6estigate t*e relations*ip of studentsB spea)ing s)ills wit* t*eir last classBs Englis* score& t*eir nu1:er of 4ears educated in Englis* 1ediu1 sc*ools& and w*et*er t*e4 attended Englis* language institutes or not. ?*e findings will :e *elpful to polic4 1a)ers& curriculu1 de6elopers& teac*ers& parents& and students. $. "esearch %uestions 1. Is t*ere an4 significant relations*ip :etween students last classBs Englis* score and t*eir current spea)ing s)illsP 2. Is t*ere an4 significant relations*ip :etween t*e nu1:er of 4ears students were educated in Englis* 1ediu1 sc*ool and t*eir current spea)ing s)illsP 3. ;*at is t*e influence of Englis* 1ediu1 sc*ooling and last classBs Englis* score to predict students spea)ing s)ills. %. Is t*ere an4 significant difference :etween t*e spea)ing s)ills of students w*o attended Englis* language institutes and t*e students w*o did not attend Englis* language institutesP &. "e'iew of (iterature E6er4 nation *as different languages to spea) and co11unicate :ut t*e language w*ic* is connecting all races toget*er is Englis*& w*ic* *as gained world popularit4 and fa1e. It is responsi:le for our contacts wit* t*e outside world as a lin) wit* t*e west and ot*er part of t*e world. Englis* is :ound to retain a significant place. No countr4 can li6e an isolated life in t*e 1odern era. In Pa)istan& Englis* is :eing taug*t as a second co1pulsor4 language. It is a foreign language and occupies an international position *ardl4 en,o4ed :4 an4 ot*er language. <oreo6er& t*e political supre1ac4 of t*e Englis* people led to t*e rapid spread of t*e Englis* language. ?*e rising power of t*e 5nited States of 01erica and its fast spreading influence pla4ed a 6ital role in guiding t*e growt* of Englis* and *elping it assu1e an e1inent position all o6er t*e world. Its pri6ileged position is reco11ended for t*e following reason. 0n international Janguage of co11unication. Janguage of t*e +ig*er Profession. 0 language of world )nowledge. 0 ric* store of literature. International ECc*ange of ?eac*ers and students (?a*ir& 2''D . <a*:oo:(2''3 argued t*at Englis* is a powerful international language& and t*at t*is power refers t*at Education pla4s a 6ital role in education around t*e world& including in <usli1 countries suc* as Pa)istan& Indonesia& and 8anglades*. +e furt*er argues t*at Englis* is considered as t*e status of societ4 (<a*:oo:& 2''5 . ?*oug* t*e national language of Pa)istan is 5rdu :ut still Pa)istan is t*e Dt* Englis* spea)ing countr4 in t*e world wit* 1! 1illion people can spea) Englis* (Oa99ana& 2'1' . ?*iru1ulai(2''2 Englis* is learned e6er4w*ere :ecause people *a6e found out t*at )nowledge of Englis* is a passport for :etter career& :etter pa4& ad6anced )nowledge& and for co11unication wit* t*e entire world. In t*is co1puter age& Englis* is :ound to eCpand its do1ains of use e6er4w*ere. E6er4one wants to appropriate Englis* as t*eir own. Englis* is t*e official language in Pa)istan. ?oda4& we need Englis* 1ainl4 fro1 t*e utilitarian point of 6iew rat*er t*an t*e cultural purposes. 0s a language of great utilit4& Englis* ser6es as t*e 1ediu1 t*roug* w*ic* we can esta:lis* contact wit* t*e intellectual world a:road and t*us )now w*at is *appening elsew*ere. ?*erefore& t*e 1ain purpose of teac*ing Englis* is not to gi6e our students access to literature :ut to 1a)e t*e1 acti6e user of si1ple& natural and li6ing Englis* (?a*ir& 2''D . 0:id (2''5 & in t*e 1odern world need of Englis* is i1perati6e and it can 6er4 con6enientl4 :e granted t*e status of Jinguafranca. +e furt*er sa4s& K;e *a6e to c*ange our 14opic outloo) and concede t*is fact wit*out feeling an4 danger to our sense of patriotis1 or 31

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

independence t*at Englis* is t*e 1ost i1portant international languageQ;e 1ust *a6e proficienc4 in t*is language.L(p. 25' . In addition to t*is& a 6isiting professor of linguistics (r. Peter Orund4& *onorar4 fellow at t*e language center& of t*e 5ni6ersit4 of (ur*a1& 52& and a 6isiting professor of linguistics at t*e 5ni6ersit4 of $ienna& 0ustralia& was in 2arac*i for t*e Spelt (Societ4 of Pa)istan Englis* Janguage ?eac*ers . +e does not agree wit* p*rase R3oreign JanguageB and ter1s it as an old fas*ioned 8ritis* wa4 of descri:ing it *e eCplains t*at if *e wants to learn 5rdu& *e will learn it as 5rdu not as a foreign languageN si1ilarl4 Englis* :e learnt as a language :ecause it is t*e lingua 3ranca (language of co11unication of t*e world. ((r. Orunda4& SPEJ? conference& #cto:er 1%& 2'11 . ). Proble*s of English pronunciation ?*ere is a uni@ue 1et*od to o6erco1e pronunciation pro:le1s so1eti1es see1s 1eaningless since t*e pronunciation errors c*ange fro1 one societ4 to anot*er and e6en a1ong t*e learners (<en9el et. al.& 2''1 . Pa)istan :eing a linguisticall4 di6erse region *as a diglossic situation in w*ic* two or 1ore distinct languages can :e used :4 t*e sa1e speec* co11unit4 (0)ra1 S -as1een& 2'11 . Englis* pronunciations are 1ore slips*od and slo6enl4 t*an in an4 ot*er language in Europe. ?*ere is no correspondence :etween spelling and pronunciation. So1eti1es t*e words are pronounced ali)e :ut t*e4 are spelled differentl4 and 6ice 6ersa. ?*e following are t*e difficulties t*at our students face in learning Englis* pronunciation (+ussain& 2''5 = a (ifficulties wit* 6owel and consonant sounds : (ifficulties wit* stress c (ifficulties wit* intonation d (ifficulties wit* r*4t*1 e (ifficulties wit* ort*ograp*4 +. "esearch ,ethodology ?*e researc*er used 1ultiple regression anal4sis tec*ni@ues and t-test to anal49e data. ?*e e1p*asis was gi6en in practical approac* of researc*. #ne close ended @uestionnaire was designed for students for data collection. ?*e students spea)ing s)ills was assessed :4 standardi9ed ru:ric designed :4 language eCperts. ?*e results of studentsI spea)ing s)ills were anal49ed against t*eir independent 6aria:le. ?*ere were t*ree independent 6aria:les (I$ and one dependent 6aria:le (($ (ependent 6aria:le H studentsB spea)ing s)ill score ( Independent 6aria:les H attended Englis* language institute ("1 & nu1:er of 4ears educated in Englis* 1ediu1 sc*ools ("2 & students last classBs Englis* score ("3 . 7.1 Instrument 0 @uestionnaire was de6eloped :4 t*e researc*er wit* t*e *elp of related literature. ?*e @uestionnaire was used to collect data fro1 students. ;it* t*e *elp of Englis* language eCperts& t*e researc*er also assessed students spea)ing s)ills :4 standardi9ed ru:ric. ?*e Englis* spea)ing test was :ased on si1ple introduction& general li)eness and dis-li)eness& *o::ies& and acti6ities. ?*e duration of t*e Englis* spea)ing test was ten 1inutes. Students were not assessed :4 t*eir )nowledge. ?*e4 were assessed :4 t*eir pronunciation& structure& co*esion& co*erence& and selection of appropriate words. 7.2 Population ?*e population for t*is stud4 was all t*e students of grade "I (refereed as first 4ear of college of pu:lic *ig*er secondar4 sc*ools and colleges in t*e district +4dera:ad& Pro6ince of Sind*& Pa)istan. 7.3 Sample ?*e A' students were selected rando1l4 as a sa1ple for t*is stud4 fro1 all t*e pu:lic institutes of Sind*& Pa)istan. 7.4 Procedure 0s a first step& a @uestionnaire was filled :4 students in w*ic* t*e4 were as)ed to gi6e t*eir :ac)ground infor1ation regarding Englis* language. ?*e researc*er wit* t*e *elp of Englis* language eCperts assessed Englis* spea)ing s)ills of students :4 standardi9ed ru:rics. ?*e scores of t*e Englis* spea)ing test ranged fro1 1 to 2' w*ic* was t*e independent 6aria:le in t*is stud4. ?*e scores of students spea)ing s)ills were t*en 1atc*ed against studentsB nu1:er of 4ears attended Englis* 1ediu1 sc*ools and t*eir pre6ious Englis* eCa1ination score. ?*e sa1ple *ad one dic*oto1ous 6aria:le of eit*er t*e4 *a6e attended Englis* language institute or not. ?*e re@uired statistical procedures were run on S0S to interpret t*e results. -. "esults 0s t*ere are t*ree independent predictors and one dependent 6aria:le& linear and 1ultiple regression anal4sis were used as t*e 1ain statistical procedure for t*e purpose to answer t*e researc* @uestions.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

;it* EF'.'5& t*e two 6aria:les last classBs Englis* score ("3 and students Englis* spea)ing scores (- are *ig*l4 correlated. ?*e result indicates t*at t*ere is a significant relations*ip :etween student last classBs Englis* score (NFA'& <F5'.%5& S(FD.'' and t*eir spea)ing scores (NFA'& <F11.77& S(F3.21 & r F '.73& PG'.''1. ?*e coefficient of deter1ination r2 is '.53& w*ic* 1eans t*at 53.%2T of t*e 6ariance can :e eCplained :4 t*e 1odel. It s*ows t*at 53.%2T Englis* spea)ing scores can :e predicted :4 )nowing student last classBs Englis* score. Englis* language institutes are also t*e factors t*at affect students spea)ing s)ills. ?*e results s*ow t*at t*e students w*o attended Englis* language institute& t*eir last classBs Englis* score (NF%!& <F51.%A& S(FD.%' is correlated wit* Englis* spea)ing scores (NF%!& <F12.'%& S(F3.%3 & r F '.73& PG'.''1. ?*e coefficient of deter1ination r2 is 53.75T w*ile t*e students w*o did not attend Englis* language institute& t*eir last classBs Englis* score (NF12& <F%A.%2& S(F5.D3 is correlated wit* Englis* spea)ing scores (NF12& <F1'.A7& S(F1.!3 & r F '.57A5. ?*e coefficient of deter1ination r2 is 33.23T. ;it* EF'.'5& t*e result indicates t*at t*ere is no significant relations*ip :etween t*e nu1:er of 4ears educated in Englis* 1ediu1 sc*ool (NFA'& <F5.25& S(F2.A1 and students Englis* spea)ing scores (NFA'& <F11.77& S(F3.21 & rF'.22& pF'.1'. ?*e coefficient of deter1ination is %.7T w*ic* 1eans t*at onl4 %.7T students spea)ing scores were eCplained :4 t*eir nu1:er of 4ears attended Englis* 1ediu1 sc*ool. ;*en studentsB spea)ing s)ills is predicted& t*e results s*ow t*at wit* EF'.'5& t*e nu1:er of 4ears educated in Englis* 1ediu1 sc*ool (: F '.22& t F2.'5& pF'.'%%! and last classBs Englis* score (: F '.2A& t F !.2A& p G.'''1 were significant predictors. ?*e :ot* predictors predicted t*e proportion of 6ariance in Englis* spea)ing scores& r2 F'.5A& 3(2& 57 F37.2'& pG'.''1. ?*e o6erall 1odel fit was r2F'.5AA2 w*ic* 1eans t*at 5A.A2T students spea)ing s)ills were eCplained :4 two predictors (i.e. Jast 4earBs Englis* score and t*e nu1:er of 4ears attended Englis* 1ediu1 sc*ool . ?*e 1ultiple regression e@uation to predict students spea)ing score is defined as& Englis* spea)ing score F -2.3A U '.2A(Jast 4earBs Englis* score U '.22 (nu1:er of 4ears attended Englis* 1ediu1 sc*ool . 0n independent t-test was used to find if t*ere was an4 significant difference :etween t*e spea)ing s)ills of students w*o attended Englis* language institutes and t*e students w*o did not attend Englis* language institutes. ?*e t-test result wit* EF'.'5& no statistical significance was indicated in students spea)ing score :etween t*ose w*o attended Englis* language institute (NF%!& <F 12.'%1& S(F 3.%2A! and t*ose w*o did not attend Englis* language institute (NF12& <F 1'.AAA7& S(F 1.!257 & t(5! F H1.3%& p F '.1!A3. .. /iscussion Pa)istani educators are concerned t*at t*e Englis* language is taug*t in Pa)istan in 6er4 unsatisfactor4 condition (;arsi& 2''% . ?eac*er of Englis* *as a :ig responsi:ilit4 to foster and especiall4 if t*e 1atter is of inter1ediate le6el t*e student need 1uc* concentration and conduci6e pedagogies. Englis* teac*ers need sound )nowledge and of general linguistics w*ic* will *elp t*e1 to for1ulate for t*eir relations*ip :etween language and literature& to find out t*e essential ele1ents in t*e learning of t*e Englis* language& to *a6e )nowledge of conte1porar4 Englis* and also to stud4 t*eir local 6ariet4 of Englis*. Englis* teac*ers *a6e to secure a sta:le :asis for teac*ing and 1aintaining a reasona:le spo)en standard t*roug* a stud4 of p*onetics of Englis*. ?*e 1et*ods of teac*ing a foreign language li)e Englis* are deter1ined :4 t*e ai1s of teac*ing t*e language. ?*oug* students are considered to learn Englis* spea)ing fro1 t*eir educational institutes& t*ere are ot*er internal and eCternal factors t*at affect Englis* spea)ing s)ills in students. ?*e internal factors li)e selfconfidence& co1petenceV learning a:ilit4& and tendenc4 towards spea)ing Englis* language and t*e eCternal factors li)e en6iron1ent& fa1il4& teac*ing 1et*odolog4& and sc*ool curriculu1. 3a1il4 status also deter1ines learning of t*e Englis* language. 0ccording to 7a*1an (2''2 & Englis* is considered as t*e language of t*e elite class. Parents wit* *ig*er le6els of education are also 1ore li)el4 to dee1 strongl4 in t*eir a:ilities to *elp t*eir c*ildIs education. Students w*o do not get t*e sa1e at1osp*ere of language learning in t*eir *o1es get difficult4 in learning Englis* language. If fa1il4 en6iron1ent is conduci6e for Englis* learning and spea)ing t*en it will affect studentBs learning in classroo1. Mole1an (2'1' argued in *is stud4 t*at parents s*ould spea) Englis* at *o1e so t*at stud4ing in sc*ool s*ould :e easier for t*eir c*ildren. ?*e results of t*is stud4 indicate t*at Englis* spea)ing scores is influenced 53T :4 studentsB last class Englis* score. Students learned in t*e last class wit* Englis* as a su:,ect& t*e4 s*owed t*eir co1petenc4 in Englis* spea)ing in t*e neCt class& 1eaning t*at t*eir s)ills were reflected in t*eir spea)ing. 3urt*er& it can :e concluded t*at spea)ing scores are not related to t*e nu1:er of 4ears Englis* language studied rat*er it can :e t*e effect of so1e ot*er factor suc* as t*e @ualit4 of teac*ing. If a student is a:le to learn Englis* under @ualified and s)illed teac*ers t*en *eVs*e will learn Englis* @uic)l4& so a nu1:er of 4ears doesnBt 1atter rat*er @ualit4 of teac*ing 1atters. ?*e results also indicate t*at t*ere is no significant difference :etween t*e spea)ing s)ills of students w*o studied at Englis* institutes and t*ose w*o did notN it is reco11ended t*at in order to i1pro6e students spea)ing s)ills& t*e4 need not to attend Englis* institutes or Englis* 1ediu1 sc*ools :ut t*e4 s*ould de6ote t*eir full ti1e and efforts to t*eir regular class Englis* learning. 0ccording to 7a*1an (2''2 & it is 6er4 i1portant to

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

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)now Englis* to get a good ,o: in 1ilitar4& :ureaucrac4& and t*e pri6ate sector. ?*ere is a dire need of political& econo1ic and cultural lin) wit* t*e rest of t*e world. ;e s*all& t*erefore& *a6e to depend on Englis* for international :usiness& politics& and 1ainl4 on Englis* for contact wit* western t*oug*t and culture (S*a*id& 2''2 . ?*ere is also a lac) of Englis* en6iron1ent in Pa)istani educational institutes. Students do not get an4 c*ance eit*er in t*e classroo1 or outside to spea) Englis*. Spea)ing is not a part of our eCa1inations. Jearning to spea) also de1ands a lot of practice and attention (8as*ir& 2'11 . 2nowing a language i1plies 1aster4 of :asic speec* sounds& gra11atical patterns and essential 6oca:ular4 (?a*ir& 2''D . In sc*ool le6el& ?eac*ers usuall4 follow Ora11ar Htranslation and direct H1et*od in classes w*ic* *a6e i1portance for t*e students of learning Englis* as a second language :ut w*en one wants to gi6e it an i1portance of first language 1uc* effort is needed to :e fostered. "eferences 0:id +ussain and et al. (2''5 . Englis* co1pulsor4 code no=A51& unit 1-D& 0I#5& Isla1a:ad& 25'. 0)ra1& 0.& S -as1een& 7. (2'11 . 0ttitudes towards Englis* S Pun,a:i language learning in 3aisala:ad. Journal of Academic and Applied Studies& 1(4)(1D25-D31" & D. 7etrie6ed fro1 www.acade1ians.org. 8as*ir& <. (2'11 . 3actor effecting studentsB Englis* spea)ing s)ills. British Journal of Arts and Social Sciences& 2(1 & 2'11. doi= 2'%A-D57!. Mole1an& +. ?*e 8ritis* Mouncil& (2'1' . eachin! and learnin! in Pa"istan# he role of lan!ua!e in education. Isla1a:ad& Pa)istan= ?*e 8ritis* Mouncil. (r. Orund4& P. (2'11 . Monference= International conference of t*e Societ4 of Pa)istan Englis* Janguage ?eac*ers (SPEJ? . 7etrie6ed fro1 official we:site of (awn news paper& *ttp=VVwww.dawn.co1.p) & date of retrie6ed 15 No6e1:er 2'12. +ussain& I. (2''5 . 0n eCperi1ental stud4 of teac*ing Englis* t*roug* direct and traditional 1et*ods at secondar4 le6el& uni6ersit4 Institute of Education and researc*& t*e uni6ersit4 of 0rid 0griculture 7awalpindi& Pa)istan& 1'2-1'7. <a*:oo:& 0*1ar (2''3 . Englis* as an Isla1ic language= a case stud4 of Pa)istani Englis*. ;orld Englis*es& $ol. 2!& No. 2& 2''D& 75H1!D. <a*:oo:& 0*1ar (2''5 . 0 discussion on world Englis*es and ?ES#J. Paper presented at t*e ?ES#J International Mon6ention& <arc*& San 0ntonio= ?". <arcos Oa99ana. (2'1'& #cto:er 2' . ?op Englis*-spea)ing countries W8log postX. 7etrie6ed fro1 *ttp=VV:log.apast4le.orgVapast4leV2'1'V11V*ow-to-cite-so1et*ing-4ou-found-on-a-we:site-in-apa-st4le.*t1l. <en9el& ;olfgangN +erron& (anielN <orton& 7ac*elN Pe99otta& (arioN +owart*& Peter (2''1 . Interacti6e Pronunciation ?eac*ing. $e%A&&. $ol. 13& Issue= 1. 7e*1an& ?. (2''2 . Janguage polic4& 1ultilingualis1 and language 6italit4 in Pa)istan& Yuaid-i-09a1 5ni6ersit4& Isla1a:ad& Pa)istan& 1-5. S*a*id S. <. (2''2 . ?eac*ing of Englis*& .. 0. Printers Ja*ore& green line printers& I-1' <ar)a9& Isla1a:ad& 72&73. ?a*ir& < . S. (2''D . <odern approac* to teac*ing of Englis*. .. 0. Press& 0l-<ustafa pla9a A 7oad 7awalpindi& 1-!& 35& 117. ?*iru1alai. (2''2 . 0n Introduction to ?eac*ing to spea)ers of ot*ers languages (?ES#J & language in India strengt* for toda4 and :rig*t *ope for to1orrow& 2& 1& 3& 31. ;arsi& J. (2''% . Monditions under w*ic* Engli*s is taug*t in Pa)istan= an applied linguistic perspecti6e. Sarid Journal& 1. ?a:le 1. ?*e correlation 1atriC of all 6aria:les 0ttended Englis* Spea)ing s)ill (Janguage institute ("1 N <ean S.( "1 "2 "3 A' 11.77 3.21 1.'' '.17 '.22 '.73 A' '.!' '.%' '.17 1.'' -'.'D '.23

Nu1:er of 4ears attended Englis* 1ediu1 sc*ool ("2 A' 5.25 2.A' '.22 -'.1 1.'' '.'5

Jast 4earBs Englis* score ("3 A' 5'.%5 D.'' '.73 '.22 '.'5 1.''

3%

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2'& 2'13

www.iiste.org

?a:le 2. 7egression 1odel su11ar4 of t*e nu1:er of 4ears attended Englis* 1ediu1 sc*ool ("2 and last classBs Englis* score ("3 wit* students spea)ing score (N A' df 2 7 '.75 72 '.57 0d,usted 72 '.55 3 37.2' p G.''1

?a:le 3. 7egression 1odel su11ar4 of all independent 6aria:les (i.e attended Englis* Janguage institute ("1 & t*e nu1:er of 4ears attended Englis* 1ediu1 sc*ool ("2 & and last classBs Englis* score ("3 wit* students spea)ing score (N A' 'f 3 7 '.75 72 '.57 0d,usted 72 '.5% 3 2%.%% p G.''1

20

Student English Speaking sco e

18 16 14 12 10 8 6 4 2 0 30 35 40 45 50 55 60 65 70 R = 0.5342

!ast class"s English sco e

3igure 1. Scatter grap* of student Englis* spea)ing score against t*eir last classIs Englis* score.

35

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