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
 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
Signature and Date
External Examiner

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

ii
 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.

iii
 Acknowledgements
First of all, the researcher is grateful to Almighty Allah, Who gave him strength
to complete this work. Thereafter, all thanks are due to the Holy Prophet Muhammad
(PBUH), who received revelation of Allah ‘Read in the name of Allah.’

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

iv
 Abstract
It was a descriptive and diagnostic study, which made an analysis of the
teaching practices in the subject of English at the secondary school level in five districts
of Khyber Pakhtunkhwa (KP) province, Pakistan. These districts were Abbottabad,
Kohat, Mardan, Peshawar and Swat, which were randomly selected from different
administrative divisions with a view to generalize the results of the study to the entire
province. The rationale of the study was based on the consideration that effective
learning of students largely depended on the effective and relevant teaching practices
of English language teachers. It was, therefore, imperative that subject teachers should
have not only command over the subject of English but also have the necessary
pedagogical skills. The large scale failure of students was owing to the poor quality of
teaching in the Subject of English. It was, in this background, that a diagnostic study of
teaching practices in the subject of English at the secondary school level was considered
necessary. The main objectives of the study were to review relevant literature for
drawing indicators for development of instruments; identification and description of
different teaching practices in the subject of English at the secondary school level in
order to know their strengths and weaknesses for remedial solution of the problem of
the study. In order to achieve these objectives key questions were framed, which asked
about the current English teaching practices of Government Boys’ High Schools’ their
strengths and weaknesses and recommendations for improvement. In order to fit the
problem of the study in the general framework of research relevant literature both in
local and global perspectives was reviewed. Exhaustive description of the four
important English language skills: listening; reading; writing and speaking was given.
A sizable literature was reviewed on the role of A.V. Aids; teacher training of the
subject teachers in English; classroom environment; the curriculum and its models; the
evaluation of students and finally a critique of the literature review was provided. The
methodology of the study focused on accurate and factual description of the facts and
features of the given population; a clear purpose and statement of the problem and
development of a set of research tools on the basis of indicators drawn from literature
and their pilot testing. The instruments for data collection included an opinionnaire for
school heads and subject teachers and a checklist for classroom observation of 9th and
10th classes in all the 104 sampled Government Boys’ High Schools in the selected
districts. The opinionnaire contained 54 items with five options based on Likert’s scale.
The Checklist of Classroom observations contained 37 items with three options. The
quantitative data were analysed with the help of tables and graphs and interpreted with
the help of simple and complex statistical measures such as percentages; Chi square
and Odd Ratio were calculated to assess the association. The qualitative data were also
discussed and described in narrative form. The population of the study included all the
104 Principals/Headmasters and 208 Subject Teachers in the subject of English of
Government Boys’ High Schools both in urban and rural areas of the five selected
districts of the province. The sample included 30% heads of schools and 30% subject
teachers. Data were collected both from primary and secondary sources and given
qualitative and quantitative treatment. The outcome of the study revealed the failures
v
of all the subject teachers to use lesson plans. There was no use of the Direct Method
of Teaching, which could help in promoting speaking skills of students. The teachers
simply depended on Grammar Translation Method and Reading Methods. It was owing
to the fact that the teachers themselves were not exposed to the Direct Method of
Teaching in the Teacher Training Colleges where they received the training. The
ground realities during classroom observations did not confirm some of the statements
of the Principals and Subject Teachers. For example, contrary to their statements, it
came to light in classroom observation that students were not motivated and prepared
for the next lessons and no formative and summative questions were posed to them
during teaching by the subject teachers. There was also no interaction between teachers
and students. The classroom environment was also mostly not found congenial to
proper teaching learning process. The study answered all the three key questions and
highlighted the strengths and weaknesses of the current teaching practices. The
strengths were that teachers used Grammar Translation Method which, in the absence
of Direct Method, suited the socio-cultural environment of the localities. They utilized
full time in classes; made use of dictionary; their teaching practices developed three
skills of listening; reading and writing. The weakness of the current teaching practices
based on the opinionnaires and class room observations were that teachers did not use
lesson plans; did not use Direct Method of Teaching, which could promote the speaking
skills of students. They also did not use Audio-lingual and Communicative Methods.
Teachers lacked the potential and ability to use Direct Method and their training in the
subject of English was half-baked, which required improvement. The study made a
couple of recommendations for remedial solution of the problem. Those included
complete training of Teachers in the subject of English and their exposure to an
orientation enabling them to play an effective role in teaching the students with the help
of Direct Method; promoting interaction between classroom teacher and students;
providing classroom environment conducive to proper teaching learning process by
maintaining positive and negative reinforcements.; using three factors of Readiness;
Motivation and Interest for promoting classroom interaction; making use of teaching
strategies according to the learning styles of students: use of lesson plans and A.V.Aids
by teachers and developing a distinct culture among students for promoting learning
process is another prerequisite, which is recommended, for achieving academic
excellence.

vi
 Table of Contents
Approval sheet ...............................................................................................................ii

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

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

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

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

vii
 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)

viii
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

ix
 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

x
 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)

xi
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

xii
 List of Tables
Table Title Page
District wise sample of Principals/Head Masters and Subject
1 Teachers in Govt Boys’ High Schools by urban and rural areas in 84
2012-13.
2 Teachers of English Plan their Lessons Daily 88
3 Teachers of English use Reading Method 89
4 Teachers of English use Audio-Lingual Method 90
Audio-Lingual Method Develops Fluency in Speaking English
5 91
Language
6 Teachers of English use Communicative Method 92
7 Teachers of English use Different Method of Teaching. 93
8 Teachers of English use Direct Method 94
Teaching English through Direct Method is Difficult both for
9 95
Teacher and Students
Direct Method of teaching English improves the spoken English of
10 96
students
11 Teachers of English Mainly use Grammar Translation Method. 97
12 Grammar Translation Method is easy to use in Classroom 98
Abstract Ideas can be Easily Explained by Grammar Translation
13 99
Method.
14 Grammar Translation Method Facilitates Correct Writing in English 100
Pakistani Social Environment is Supportive of Grammar Translation
15 101
Method.
Grammar Translation Method is Suitable for Large Classrooms in
16 102
the Subject of English.
Examination system in Pakistan is based on Grammar Translation
17 103
Method.
Grammar Translation Method is the Most Common Method in High
18 104
Schools.
19 Students are prepared by the Teacher for Lesson. 105
20 Teachers of English use A.V. Aids. 106

xiii
21 Black Board is Frequently Used by Teachers. 107
22 Computer is Used as Teaching Tool in the Classroom. 108
23 Teacher Student’s Interaction Takes Place in the Classroom. 109
24 Students are Motivated by Teachers in Classrooms. 110
Students Know the use of Dictionary for the Improvement of
25 111
English Vocabulary.
26 Teachers use Full Time in Class Period 112
27 Listening Skill is Mostly Used in Classrooms. 113
28 Reading Skill of Students is Used in Classrooms. 114
29 Writing Skill of Students is Used in Classroom. 115
30 Speaking Skill of Students is Used in Classrooms. 116
Combination of all Four Skills i.e. Listening, Speaking, Reading and
31 117
Writing is Used in the Classrooms.
32 The Environment of English Classroom is Learner-Centered. 118
33 Teachers of English Work as a Facilitator and Guide. 119
34 Teachers of English Always Move Around in the Classroom. 120
Teachers of English Use Authority for Maintaining Discipline in the
35 121
Classrooms if Necessary.
36 Attitude of Subject Teachers is Student Friendly. 122
37 Teachers of English Are Punctual and Regular in Taking their Class 123
Real Life Situation is Created by Teachers for English Language
38 124
Learning in the Classroom.
39 Textbook in the Subject of English is not Boring. 125
The Course in the Subject of English Helps in Developing Listening
40 126
Skill of Students.
41 The Course Helps in Developing Speaking Skill of Students 127
The Course of English Helps in Developing Reading Skill of
42 128
Students.
43 The Course Helps in Developing Writing Skill of Students. 129
44 Textbook of English is According to the Mental Level of Students. 130
Teachers Regularly Check the Notebooks of Students and Provide
45 131
them With Written and Verbal Feedback.

xiv
 Formative Evaluation of Daily Lesson Takes Place in the Subject of
46 132
English During Class.
Summative Evaluation of Daily Lesson Takes Place in the Subject
47 133
of English after Class.
48 Monthly or Periodical Tests are Taken by the Teachers of English. 134
Students’ Evaluation Improves the Four Skills of Listening,
49 135
Speaking, Reading and Writing.
50 Teachers of English are Evaluated on the Basis of Students’ Results. 136
51 Student’s Progress Reports are Sent to their Parents. 137
Pre-Service Training of Teachers of English Enables them to Know
52 138
and Apply Various Teaching Methods of English.
In-Service English Training is Given to all English Teachers from
53 139
Time to Time.
Duration of Teacher Training is enough for Teachers to Equip them
54 140
with Necessary Skills in English.
Teacher Training Institutes have all Basic Facilities for Enhancing
55 141
the Four Skills of English.
56 Teachers Used the Lesson Plan 142
57 Teachers Used Grammar Translation Method. 143
58 Teachers Used Reading Method. 144
59 Translation is According to the Students’ Level. 145
60 Teachers Used the Direct Method 146
61 Teachers Used Audio-Lingual Method 147
62 The teachers Used Communicative Method 148
63 Teachers Used Different Methods Simultaneously in the Classroom. 149
64 Teachers’ Instruction is Clear. 150
65 Teacher- Students Interaction Took Place in the Classroom. 151
66 Teachers Used target language. i.e. English. 152
67 Voice Quality of English Teacher. 153
68 Eye-Contact of English Teachers. 154
69 Gesture and Body Language of Teachers. 155
70 Full Utilization of Teachers’ Time inside the Classroom 156
71 Use of A-V Aids 157

xv
72 Use of Tape-Recorder. 158
73 Use of Computer. 159
74 Demonstration as well as Explanation by Teachers 160
75 Recapitulation of the Lesson Taught 161
76 Assign Home Work to Students 162
77 Development of Students’ Listening Skills 163
78 Development of Speaking Skills 164
79 Development of Students’ Reading Skills 165
80 Development of Students’ Writing Skills 166
81 Classroom Environment is Student-Centered. 167
82 Attitude of English Teacher is Friendly 168
83 Classroom was Fully Lightened 169
84 The Seating Arrangement Facilitated Learning 170
85 Classroom was Overcrowded 171
86 Textbook was Interesting 172
87 Textbook Develops Listening Skills 173
88 Textbook Develops Speaking Skills 174
89 Textbook Develops Reading Skills 175
90 Textbook Develops Writing Skills 176
91 Students’ Evaluation during Class 177
92 Students’ Evaluation at the end of Class 178
93 Overall Picture of Classroom Observation 179

xvi
 List of Figures
Figure Title Page
1 A Framework for Understanding Teaching and Learning 59
2 Teachers of English Plan their Lessons Daily 89
3 Teachers of English use Reading Method 89
4 Teachers of English use Audio-Lingual Method 90
5 Audio-Lingual Method Develops Fluency in Speaking English
91
Language
6 Teachers of English use Communicative Method 92
7 Teachers of English use Different Method of Teaching 93
8 Teachers of English use Direct Method 94
9 Teaching English through Direct Method is Difficult both for
95
Teacher and Students
10 Direct Method of teaching English improves the spoken English of
96
students
11 Teachers of English Mainly use Grammar Translation Method 97
12 Grammar Translation Method is easy to use in Classroom 98
13 Abstract Ideas can be Easily Explained by Grammar Translation
99
Method
14 Grammar Translation Method Facilitates Correct Writing in English 100
15 Pakistani Social Environment is Supportive of Grammar Translation
101
Method
16 Grammar Translation Method is Suitable for Large Classrooms in
102
the Subject of English
17 Examination system in Pakistan is based on Grammar Translation
103
Method
18 Grammar Translation Method is the Most Common Method in High
104
Schools
19 Students are prepared by the Teacher for Lesson 105
20 Teachers of English use A.V. Aids 106
21 Black Board is Frequently Used by Teachers 107
22 Computer is Used as Teaching Tool in the Classroom 108

xvii
23 Teacher Student’s Interaction Takes Place in the Classroom 109
24 Students are Motivated by Teachers in Classrooms 110
25 Students Know the use of Dictionary for the Improvement of English
111
Vocabulary
26 Teachers use Full Time in Class Period 112
27 Listening Skill is Mostly Developed in Classrooms 113
28 Reading Skill of Students is Developed in Classrooms 114
29 Writing Skill of Students is Developed in Classroom 115
30 Speaking Skill of Students is Developed in Classrooms 116
31 Combination of all Four Skills i.e. Listening, Speaking, Reading and
117
Writing is not Developed in the Classrooms
32 The Environment of English Classroom is Learner-Centered 118
33 Teachers of English Work as a Facilitator and Guide 119
34 Teachers of English Always Move Around in the Classroom 120
35 Teachers of English Use Authority for Maintaining Discipline in the
121
Classrooms if Necessary
36 Attitude of Subject Teachers is Student Friendly 122
37 Teachers of English Are Punctual and Regular in Taking their Class 123
38 Real Life Situation is Created by Teachers for English Language
124
Learning in the Classroom
39 Textbook in the Subject of English is not Boring 125
40 The Course in the Subject of English Helps in Developing Listening
126
Skill of Students
41 The Course Helps in Developing Speaking Skill of Students 127
42 The Course of English Helps in Developing Reading Skill of
128
Students
43 The Course Helps in Developing Writing Skill of Students 129
44 Textbook of English is According to the Mental Level of Students 130
45 Teachers Regularly Check the Notebooks of Students and Provide
131
them with Written and Verbal Feedback
46 Formative Evaluation of Daily Lesson Takes Place in the Subject of
132
English During Class

xviii
47 Summative Evaluation of Daily Lesson Takes Place in the Subject
133
of English after Class
48 Monthly or Periodical Tests are Taken by the Teachers of English 134
49 Students’ Evaluation Improves the Four Skills of Listening,
135
Speaking, Reading and Writing
50 Teachers of English are Evaluated on the Basis of Students’ Results 136
51 Student’s Progress Reports are Sent to their Parents 137
52 Pre-Service Training of Teachers of English Enables them to Know
138
and Apply Various Teaching Methods of English
53 In-Service English Training is Given to all English Teachers from
139
Time to Time
54 Duration of Teacher Training is enough for Teachers to Equip them
140
with Necessary Skills in English
55 Teacher Training Institutes have all Basic Facilities for Enhancing
141
the Four Skills of English
56 Teachers Used the Lesson Plan 142
57 Teachers Used Grammar Translation Method. 143
58 Teachers Used Reading Method 144
59 Translation is According to the Students’ Level 145
60 Teachers Used the Direct Method 146
61 Teachers Used Audio-Lingual Method 147
62 The teachers Used Communicative Method 148
63 Teachers Used Different Methods Simultaneously in the Classroom 149
64 Teachers’ Instruction is Clear 150
65 Teacher- Students Interaction Took Place in the Classroom 151
66 Teachers Used target language. i.e. English 152
67 Voice Quality of English Teacher 153
68 Eye-Contact of English Teachers 154
69 Gesture and Body Language of Teachers 155
70 Full Utilization of Teachers’ Time inside the Classroom 156
71 Use of A-V Aids 157
72 Use of Tape-Recorder 158
73 Use of Computer 159

xix
74 Demonstration as well as Explanation by Teachers 160
75 Recapitulation of the Lesson Taught 161
76 Assign Home Work to Students 162
77 Development of Students’ Listening Skills 163
78 Development of Speaking Skills 164
79 Development of Students’ Reading Skills 165
80 Development of Students’ Writing Skills 166
81 Classroom Environment is Student-Centered 167
82 Attitude of English Teacher is Friendly 168
83 Classroom was Fully Lightened 169
84 The Seating Arrangement Facilitated Learning 170
85 Classroom was Overcrowded 171
86 Textbook was Interesting 172
87 Textbook Develops Listening Skills 173
88 Textbook Develops Speaking Skills 174
89 Textbook Develops Reading Skills 175
90 Textbook Develops Writing Skills 176
91 Students’ Evaluation during Class 177
92 Students’ Evaluation at the end of Class 178

xx
 List of Appendices

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 243

Instruments

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

xxi
 List of Acronyms and Abbreviations
A. V. Aids Audio-Visual aids
A.L.M Audio-Lingual Method
A.T Arabic Teacher
B. A Bachelor of Education
B.S Bachelor of Science

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

xxii
TT Theology Teacher
USAID United States Agency for International Development

xxiii
 Chapter-1

Introduction
1.1 Background of the Study

School level education in Pakistan consists of four stages: Primary (grade 1-5),
Middle (grade 6-8), High (grade 9-10), and Higher Secondary (grade 11-12). Secondary
Education plays an intermediary role between Elementary Education and Higher
Education which is important in providing human resource capital for socio-economic
development of the country. National Education Policy of Government of Pakistan
(1998-2010:37) documented the importance of Secondary Education and stated, “The
quality of higher education depends upon the quality of Secondary Education. It is a
stage, where a student reaches to the age of adolescence and that is the most crucial
stage of life”. Academically developed countries are focusing their attention on research
to solve the growing problems of Secondary Education and find out remedial solutions
for them.

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.
 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.

5
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

7
should be developed by a teacher who teaches the subject of English. A brief description
of these skills is given in the following sections:

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

8
of communication is seriously felt. The demand for English fluency is on the top, now,
throughout, the world. This phenomenon is also seriously felt in Pakistan because she
is also riding on the tide of globalization. Unfortunately, more emphasis is on reading
and writing skills but no preference is given to listening and speaking skills. However,
now, it is the time to prioritize speaking skills as well.

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

10
 instruction includes life-coping skills and it stimulates the motivation of the
adult students.
 Motivation. Adults for the most part are highly motivated. They attend class of
their own free choice usually at some personal and financial sacrifice.
 Immediate Goals. Students usually have very specific goals. They are not
looking for long range achievement; rather they need proficiency in English to
get a job immediately.

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

13
enhances teacher’s ability to take care of himself by developing his potentialities and
all the required skills. Moreover, he can well determine the set objectives and its proper
delivery at the end of its proper evaluation.

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

14
students passed by any mean irrespective of classroom interaction and problem solving
approach, which are the soul of modern educational practices in Pakistan. More stress
is given to memorization and rote learning.

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.

15
  Listen to a text, relate cause and effect relationship.
 Narrate reasons and causes of an incident/event.
 Verbally describe a process in all its details.

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.

16
 Position in the class and grades are decided at this stage. Furthermore, it directs
and motivates learners to study more. Both summative and formative evaluation is key
to success in teaching learning process. Both teacher and students are not only
motivated but channelized for achieving their goals.

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.

18
1.28 Scope and Significance of the Study

The scope of the study has been extended to the entire province of Khyber
Pakhtunkhwa province of Pakistan. The study is significant and needed because English
is one of the compulsory subjects taught at the secondary level of Education. Its
importance is based on its local and global perspectives. However, unfortunately, the
pass percentage in this subject is not satisfactory due to large-scale failure in the subject,
which warrants a study to diagnose teaching practices in English language, identify the
strengths and weaknesses of these practices and then make recommendations for
improvement.

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.

19
 Chapter-2

Review of Literature
The purpose of reviewing relevant literature is to fit the current problem in the
general framework of research. It sets the broad context of the study and clarifies what
was in the parameters of current research and what further research is needed.
2.1 Historical Background of English Language, in India and Pakistan
Historical background of English in this Sub Continent is traced back to the
arrival of the British in this region. They tactfully replaced Persian with English as the
official language for inculcating their culture in this colonial state with the perception
that this soil is short of culture and other values and needs to be civilized.
Stephenson (2012:30) reproduced Lord Macaulay’s’ statement and
documented, “A single shelf of a good European library is worth the whole native
literature of India and Arabia. We must, at present, do our best to form a class who may
be interpreters between us and the millions whom we govern; a class of persons, Indian
in blood and colour, but English in taste, in opinions, in morals, and in intellect.”
Kumar (2012:85) quoted Lord Macaulay, who stated,
I have travelled across the length and breadth of India and I have not
seen one person who is a beggar, who is a thief. Such wealth I have seen
in this country, such high moral values, people of such calibre, that I do
not think we would ever conquer this country, unless we break the very
backbone of this nation, which is her spiritual and cultural heritage, and,
therefore, I propose that we replace her old and ancient education
system, her culture, for if the Indians think that all that is foreign and
English is good and greater than their own, they will lose their self-
esteem, their native self-culture and they will become what we want
them, a truly dominated nation.

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.

20
Britain worked carefully on their language policy. Vernacular and English schools were
opened in 1835 by the Lord William Bentinck, Governor General in his time in the Sub-
Continent. Rajas and Feudal lords, loyal to British Government were allowed to take
admission in English Schools while general masses were restricted to Vernacular
Schools which were not expansive.
The British-India linguistic policy was highly fruitful not only during their rule,
but even today, after our independence; it is nourishing and flourishing day by day. It
proved itself as a passport of getting tremendous jobs in Government, Social and
Military Sectors of this country.

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.

21
 Rahman (1996:57) rightly stated that there is discrimination between the
English Medium and Non English Medium Schools with poor skills in English
Language, in high class of society.

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

22
widely used in electronic media in this country. Some books, journals and newspapers
are also published in English. Being official language, people are taking interest in it
for getting their employment. In fact, no other language can enjoy its position as English
in Pakistan

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,
23
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.

24
 Ali (2004:65) stated that the foremost aim of learning a language is to get it’s
know- how by listening. Ear training is an important area in which the learners’ ears
are attuned to foreign sounds. Listening vocabulary should consist of known words
mostly used in the learners’ environment, interesting lessons and pictures can serve for
this purpose. Questioning technique may also be used.

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.

25
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.

26
2.4.5 Using Videos in Developing Listening Skill in Language Classroom.
Balatova (1994:521) stated that the use of audio-video condition is far better in
the realization of story unlike those learners who listen in sound-only condition
with a sense that easy and difficult passages make a suitable pattern.

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”.

27
 According to Mathes et al (2005:148) the basic duty of an educator is to make
sure that all learners are becoming good readers. The degree of success depends upon
the attention given at early stage of schooling. Effective teaching methodologies work
at this stage otherwise learners will not be able to themselves as competent readers.

Katzir (2006) stated that the role of libraries is unavoidable where vast reading
takes place. Learners connect pieces of information from one book or the others.
Libraries are the best places to serve the need of readers.

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
29
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.

30
2.6 Writing Skills
According to Kellogg (2008:12) the overall executive functions are observed in
planning how to write professionally with solid reasoning under emotional control that
needs the coordination of cognitive process. Importance of composition cannot be
overlooked. Writer responds to auditory sense with specific intervals.

These four skills are inter-dependent but writing develops very slowly.
Oermann, et al. (2014:7) stated that written work has its own importance in language
learning. It should be focused on the early schooling. Writing depends upon mechanical
as well as mental processes. Mechanical competency consists of motor ability to draw
the letters while mental process includes knowledge level, grammar sound vocabulary
and its use. After practice, learners will be able to shape the letters properly, spell
correctly and more exact use of punctuation as per established standard.

According to Brooks and Marshall (2004) writing skill is developed with the
passage of time. A new writer progresses from knowledge telling to knowledge
transferring stage and finally reaches to expert stage known as crafting in which he has
to plan the contents in the light of sound arguments. Permanent exercise is highly
recommended.

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

31
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.

32
 Tahir (2004:201) stated that the common practice in practicing learners hand
writing is to start with print script and proceed to cursive writing. Its due importance is
as under:

 It is very simple and easy to write; students need not of strokes or loops to
join in a systematic way.
 This style is well known to learners being habitual to book reading
materials.
 Learner may compare his writing with printed letters and can find his
weaknesses.
 It involves less eye strain than in case of learning cursive.
 It is clear and straight in form and easy to understand.
 It is helpful to the learners in getting sharp control over their muscles.

Kellogg (2008:13) stated that due to lack in skills children are unable to acquire
the ability of language fluency in spoken as well as written skills. Written skills will
remain weak if not properly tackled up to the age of 12. Writing involves limitation in
working memory containing skill development. Advanced writing skill requires
systematic training as well as instruction so that executive attention can successfully
coordinate multiple writing processes. The principle of deliberate practice and cognitive
apprenticeship offer “writing education” so as to enable writers to use their knowledge
effectively.

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.

33
 4. Writing readiness. Learners start writing at the age of 5 and then this
process reaches to maturity. They cannot show good results until they are
ready for it physically and mentally.
5. Calligraphy. In the past, this subject was highly stressed but now a day it is
fully ignored due to which student’s handwriting is deteriorating day by day
and even in future we will be facing problems, in this respect.
6. Individual attention. Due to overcrowded class rooms it seems impossible
to pay attention to individual learner, which is a big dilemma.
7. English Alphabets consist of two sets, simultaneously, i.e. Capital-Letters
and Small-Letters which means a “double burden” on the beginners.
8. English spellings are so notorious that only learning by heart can help. Most
of the written forms do not go with the actual sounds of the words.

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:

34
  Motivator. As a motivator he inspires learners for a quality work by applauding
and providing conducive environment for writing.
 Resource. Necessary information regarding language is provided. Guidelines
and other necessary equipment like pen, pencils and charts etc. are given.
 Feedback provider. It is the most crucial role of a teacher to provide feedback
to learners so that they may improve the area requiring improvement. Teachers’
positive attitude and encouragement may enhance learners’ work. Check and
re-check of the written work helps pupils to improve their writing.

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

37
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
40
and very little home work is assigned to the learner. First, use of local language is
completely banned in the classroom and students are supposed to explain everything in
the second language. Communication is stressed than pronunciation.

Binod (2004:180) viewed that Direct Method is the most useful method for
teaching a foreign language in a natural setting. Only dialogues, conversation and
discussion take place and makes the learners used to it. No translation or grammar is
allowed in the whole process. Ideas and words are taught with the help of charts,
pictures and other available resources. Teachers mostly try to clear abstract ideas with
the help of gestures and actions.

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

41
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

44
method in teaching of English, only some of its aspects are in use in U.S.A where
emphasis is given to reading and translating passages and grammar is learnt by heart.

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

46
is not fully banned. Attention is given to simple oral practice, which leads to habit
formation. The main purpose is to make learning easy by constant drill and imitation.

Zainuddin (2011:65) viewed that in 1960s A.L.M. method was considered the
most popular method. Language laboratories were established and video-tapes were
utilized for listening frequent dialogues. It was believed that frequent practice can best
develop habit formation.

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
52
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.

53
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.
54
 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.

55
 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.

56
 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

58
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

61
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

70
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

71
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

72
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

74
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:

75
  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.

77
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

80
cooling facilities. Even, in Peshawar city, the capital city of Khyber Pakhtunkhwa
province, the students of 9th and 10th classes do not have proper furniture.

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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

84
scores of the sample. The advantage of descriptive statistics is that they enable the
searcher to use one or two numbers (the mean and standard deviation) to represent all
of the individual scores of subjects in the sample.
Inferential Statistics are used to make inferences from sample statistics to the
population parameters. They are important in educational research because we typically
study a sample or samples, yet we wish to reach conclusions about the large population
from which they were drawn. In other words, inferential statistics allow us to generalise
from the situation that was studied to the situations not studied.
In the current research study techniques of both Descriptive and Inferential
Statistics were used. Column Charts and Pie charts as well as cross tabulation tools
were utilized to depict the Descriptive Statistics for each item in the opinionnaire and
observation checklists. Moreover, the inferential statistics tools like Chi-Square Test
and Odd Ratio Test were used for further statistical analysis. The use of these statistical
tools were authenticated by experts in the field of statistics.

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.
85
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 Chi-
Disagree Agree Total square P-value

Principal/HM 63 34 97

SST/Subject 3.301 0.069

106 91 197
Teachers

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
87
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.

120
106
100
91
80
Frequency

63
60

40 34

20

Principal/HM
SST
Disagree Agree

Figure 2: Teachers of English Plan their Lessons Daily

88
Table 3

Teachers of English use Reading Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 9 90 99
SST/Subject 1.472 0.225
Teachers 28 172 200

Total 37 262 299

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
172
150
Frequency

90
100

50 9
28
0

Principal/HM
SST

Disagree Agree

Figure-3: Teachers of English use Reading Method

89
Table 4

Teachers of English use Audio-Lingual Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 63 25 88
SST/Subject 0.174 0.677
Teachers 123 55 178

Total 186 80 266

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150
123
100
Frequency

63

50 55
25

Principal/HM
SST

Disagree Agree

Figure 4: Teachers of English use Audio-Lingual Method

90
Table 5

Audio-Lingual Method Develops Fluency in Speaking English Language

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 10 81 91
SST/Subject 0.106 0.745
Teachers 18 167 185

Total 28 248 276

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
167
Frequency

100 81

10
18
0

Principal/HM
SST
Disagree Agree

Figure 5: Audio-Lingual Method Develops Fluency in Speaking English Language

91
Table 6

Teachers of English use Communicative Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 54 40 94
SST/Subject 3.139 0.076
Teachers 86 100 186

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.

100 100
86
80
54
60
Frequency

40
40
20
0

Principal/HM
SST

Disagree Agree

Figure 6: Teachers of English use Communicative Method

92
Table 7

Teachers of English use Different Method of Teaching.

.
Designation Chi-
Disagree Agree Total square P-value

Principal/HM 16 81 97
SST/Subject
Teachers 31 162 193 0.009 0.925

Total 47 243 290

A descriptive analysis in the form of cross tabulation revealed that majority of

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
absence of association. But, the odds of principals were 1.032 times as compared to
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.

200
162
150
Frequency

100 81

50 16
31
0

Principal/HM
SST

Disagree Agree

Figure 7: Teachers of English use Different Method of Teaching.

93
Table 8

Teachers of English use Direct Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 66 27 93

SST/Subject
Teachers 109 75 184 3.653 0.056

Total 175 102 277

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150
109
Frequency

100
66
75
50 27

Principal/HM
SST

Disagree Agree

Figure 8: Teachers of English use Direct Method

94
Table 9

Teaching English through Direct Method is Difficult both for Teacher and Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 61 29 90

SST/Subject
Teachers 130 55 185 0.177 0.674

Total 191 84 275

A descriptive analysis in the form of cross tabulation revealed that majority of

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

150 130
100 61
Frequency

50 29 55
0

Principal/HM
SST
Disagree Agree

Figure 9: Teaching English through Direct Method is Difficult both for Teacher and
Students

95
Table 10

Direct Method of Teaching English Improves the Spoken English of Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 6 86 92

SST/Subject
Teachers 21 160 181 1.767 0.184

Total 27 246 273

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
160
86
Frequency

100
6
21
0

Principal/HM
SST
Disagree Agree

Figure 10: Direct Method of teaching English improves the spoken English of
students

96
Table 11

Teachers of English Mainly use Grammar Translation Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 2 98 100

SST/Subject
Teachers 9 187 196 1.243 0.265

Total 11 285 296

A descriptive analysis in the form of cross tabulation revealed that majority of

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
absence of association. But, the odds of principals were 0.424 times as compared to
SSTs towards the teachers of English mainly use grammar translation method.
Alternatively, the odds of SSTs were 2.36 times as compared to principals towards the
teachers of English mainly use grammar translation method. The results obtained are
also diagrammatically presented in Figure 11.

200 187

98
Frequency

100
2
0 9

Principal/HM
SST
Disagree Agree

Figure 11: Teachers of English Mainly use Grammar Translation Method

97
Table 12

Grammar Translation Method is Easy to Use in Classroom

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 4 98 102
SST/Subject
Teachers 7 193 200 0.034 0.853

Total 11 291 302

A descriptive analysis in the form of cross tabulation revealed that majority of

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.
Alternatively, the odds of SSTs were 0.89 times as compared to principals towards the
grammar translation method was easy to use in classroom. The results of the analysis
are further explained with help of Figure 12.

200 193
Frequency

98
100
4
0 7

Principal/HM
SST
Disagree Agree

Figure 12: Grammar Translation Method is easy to use in Classroom

98
Table 13

Abstract Ideas Can be Easily Explained by Grammar Translation Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 12 79 91

SST/Subject
Teachers 16 170 186 1.413 0.234

Total 28 249 277

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
170
Frequency

100 79
12
0 16

Principal/HM
SST
Disagree Agree

Figure 13: Abstract Ideas can be Easily Explained by Grammar Translation Method

99
Table 14

Grammar Translation Method Facilitates Correct Writing in English

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 10 86 96
SST/Subject
Teachers 12 180 192 1.575 0.210

Total 22 266 288

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
180
Frequency

100 86

10
0 12

Principal/HM
SST
Disagree Agree

Figure 14: Grammar Translation Method Facilitates Correct Writing in English

100
Table 15

Pakistani Social Environment is Supportive of Grammar Translation Method

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 8 87 95
SST/Subject
Teachers 15 164 179 0.000 0.991

Total 23 251 274

A descriptive analysis in the form of cross tabulation revealed that majority of

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
depicted in Figure 15.

200
164
Frequency

87
100
8
0 15

Principal/HM
SST
Disagree Agree

Figure 15: Pakistani Social Environment is Supportive of Grammar Translation

Method

101
Table 16

Grammar Translation Method is Suitable for Large Classrooms in the Subject of

English.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 10 79 89
SST/Subject
Teachers 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
result of χ2 was insignificant (p>0.05) which indicated the absence of association. But,
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.

200
169
150
Frequency

100 79
50 10
0 17

Principal/HM
SST
Disagree Agree

Figure 16: Grammar Translation Method is Suitable for Large Classrooms in the
Subject of English.

102
Table 17

Examination System in Pakistan is Based on Grammar Translation Method.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 5 86 91
SST/Subject
Teachers 19 169 188 1.659 0.198

Total 24 255 279

A descriptive analysis in the form of cross tabulation revealed that majority of

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
insignificant (p>0.05) which indicated the absence of association. But, the odd of
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.

200
169
Frequency

86
100
5
0 19

Principal/HM
SST
Disagree Agree

Figure 17: Examination system in Pakistan is based on Grammar Translation Method.

103
Table 18

Grammar Translation Method is the Most Common Method in High Schools.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 3 97 100
SST/Subject
Teachers 7 199 206 0.034 0.854

Total 10 296 306

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 199

150
Frequency

97
100

50
3
0 7

Principal/HM
SST

Disagree Agree

Figure 18: Grammar Translation Method is the Most Common Method in High
Schools.

104
Table 19

Students are Prepared by the Teacher for Lesson

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 23 71 94
SST/Subject
Teachers 41 159 200 0.591 0.442

Total 64 230 294

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200

150 159
Frequency

100 71
50 23
41
0

Principal/HM
SST

Disagree Agree

Figure 19: Students are Prepared by the Teacher for Lesson

105
Table 20

Teachers of English use A.V. Aids

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 64 27 91
SST/Subject
Teachers 122 75 197 1.921 0.166

Total 186 102 288

A descriptive analysis in the form of cross tabulation revealed that majority of

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
depicted in Figure 20.

150
122
100
Frequency

64
75
50 27

Principal/HM
SST

Disagree Agree

Figure 20: Teachers of English use A.V. Aids

106
Table 21

Black Board is Frequently used by Teachers

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 3 99 102
SST/Subject
Teachers 8 199 207 0.170 0.680

Total 11 298 309

A descriptive analysis in the form of cross tabulation revealed that majority of

teachers were in favour of the opinion that ‘black board is frequently used by teachers’.
A chi-square test was applied to find the association between the designation of the
teachers and their opinions about ‘black board is frequently used by teachers’. The
result of χ2 was insignificant (p>0.05) which indicated the absence of association. But,
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.

200 199

150
Frequency

99
100
50
3
0 8

Principal/HM
SST

Disagree Agree

Figure 21: Black Board is Frequently Used by Teachers

107
Table 22

Computer is Used as Teaching Tool in the Classroom

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 77 17 94
SST/Subject
Teachers 136 51 187 2.879 0.090

Total 213 68 281

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150 136
Frequency

100 77

50 51
17
0

Principal/HM
SST

Disagree Agree

Figure 22: Computer is Used as Teaching Tool in the Classroom

108
Table 23

Teacher Student’s Interaction Takes Place in the Classroom

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 15 82 97
SST/Subject
Teachers 34 160 194 0.196 0.658

Total 49 242 291

A descriptive analysis in the form of cross tabulation revealed that majority of

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
presented in Figure 23.

200
160
150
Frequency

100 82

50 15
34
0

Principal/HM
SST

Disagree Agree

Figure 23: Teacher Student’s Interaction Takes Place in the Classroom.

109
Table 24

Students are Motivated by Teachers in Classrooms

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 11 90 101
SST/Subject
Teachers 17 187 204 0.530 0.467

Total 28 277 305

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 187
150
Frequency

90
100

50 11
17
0

Principal/HM
SST

Disagree Agree

Figure: 24 Students are Motivated by Teachers in Classrooms.

110
Table 25

Students Know the use of Dictionary for the Improvement of English Vocabulary

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 25 71 96
SST/Subject
Teachers 43 153 196 0.607 0.436

Total 68 224 292

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
153
Frequency

100 71
25
43
0

Principal/HM
SST
Disagree Agree

Figure 25: Students Know the use of Dictionary for the Improvement of English
Vocabulary

111
Table 26

Teachers use Full Time in Class Period

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 13 88 101
SST/Subject
Teachers 20 180 200 0.567 0.452

Total 33 268 301

A descriptive analysis in the form of cross tabulation revealed that majority of

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
insignificant (p>0.05) which indicated the absence of association. But, the odd of
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
depicted in Figure 26.

200
180
150
Frequency

100 88

50 13
20
0

Principal/HM
SST

Disagree Agree

Figure 26: Teachers use Full Time in Class Period

112
Table 27

Listening Skill is Mostly Developed in Classrooms.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 10 91 101
SST/Subject
Teachers 18 184 202 0.079 0.779

Total 28 275 303

A descriptive analysis in the form of cross tabulation revealed that majority of

teachers were of the opinion that ‘listening skill is mostly used in classrooms’. A chi-
square test was applied to find the association between the designation of the teachers
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.

200
184
150
Frequency

91
100

50
10
18
0

Principal/HM
SST

Disagree Agree

Figure 27: Listening Skill is Mostly Developed in Classrooms

113
Table 28

Reading Skill of Students is Developed in Classrooms

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 7 94 101
SST/Subject
Teachers 3 203 206 6.445 0.011

Total 10 297 307

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

300
Frequency

200 203
94
100
7
0 3

Principal/HM
SST

Disagree Agree

Figure 28: Reading Skill of Students is Developed in Classrooms

114
Table 29

Writing Skill of Students is Developed in Classroom

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 13 84 97
SST/Subject
Teachers 27 171 198 0.003 0.956

Total 40 255 295

A descriptive analysis in the form of cross tabulation revealed that majority of

teachers were of the opinion that ‘writing skill of students is developed in classroom’.
A chi-square test was applied to find the association between the designation of the
teachers and their opinions about ‘writing skill of students is developed in classroom’.
The result of χ2 was insignificant (p>0.05) which indicated the absence of association.
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

200
171
Frequency

84
100
13
27
0

Principal/HM
SST
Disagree Agree

Figure 29: Writing Skill of Students is Developed in Classroom

115
Table 30

Speaking Skill of Students is Developed in Classrooms

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 58 35 93
SST/Subject
Teachers 103 89 192 1.938 0.164

Total 161 124 285

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150
Frequency

100 103
58 89
50 35

Principal/HM
SST
Disagree Agree

Figure 30: Speaking Skill of Students is Developed in Classrooms

116
Table 31

Combination of all Four Skills i.e. Listening, Speaking, Reading and Writing is not
Developed in the Classrooms

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 37 55 92
SST/Subject
Teachers 76 120 196 0.055 0.815

Total 113 175 288

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
Frequency

120
100
37 55 76

Principal/HM
SST
Disagree Agree

Figure 31: Combination of all Four Skills i.e. Listening, Speaking, Reading and
Writing is not Developed in the Classrooms.

117
Table 32

The Environment of Classroom is Learner-Centred

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 28 67 95
SST/Subject
Teachers 46 148 194 1.112 0.292

Total 74 215 289

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150 148

100
Frequency

67
50 28 46

Principal/HM
SST

Disagree Agree

Figure 32: The Environment of Classroom is Learner-Centred.

118
Table 33

Teachers of English Work as Facilitators and Guide

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 34 65 99
SST/Subject
Teachers 47 156 203 4.246 0.039

Total 81 221 302

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200

150 156
Frequency

100
65
50 34
47

Principal/HM
SST

Disagree Agree

Figure 33: Teacher of English Work as Facilitator and Guide

119
Table 34

Teachers of English Always Move Around in the Classroom.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 19 79 98
SST/Subject
Teachers 18 182 200 6.526 0.011

Total 37 261 298

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
Frequency

182
150
100 79

50 19
18
0

Principal/HM
SST

Disagree Agree

Figure 34: Teachers of English Always Move Around in the Classroom.

120
Table 35

Teachers of English Use Authority for Maintaining Discipline in the Classrooms if

Necessary.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 13 82 95
SST/Subject
Teachers 27 162 189 0.019 0.891

Total 40 244 284

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
162
Frequency

100 82
13
27
0

Principal/HM
SST
Disagree Agree

Figure 35: Teachers of English Use Authority for Maintaining Discipline in the
Classrooms if Necessary.

121
Table 36

Attitude of Subject Teachers is Student Friendly.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 22 78 100
SST/Subject
Teachers 15 187 202 13.215 0.000

Total 37 265 302

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 187
150
Frequency

100 78

50 22

0 15

Principal/HM
SST

Disagree Agree

Figure 36: Attitude of Subject Teachers is Student Friendly.

122
Table 37

Teachers of English are Punctual and Regular in Taking their Classes.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 6 93 99
SST/Subject
Teachers 4 199 203 3.477 0.062

Total 10 292 302

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 199

150
Frequency

93
100

50
6
0 4

Principal/HM
SST

Disagree Agree

Figure 37: Teachers of English Are Punctual and Regular in Taking their Class

123
Table 38

Real Life Situation is Created by Teachers for English Language Learning in the
Classroom

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 50 35 85
SST/Subject
Teachers 68 122 190 12.719 0.000

Total 118 157 275

A descriptive analysis in the form of cross tabulation revealed that majority of

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’.
A chi-square test was applied to find the association between the designation of the
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.

150
122
100
Frequency

50 68
50 35

Principal/HM
SST
Disagree Agree

Figure 38: Real Life Situation is Created by Teachers for English Language Learning
in the Classroom.

124
Table 39

Textbook in the Subject of English is not Boring.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 12 85 97
SST/Subject
Teachers 29 171 200 0.249 0.618

Total 41 256 297

A descriptive analysis in the form of cross tabulation revealed that majority of

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
association. But, the odd of principals was 0.832 times as compared to SSTs towards
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.

200
171
Frequency

85
100
12
29
0

Principal/HM
SST
Disagree Agree

Figure 39: Textbook in the Subject of English is not boring.

125
Table 40

The Course in the Subject of English Helps in Developing Listening Skill of Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 9 89 98
SST/Subject
Teachers 13 188 201 0.713 0.398

Total 22 277 299

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 188
Frequency

89
100
9
0 13

Principal/HM
SST
Disagree Agree

Figure 40: The Course in the Subject of English Helps in Developing Listening Skill
of Students

126
Table 41

The Course Helps in Developing Speaking Skill of Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 16 79 95
SST 33 158 191 0.008 0.927

Total 49 237 286

A descriptive analysis in the form of cross tabulation revealed that majority of

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
presented in Figure 41.

200

150 158
Frequency

100 79

50 16
33
0

Principal/HM
SST

Disagree Agree

Figure 41: The Course Helps in Developing Speaking Skill of Students

127
Table 42

The Course of English Helps in Developing Reading Skill of Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 3 101 104

SST/Subject
Teachers 7 199 206 0.058 0.809

Total 10 300 310

A descriptive analysis in the form of cross tabulation revealed that majority of

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
association. But, the odd of principals was 0.844 times as compared to SSTs towards
‘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.

200 199

150
Frequency

101
100

50
3
0 7

Principal/HM
SST

Disagree Agree

Figure 42: The Course of English Helps in Developing Reading Skill of Students

128
Table 43

The Course Helps in Developing Writing Skill of Students

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 6 90 96
SST 14 186 200 0.058 0.810

Total 20 276 296

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200 186
150
Frequency

90
100
50
6
0 14

Principal/HM
SST

Disagree Agree

Figure 43: The Course Helps in Developing Writing Skill of Students

129
Table 44

Textbook of English is According to the Mental Level of Students.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 31 56 87
SST/Subject
Teachers 46 137 183 3.186 0.074

Total 77 193 270

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

150
137
Frequency

100
56
50 31 46

Principal/HM
SST

Disagree Agree

Figure 44: Textbook of English is According to the Mental Level of Students.

130
Table 45

Teachers Regularly Check the Notebooks of Students and Provide them with Written
and Verbal Feedback.

.
Designation Chi-
Disagree Agree Total square P-value

Principal/HM 29 66 95
SST 55 133 188 0.049 0.825

Total 84 199 283

A descriptive analysis in the form of cross tabulation revealed that majority of

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
indicated the absence of association. But, the odd of principals was 1.063 times as
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.

200
Frequency

133
66
29 55
0

Principal/HM
SST
Disagree Agree

Figure 45: Teachers Regularly Check the Notebooks of Students and Provide them
with Written and Verbal Feedback.

131
Table 46

Formative Evaluation of Daily Lesson Takes Place in the Subject of English During
Class.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 40 48 88
SST/Subject
Teachers 50 122 172 6.905 0.009

Total 90 170 260

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.

200

122
Frequency

100 40 48
50
0

Principal/HM
SST
Disagree Agree

Figure 46: Formative Evaluation of Daily Lesson Takes Place in the Subject of
English During Class.

132
Table 47

Summative Evaluation of Daily Lesson Takes Place in the Subject of English after
Class.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 28 58 86
SST 53 125 178 0.211 0.646

Total 81 183 264

A descriptive analysis in the form of cross tabulation revealed that majority of

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’.
The result of χ2 was insignificant (p>0.05) which indicated the absence of association.
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.

150
125
100
Frequency

58
50 28 53

Principal/HM
SST
Disagree Agree

Figure 47: Summative Evaluation of Daily Lesson Takes Place in the Subject of
English after Class.

133
Table 48

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

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 23 76 99
SST/Subject
Teachers 36 156 192 0.812 0.368

Total 59 232 291

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200

150 156
Frequency

100 76

50 23
36
0

Principal/HM
SST

Disagree Agree

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

134
Table 49

Students’ Evaluation Improves the Four Skills of Listening, Speaking, Reading and
Writing.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 12 84 96
SST/Subject
Teachers 18 172 190 0.622 0.430

Total 30 256 286

A descriptive analysis in the form of cross tabulation revealed that majority of

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
result of χ2 was insignificant (p>0.05) which indicated the absence of association. But,
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.

200
172
Frequency

100 84

12
18
0

Principal/HM
SST
Disagree Agree

Figure 49: Students’ Evaluation Improves the Four Skills of Listening, Speaking,
Reading and Writing.

135
Table 50

Teachers of English are Evaluated on the Basis of Students’ Results.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 11 85 96
SST/Subject
Teachers 22 165 187

Total 33 250 283 0.006 0.939

A descriptive analysis in the form of cross tabulation revealed that majority of

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
indicated the absence of association. But, the odd of principals was 0.971 times as
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.

200
165
150
Frequency

100 85

50
11
22
0

Principal/HM
SST

Disagree Agree

Figure 50: Teachers of English are Evaluated on the Basis of Students’ Results.

136
Table 51

Student’s Progress Reports are Sent to their Parents.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 36 53 89
SST/Subject
Teachers 81 93 174 0.888 0.346

Total 117 146 263

A descriptive analysis in the form of cross tabulation revealed that majority of

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
association. But, the odd of principals was 0.780 times as compared to SSTs towards
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.

100 93
81
Frequency

53
50 36

Principal/HM
SST

Disagree Agree

Figure 51: Student’s Progress Reports are Sent to their Parents.

137
Table 52

Pre-Service Training of Teachers of English Enables them to Know and Apply

Various Teaching Methods of English.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 11 85 96
SST/Subject
Teachers 32 163 195 1.253 0.263

Total 43 248 291

A descriptive analysis in the form of cross tabulation revealed that majority of

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.

200
163
Frequency

85
100
11
32
0

Principal/HM
SST
Disagree Agree

138
Figure 52: Pre-Service Training of Teachers of English enables them to Know and
Apply Various Teaching Methods of English.

139
Table 53

In-Service English Training is Given to all English Teachers from Time to Time.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 42 48 90
SST/Subject
Teachers 86 97 183 0.003 0.959

Total 128 145 273

A descriptive analysis in the form of cross tabulation revealed that majority of

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
insignificant (p>0.05) which indicated the absence of association. But, the odd of
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
presented in Figure 53.

100 97
86

48
Frequency

42
50

Principal/HM
SST
Disagree Agree

Figure 53: In-Service English Training is Given to all English Teachers from Time to
Time.

140
Table 54

Duration of Teacher Training is Enough for Teachers to Equip them with Necessary
Skills in English.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 49 43 92
SST/Subject
Teachers 89 99 188 0.866 0.352

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-
square test was applied to find the association between the designation of the teachers
and their opinions about ‘duration of teacher training is enough for teachers to equip
them with necessary skills in English’. The result of χ2 was insignificant (p>0.05) which
indicated the absence of association. But, the odd of principals was 1.268 times as
compared to SSTs towards the ‘duration of teacher training is enough for teachers to
equip them with necessary skills in English’. Alternatively, the odd of SSTs was 0.789
times as compared to principal towards the ‘duration of teacher training is enough for
teachers to equip them with necessary skills in English’. The results of the analysis are
further explained with help of Figure 54.

100 99
89
Frequency

49
43
50

Principal/HM
SST
Disagree Agree

Figure 54: Duration of Teacher Training is enough for Teachers to Equip them with
Necessary Skills in English.

141
Table 55

Teacher Training Institutes have all Basic Facilities for Enhancing the Four Skills of
English.

Designation Chi-
Disagree Agree Total square P-value

Principal/HM 55 31 86
SST/Subject
Teachers 101 80 181 1.595 0.207

Total 156 111 267

A descriptive analysis in the form of cross tabulation revealed that majority of

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
result of χ2 was insignificant (p>0.05) which indicated the absence of association. But,
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.

150
100 101
Frequency

55 80
50 31
0

Principal/HM
SST
Disagree Agree

Figure 55: Teacher Training Institutes have all Basic Facilities for Enhancing the Four
Skills of English.

142
Classroom Observations

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 To Some
No 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.

Uses of lesson plan

To some
extent
41%

No
59%

Figure 56: Teachers Used the Lesson Plan

143
Table 57

Teachers Used Grammar Translation Method.

Options To Some
No Extent Yes Total

Responses 1 6 201 208

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

Use of Grammar Translation

No
0% To some extent
3%

Yes
97%

Figure 57: Teachers Used Grammar Translation Method.

144
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.

Use of Reading Method

Yes No
26% 22%

To some extent
52%

Figure 58: Teachers Used Reading Method.

145
Table 59
Translation is According to the Students’ Level.

Options No To Some Extent Yes Total

Responses 1 98 109 208

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

Translation according to students level

No
1%

To some
extent
Yes 47%
52%

Figure 59: Translation is According to the Students’ Level.

146
Table 60

Teachers Used the Direct Method

Options No To Some Extent Yes Total

Responses 200 6 2 208

Percentages 96.15% 2.88% .96% 100%

The results of observation shown in Table 60 indicated that 200 (96.15%)

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.

Uses Direct Method

To some Yes
extent 1%
3%

No
96%

Figure 60: Teachers Used the Direct Method

147
Table 61

Teachers Used Audio-Lingual Method.

Options No To Some Extent Yes Total

Responses 204 4 0 208

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.

Use of audio-lingual method

To some extent
2%

No
98%

Figure 61: Teachers Used Audio-Lingual Method

Table 62
The Teachers Used Communicative Method

148
 To Some
Options
No Extent Yes Total

Responses 200 8 0 208

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

149
Table 63

Teachers Used Different Methods Simultaneously in the Classroom.

Options No To Some Extent Yes Total

Responses 87 78 43 208

Percentages 41.82% 37.5% 20.67% 100%

The results of observation shown in Table 63 indicated that 87 (41.82%)

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.

Use of different methods

simultaneously
Yes
21%
No
42%

To some extent
37%

Figure 63: Teachers Used Different Methods Simultaneously in the

Classroom.

150
Table 64

Teachers’ Instruction is Clear.

Options No To Some Extent Yes Total

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.

151
Table 65

Teacher- Students’ Interaction Took Place in the Classroom.

To Some
Options No 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.

152
Table 66

Teachers Used Target Language. i.e. English.

Options No To Some Extent Yes Total

Responses 100 106 2 208

Percentages 48.07% 50.96% .96% 100%

The results of observation shown in Table 66 indicated that 100 (48.07%)

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.

Use of target language

Yes
1%

No
To some 48%
extent
51%

Figure 66: Teachers Used target language. i.e. English.

153
Table 67

Voice Quality of English Teacher.

Options No To Some Extent Yes Total

Responses 47 67 94 208

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.

Voice quality of English teacher

No
23%
Yes
45%

To some extent
32%

Figure 67: Voice Quality of English Teacher.

154
Table 68

Eye-Contact of English Teachers.

Options No To Some Extent Yes Total

Responses 48 66 94 208

Percentages 23.07% 31.73% 45.15% 100%

The results of observation shown in Table 68 indicated that 48 (23.07%)

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.

Eye-contact of the teacher

No
23%
Yes
45%

To some
extent
32%

Figure 68: Eye-Contact of English Teachers.

155
Table 69

Gesture and Body Language of Teachers.

Options No To Some Extent Yes Total

Responses 53 61 93 208

Percentages 25.48% 29.32% 44.71% 100%

The results of observation shown in Table 69 indicated that 53 (25.48%)

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.

Gesture and body language of

the teacher

No
26%
Yes
45%

To some
extent
29%

Figure 69: Gesture and Body Language of Teachers.

156
Table 70

Full Utilization of Teachers’ Time inside the Classroom

Options To Some
No Extent Yes Total

Responses 5 42 161 208

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

157
Table 71

Use of A.V. Aids

Options To Some
No Extent Yes Total

Responses 202 5 1 208

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

158
Table 72

Use of Tape-Recorder

Options To Some
No Extent Yes Total

Responses 204 4 0 208

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.

159
Table 73

Use of Computer

Options To Some
No Extent Yes Total

Responses 205 3 0 208

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.

160
Table 74

Demonstration as well as Explanation by Teachers

Options To Some
No Extent Yes Total

Responses 193 8 7 208

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

161
Table 75

Recapitulation of the Lesson Taught

Options To Some
No 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

162
Table 76

Assignment of Home Work to Students

Options To Some
No 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

163
Table 77

Development of Students’ Listening Skills

Options To Some
No Extent Yes Total

Responses 7 42 159 208

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

164
Table 78

Development of Speaking Skills

Options To Some
No Extent Yes Total

Responses 192 4 12 208

Percentages 92.30% 1.92% 5.76% 100%

The results of observation shown in Table 78 indicated that 192 (92.30%)

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.

Development of speaking skill

Yes
6%
To some extent
2%

No
92%

Figure 78: Development of Speaking Skills

165
Table 79

Development of Students’ Reading Skills

Options To Some
No Extent Yes Total

Responses 5 144 59 208

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.

Development of reading skill

No
3%
Yes
28%

To some extent
69%

Figure 79: Development of Students’ Reading Skills

166
Table 80

Development of Students’ Writing Skills

Options To Some
No 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.

Development of writing skill

No
5%
Yes
28%

To some
extent
67%

Figure 80: Development of Students’ Writing Skills

167
Table 81

Classroom Environment is Student -Centered. (Focus is given to Students)

Options To Some
No Extent Yes Total

Responses 188 11 9 208

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.

168
Table 82

Attitude of English Teacher is Friendly

Options To Some
No Extent Yes Total

Responses 55 65 88 208
Percentages 26.44% 31.25% 42.30% 100%

The results of observation shown in Table 82 indicated that 55 (26.44%)

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

169
Table 83

Classroom was Fully Lightened

Options To Some
No Extent Yes Total

Responses 56 98 54 208
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

170
Table 84

The Seating Arrangement Facilitated Learning

Options To Some
No 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

171
Table 85

Classroom was overcrowded

Options To Some
No Extent Yes Total

Responses 16 21 171 208

Percentages 7.69% 10.09% 82.21% 100%

The results of observation shown in Table 85 indicated that 16 (7.69%)

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

172
Table 86

Textbook was Interesting

Options To Some
No Extent Yes Total

Responses 0 6 202 208

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

173
Table 87

Textbook Develops Listening Skills

Options To Some
No Extent Yes Total

Responses 0 8 200 208

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

174
Table 88

Textbook Develops Speaking Skills

Options To Some
No Extent Yes Total

Responses 0 14 194 208

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

175
Table 89

Textbook Develops Reading Skills

Options To Some
No Extent Yes Total

Responses 0 4 204 208

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.

Textbook develops reading skills

To some
extent
2%

Yes
98%

Figure 89: Textbook Develops Reading Skills

176
Table 90

Textbook Develops Writing Skills

Options To Some
No Extent Yes Total

Responses 0 5 203 208

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.

Textbook develops writing skills

To some
extent
2%

Yes
98%

Figure 90: Textbook Develops Writing Skills

177
Table 91

Students’ Evaluation during Class

Options To Some
No Extent Yes Total

Responses 88 78 42 208
Percentages 42.30% 37.5% 20.19% 100%

The results of observation shown in Table 91 indicated that 88 (42.30%)

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

178
Table 92

Students’ Evaluation at the end of Class

Options To Some
No Extent Yes Total

Responses 94 107 7 208

Percentages 45.19% 51.44% 3.36% 100%

The results of observation shown in Table 92 indicated that 94 (45.19%)

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

179
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

% age of Up Majority
S. % age % age of
ITEMS to Some of
No of No Yes
Extent(USE) Responses
Teachers used the lesson
1 59.13% 40.86% 0% No
plan
Teachers Used Grammar
2 .48% 2.88% 96.63% YES
Translation Method.
Teachers Used Reading
3 21.63% 52.4% 26.0% USE
Method.
Translation is according to
4 .48% 47.11% 52.40% YES
the students’ level.
Teachers Used the Direct
5 96.15% 2.88% .96% NO
Method.
Teachers Used audio-
6 98.07% 1.92% 0% NO
lingual method.
The teachers Used
7 96.15% 3.84% 0% NO
Communicative Method.
Teachers Used Different
8 Methods Simultaneously 41.82% 37.5% 20.67% NO
in the Classroom.
Teachers’ instruction is
9 18.26% 50.48% 31.25% USE
clear.

180
 Teacher- Students
10 Interaction Took Place in 23.07% 53.36% 23.55% USE
the Classroom.
Teachers Used target
11 48.07% 50.96% .96% USE
language. i.e. English.
Voice Quality of English
12 22.59% 32.21% 45.19% YES
Teacher.
Eye-Contact of English
13 23.07% 31.73% 45.15% YES
Teachers.
Gesture and Body
14 25.48% 29.32% 44.71% YES
Language of Teachers.
Full Utilization of
15 Teachers’ Time inside the 2.40% 20.19% 77.40% YES
Classroom.
16 Use of A.V. Aids. 97.11% 2.40% .48% NO
17 Use of Tape-Recorder. 98.07% 1.92% 0% NO
18 Use of Computer. 98.55% 1.44% 0% NO
Demonstration as Well as
19 92.78% 3.84% 3.36% NO
Explanation by Teachers.
Recapitulation of the
20 54.80% 8.65% 36.53% NO
Lesson Taught.
Assign Home Work to
21 37.98% 13.94% 48.07% NO
Students.
Development of Students’
22 3.36% 20.19% 76.44% YES
Listening Skill.
Development of Speaking
23 92.30% 1.92% 5.76% NO
Skill.
Development of Students’
24 2.40% 69.23% 28.36% USE
Reading Skill.
Development of Students’
25 4.80% 67.30% 27.88% USE
Writing Skill.

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 Classroom Environment is
26 Student -Centered. (Focus 90.38% 5.28% 4.32% NO
is given to students)
Attitude of English
27 26.44% 31.25% 42.30% YES
Teacher is Friendly.
Classroom was Fully
28 26.92% 47.11% 25.96% USE
Lightened.
The Seating Arrangement
29 87.5% 5.76% 6.73% NO
Facilitated Learning.
Classroom was
30 7.69% 10.09% 82.21% YES
overcrowded.
31 Textbook was Interesting. 0% 2.88% 97.11% YES
Textbook develops
32 0% 3.84% 96.15% YES
listening skills.
Textbook Develops
33 0% 6.73% 93.26% YES
Speaking Skills.
Textbook Develops
34 0% 1.92% 97.59% YES
Reading Skills.
Textbook Develops
35 0% 2.40% 97.59% YES
Writing Skills.
Students’ evaluation
36 42.30% 37.5% 20.19% NO
during class.
Students’ Evaluation at the
37 45.19% 51.44% 3.36% USE
End of Class.

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 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)

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9. Most of the respondents were of the opinion that Direct Method of
teaching improved the spoken English of learners (Table-10)
10. The study diagnosed that teachers of English mostly used Grammar
Translation Method in their respective classrooms. (Table-11)
11. Both Principals and Teachers were in favour of the statement that
Grammar Translation Method was easy for use in the classrooms. (Table-
12)
12. The study found that majority of respondents supported the idea that
abstract ideas could be easily explained by Grammar Translation Method.
(Table-13)
13. Overwhelming majority of respondents supported the statement that
Grammar Translation Method facilitated correct writing in the subject of
English. (Table-14)
14. It was found on the basis of responses of Principals and teachers that most
of the respondents were of the opinion that Pakistani social environment
supported Grammar Translation Method. (Table-15)
15. The analysis of respondents, including both Principals and Secondary
School Teachers, highly favoured the statement that Grammar Translation
Method was suitable for large classrooms. (Table-16)
16. Majority of respondents supported the statement that Examination system
was based on Grammar Translation Method. (Table-17)
17. Most of the respondents were of the opinion that Grammar Translation
Method was the most common method of teaching English in our high
schools. (Table-18)
18. The respondents, mostly, supported the statement that students were
prepared by the teachers for a lesson during the class. (Table-19)
19. The study revealed that majority of respondents did not support the idea
that teachers of English used A.V. Aids. (Table-20)
20. An overwhelming majority of respondents supported the statement that
blackboard/ white board was frequently used by teachers of English.
(Table-21)
21. The study unfolded that large number of respondents disagreed to the
statement that computer was used as teaching tool in the classrooms.
(Table-22)
184
22. It came to limelight that respondents highly supported the idea that teacher
students’ interaction took place in the classrooms. (Table-23)
23. The study uncovered that that students were motivated by teachers in
classrooms. (Table-24)
24. The study found that students knew the use of dictionary for their
improvement of English vocabulary. (Table-25)
25. It was reported by respondents that teachers utilise full time in their
classrooms. (Table-26)
26. The study revealed that majority of respondents were in favour of the
statement that mostly listening skill of students was developed in
classrooms. (Table-27)
27. It was found that majority of respondents supported the statement that
reading skill of students was developed in classrooms. (Table-28)
28. The analysis of data revealed that most of the respondents supported the
idea that writing skill of students was developed in classrooms. (Table-29)
29. The analysis of responses of both, Principals and Secondary School
Teachers, did not support the idea that speaking skill of students was
developed in classrooms. (Table-30)
30. Majority of respondents stated that combination of all four skills is not
developed in classroom. (Table-31)
31. The overwhelming majority of respondents were of the opinion that the
environment of English classroom was learner-centred. (Table-32)
32. The study indicated that most of the respondents were of the opinion that
teacher of English worked as a facilitator and guide. (Table-33)
33. The analysis of data revealed that respondents both Principals and
Teachers, mostly, supported the idea that teachers of English always
moved around the classrooms. (Table-34)
34. An overwhelming majority of respondents supported the statement that
teachers of English used their authority for maintaining discipline in the
classrooms, if necessary. (Table-35)
35. The study unfolded that most of the respondents were in favour of the
statement that attitude of subject teacher was student-friendly. (Table-36)
36. The study uncovered that majority of respondents supported the idea that
teachers of English were regular and punctual. (Table-37)
185
37. Most of the Secondary School Teachers supported, while majority of
Principals did not support, the statement that real life situation was
developed by teachers for English language learning in the classrooms.
The views of the Principals could be honoured because they are the
instructional supervisors. (Table-38)
38. An overwhelming majority of respondents supported the statement that
Textbooks in the subject of English were not boring. (Table-39)
39. The respondents supported the idea that the course in the subject helped in
developing listening skill of the students. (Table-40)
40. The overwhelming majority of respondents supported the statement that
the course helped in developing speaking skill of the students. (Table-41)
41. The study found that majority of respondents supported the statement that
the course helped in developing reading skill of students. (Table-42)
42. The analysis of data indicated that most of the respondents were of the
opinion that the course of English helped in developing writing skill of
students. (Table-43)
43. The respondents supported the idea that textbooks of English were
according to the mental level of students. (Table-44)
44. The analysis of data revealed that majority of respondents highly
supported the idea that teachers regularly checked the notebooks of
students and provided them with written and verbal feedback. The idea
was against the ground realities in classroom observation in our schools.
(Table-45)
45. The respondents were of the opinion that formative evaluation of daily
lesson took place in the subject of English during a class. (Table-46)
46. The study found that majority of respondents supported the statement that
summative evaluation of daily lesson took place in the subject of English
at the end the class. (Table-47)
47. The overwhelming majority of respondents were of the opinion that
monthly or periodical tests were taken by the teachers of English.
(Table-48)
48. The study diagnosed that students’ evaluation improved four skills of
listening, speaking, reading and writing. (Table-49)

186
49. An overwhelming majority of the respondents supported the statement that
teachers of English were evaluated on the basis of students’ results in the
Board examinations. (Table-50)
50. The respondents reported that students’ progress reports were sent to their
parents or guardians. (Table-51)
51. The analysis of data indicated that pre-service teachers training for
teachers, enabled them to know and apply various teaching methods of
English. (Table-52
52. The majority of respondents were of the opinion that in-service training
was given to majority of English teachers. The statement is not supported
by ground reality. (Table-53)
53. The majority of school principals did not support while the subject
teachers supported the statement that present duration of teacher training
was enough for teachers to equip them with necessary skills. The world
scenario demands that the prescribed time for teachers’ training should be
extended. (Table-54)
54. The respondents did not support the idea that teacher training institutes had
all basic facilities for enhancing the methods of four skills of English.
(Table-55)

187
5.1.2 Based on the Observation

The following findings of the study are based on the observation of 9th and 10th
class students of 104 Government Boys’ High Schools, in five different districts of
Khyber Pakhtunkhwa province of Pakistan:

1. The analysis of data revealed that majority of teachers did not use lesson
plan while teaching to classes 9th and 10th. (Table-56)
2. The data uncovered that majority of teachers used Grammar Translation
Method. (Table-57)
3. The analysis of data revealed that majority of English teachers did not use
Reading Method completely but it was used up to some extent in most of
the schools at the secondary level. (Table-58)
4. The analysis of data unfolded that in majority of school’s translation of
English lessons was according to the students’ level. (Table-59)
5. The study diagnosed that majority of English teachers did not use Direct
Method while teaching to students at the secondary level. (Table-60)
6. The analysis of data revealed that majority of subject teachers did not use
Audio-Lingual Method while teaching to classes 9th and 10th. (Table-61)
7. Majority of subject teachers did not use Communicative Method while
teaching to their classes. (Table-62)
8. An overwhelming majority of subject teachers did not completely use
different methods of teaching English but they used them up to some
extent in most of the schools. (Table-63)
9. Most of the teachers did not deliver clear and crystal instruction to
students and there was ambiguity and confusion in their teaching.
(Table-64)
10. Data showed that most of schools did not provide opportunities, where
teacher-students interaction took place completely, but in most of the
schools it took place up to some extent. (Table-65)
11. The data unfolded that overwhelming majority of teachers did not
completely use only English mostly in their classrooms during teaching
learning process but it was used in most of schools up to some extent.
(Table-66)

188
12. The analysis of observations revealed that majority of teachers had a good
quality of voice while teaching to classes 9th and 10th except a few
teachers whose voice quality was not good. (Table-67)
13. The analysis of data revealed that majority of teachers’ eye-contact was
good enough to address all students. (Table-68)
14. The study uncovered that most of the teachers had proper body language
along with suitable gestures. (Table-69)
15. It was unfolded that most of the teachers spent full time of forty minutes
in their respective classrooms while teaching to their students. (Table-70)
16. The analysis of data unfolded that an overwhelming majority of teachers
did not use A. V. aids as instructional tools while teaching to classes 9th
and 10th. (Table-71)
17. Almost all the teachers did not use Tape-Recorder as an instructional aid
in their respective classrooms. (Table-72)
18. The study diagnosed that most of the English teachers did not use
computer as helping tool while teaching to classes 9th and 10th due to
either non availability of computers or their operators. (Table-73)
19. The analysis of data depicted that majority of subject teachers did not
demonstrate as well as explain the contents of their lessons. (Table-74)
20. An overwhelming majority of English teachers did not recapitulate what
was taught to their students in classes. (Table-75)
21. It was found that most of the teachers assigned home work to students at
the secondary level. (Table-76)
22. It was noted that most of the teachers developed listening skill of students
during a class. (Table-77)
23. It was uncovered that students’ speaking skill was not developed by their
teachers. (Table-78)
24. The analysis of data uncovered that reading skill of students was not fully
developed by teachers but it was developed up to some extent in forming
sentences only. (Table-79)
25. The data showed that writing skill of students was also not fully
developed. (Table-80)
26. A majority of responses showed that classroom environment was not
student-centred. (Table-81)
189
27. It was noted that attitude of most of the teachers was friendly with
students in classrooms. (Table-82)
28. The analysis of data showed that classrooms were not completely
lightened, due to frequent short fall in electric power. (Table-83)
29. It was found that seating arrangement of students was not good and more
than the required number of students were squatted on benches. (Table-
84)
30. The study found that most of classrooms were overcrowded. (Table-85).
An overwhelming majority of responses favoured the statement that
textbook of English was interesting. (Table-86)
31. It was found that textbook has the potential to develop listening skill of
students but teachers were not able to promote this skill completely.
(Table-87)
32. The analysis of data showed that textbook could develop speaking skill of
students but teachers were not instrumental to do so. (Table-88)
33. It was also noted that textbook can boost up reading skill of students.
(Table-89)
34. The analysis of data unfolded that textbook of English has the potential
to develop writing skill of students at the secondary level. (Table-90).
35. It was diagnosed that students’ evaluation does not take place during
class. (Table-91)
36. The study revealed that students’ performance is evaluated up to some
extent at the end of the class. (Table-92)

190
5.2 Conclusions

The conclusions are based on the findings of the study which were drawn from
the analysis of data of two opinionnaires and observations of 208 classrooms. It was a
diagnostic study in nature and one of its important concerns was to diagnose English
teaching practices at the secondary level. Therefore, the conclusions are also relevant
to these practices:

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.

191
8. The study unfolded that, while Grammar Translation Method has
advantages of correction in writing and suitable for social environment;
overcrowded classrooms and examinations. These are not sufficient
arguments to refute the importance of Direct Method.
9. The respondents including both the principals and the teachers included in
this study, expressed that teachers prepare students for next lesson in
classroom. The ground reality during classroom observations did not
support this assumption as none of the teacher was found preparing
students for the next lesson.
10. Both the responses of the principals and teachers as well as classroom
observations indicated that A. V. aids like tape recorders and computers
etc. are not used in classrooms. This is the only source that creates interest
and craze for learning among students. This important practice was also
ignored in the 104 sampled schools.
11. While both the principals and classroom teachers admitted that teacher-
student interaction took place in classrooms, the observation of teaching
learning process during research did not find this interaction, which is one
of the important strategies of the National Accreditation Council for
Teaching Education.
12. The study diagnosed that, while listening, reading, writing skills are, to
some extent, developed by teaching method in vogue, the speaking skill is
never developed in this way.
13. The factual position that teachers who themselves do not have an aptitude
for speaking English, cannot be expected to promote it in their students.
14. The incompetency of teachers in speaking skills owes itself to their half-
baked training in Teacher Education Colleges where they were not
exposed to improve their English speaking skill.
15. The curriculum of English for 9th and 10th classes has the materials which,
if followed in the right way, can improve all the four skills simultaneously.
But, in reality the contents of the text book are not followed in letter and
spirit.
16. The responses of both the Principals and Teachers provided indications
that the classroom environment was learner-centered. However, the ground
reality during my classroom observation did not support this view and it
192
 was found that more efforts were needed to provide students congenial
environment for learning.
17. The study diagnosed that both principals and teachers confirmed the
holding of formative and summative assessment of students. However, it
was not found during classroom observations in all 104 schools.

193
5.3 Summary

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
194
strengths and weaknesses for remedial solution of the problem. The key questions
framed for examination in the study were also based on these objectives.

The 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

195
and rural areas of the five selected districts of the province. The sample included 30%
heads of schools and 30% subject teachers respectively.

The tools for data collection included an opinionnaire for school heads and
subject teachers and classroom observation of 9th and 10th classes in all the 104 sampled
Government Boys’ High Schools in the selected districts. The opinionnaires both for
heads of schools and subject teachers contained 54 items with five options based on
Likert’s scale. The Checklist of classroom observations contained 37 items with three
options. The tools were pilot tested by five heads of schools and ten subject teachers in
five Government Boys’ High Schools both in urban and rural areas. They were not
included in the sample of the actual study. The quantitative data were analysed with the
help of tables, and graphs. They were interpreted with the help of simple and complex
statistical measures such as percentages; Chi square and Odd Ratio were utilized for
assessing association. The qualitative data were also discussed and described in
narrative form.

Chapter-4 is based on data collection and their analysis. It describes what types
of data were collected and from which sources and how it was subjected to analysis for
discussion and interpretation for drawing inferences. Primary data were collected from
principals/headmasters and subject teachers of Government Boys’ High Schools in all
the five districts of the province on the basis of an opinionnaire and, for teaching
practices, classroom observations were made of 9th and 10th class students on the basis
of Checklist containing 37 items. The focus of data analysis was aimed at reducing and
describing large volumes of data in order to produce information that was useful and
meaningful for discussion and outcome of the study. Qualitative data analysis ranged
from narrative description of the data to quantitative analysis of the narrative
components of the data. This required data to be placed under different categories and
patterns.

The researcher explored the data and formed impressions recorded in field
notes; identified themes, which were recorded in short statements for assimilation of
information.

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
196
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
197
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.

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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.

199
12. It is high time to introduce communicative based syllabi to encourage
communication among students.
13. Traditional system of examination should be substituted by modern
techniques of evaluation to check all the skills of learners and should be
carried out, throughout, the academic year to provide in time feedback
both to teachers and learners.
14. Government should vividly clarify language policy, and then, take all the
necessary steps. Language learning should not be dealt as academic
standard but only the acquisition of English language.
15. School-Teachers, teaching English, may be sent to English-speaking
countries, for short-term visits to have a practical knowledge of classroom
practices in those countries along with our own resources. Aid from the
British-Council can also be availed.

200
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 Appendices
Appendix A: List of Principals and Head Masters of the study

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 G.H.S BHURAJ. M.A, M.ED

Khan.
8 M. Raizan. G.H.S NO 4 M.A, M.ED
ABBOTTABAD.
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 M.A, M.ED

BANDA.
15 Shafqat Khan. G.H.S HARNO. M.A, M.ED,

16 Tahir Javid. G.H.S SAMANDAR M.A, M.ED, M.PHIL.

KATTA.

218
17 Tariq Munir. G.C.M.H.S M.A, M.ED
ABBOTTABAD.
18 Tariq Samar. G.H.S KOKAL M.A, M.ED
BARSEEN.
19 Wazir G.H.S CHANDO MERA. M.A, M.ED
Muhammad.
20 Zia Shahid. G.H.S NO 3 M.A, M.ED, M.PHIL.
ABBOTTABAD.
DISTRICT KOHAT
21 Abdul Kalam. G.H.SLachi Payan. M.A, B.ED

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 G.H.S GANDYALI M.A, M.ED

Khan. PAYAN.
30 S. Arab Shah. G.H.S USTERZAI M.A, M.ED
BALA.
31 S.M.Akbar Shah. G.H.S CHIKAR KOT M.A, M.PHIL.
BALA (KOHAT).
32 Shahid Zaman. G.H.S USTARZAI M.A, M.ED
PAYAN.
33 Tariq Bilal. G.H.S NO 2 KOHAT. M.A, M.ED

34 Zahid Ullah G.H.S TOGH BALA. M.A, M.ED

Shah.
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

219
37 Aziz Anwar. G.H.S MOHABAT M.A, M.ED
ABAD.
38 Dost G.H.S KHANZADA. M.A, M.ED
Muhammad.
39 Falak Naz. G.H.S SAWARYAN. M.A, M.ED

40 Farid Ullah G.H.S FARM KORONA. M.A, B.ED

Shah.
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 M.A, M.ED

MARDAN.
45 Khalil-Ur- G.H.S PUBLIC PARK. M.A, M.ED
Rehman.
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 G.H.S TAKHT BHAI. M.A, M.ED

Muhammad.
55 Tahir Iqbal G.H.S LABOUR M.A M.ED
COLONY.
56 Ubaid-Ur- G.H.S SIKANDARI. M.A, M.ED
Rahman.
57 Usman Ghani. G.H.S MAZDOOR M.A, M.ED
ABAD.

220
DISTRICT PESHAWAR
58 Ameer G.H.S AHMAD KHEEL. M.A M.PHIL.
Muhammad.
59 Ameer Sher. G.H.S MERA URMAR PAYAN. M.A M.ED

60 Arshad Javid. G.H.S JOGIWARA. M.A M.ED

61 Dr Khurshid G.H.S WADPAGA. M.A PCHD

Alam.
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 G.H.S GULOZAI. M.A M.ED

Rehman.
65 Hassan Jan. G.H.S BERI BAGH. M.A M.ED

66 Islam Uddin. GCMHS NO 2 PESAWAR M.A M.ED

CITY.
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 M.A M.ED

PESHAWAR.
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.

221
 78 Sher Afzal. G.H.S GARHI CHANDAN. M.A B.ED
79 Sikandar Khan. G.H.S PAKHA GHULAM. M.A M.ED

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 G.H.S ODEGRAM. M.A, B.ED

Muhammad.
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 G.H.S CHITOR. M.A, M.ED

Mehmood.
89 Khurshid G.H.S THINDO DOG. M.A, M.ED
Ahmad.
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

222
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 G.H.S QAMBAR. M.A, M.ED

Muhammad.
104 Zahoor Ahmad. G.H.S WADODIA. M.A, M.ED

223
 Appendix B: Name and Qualification of Secondary School
Teachers

List of the Name and Qualification of SSTs/ Subject Teachers in Five Districts of
Khyber Pakhtunkhwa
DISTRICT ABBOTTABAD
SNo Name of Teacher Qualification
1 Abdul Ghafar. G.H.S MAJHUHAN. M.A, B.ED
2 Abdul Haleem. G.H.S LAKHALA. M.A, B.ED

3 Abdul Shahid. G.H.S BODLA. M.A, M.ED

G.C.M.H.S
4 Abid Sarfaraz. M.A M.ED
ABBOTTABAD.
G.H.S NO 3
5 Amjad Zia. M.A, B.ED
ABBOTTABAD.
6 Ayaz Kahan. G.H.S JHANGAI. M.A, B.ED

G.C.M.H.S
7 Azmat Ali. M.A, M.ED
ABBOTTABAD.
G.H.S NO 3
8 Gul Javid. M.A, B.ED
ABBOTTABAD.
9 Ishfaq Khan. G.H.S KOKAL BARSEEN. M.A, B.ED

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

G.H.S SAMANDAR
16 M.Saeed. M.A, B.ED
KATTA.

224
17 M.Tahir Khan. G.H.S JHANGAI. M.A, B.ED

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

G.H.S SHAIKHUL
23 Maroof Khan. M.A, B.ED
BANDA.
G.H.S NO 4
24 Munir Ahmad. M.A, M.ED
ABBOTTABAD.
25 Qaisar. G.H.S LAKHALA. M.A, B.ED

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

G.H.S NO 4
33 Wali-Ur-Rahman. M.A, M.ED
ABBOTTABAD.
34 Waris Khan. G.H.S NO 1 HAVELIAN. M.A, M.ED

G.H.S SAMANDAR
35 Zaheer Khan. M.A, M.ED
KATTA.
36 Zaheer. G.H.S CHAMHAD. M.A, B.ED

225
 37 Zaheer. G.H.S CHAMHAD. M.A, B.ED

G.H.S SHAIKHUL
38 Zahid Ali Khan. M.A, M.ED
BANDA.
39 Zia-Ul-Haq. G.H.S MAJHUHAN. M.A, B.ED

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 G.H.S GANDYALI
M.Waqar. M.A, B.ED
PAYAN.
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 G.H.S CHIKAR KOT

S. Qalbe Hussain. M.A, M.ED
BALA.

226
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 G.H.S GANDYALI
Zia Ullah. M.A, M.ED
PAYAN.

District Mardan
69 G.H.S LABOUR
A. Mateen. M.A, M.ED
COLONY.
70 A.Jalil. G.H.S FARM KORONA. M.A, B.ED

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

227
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

228
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 G.H.S KHANZADA

Sabz Ali Khan. M.A, M.ED
DHERI.
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 G.H.S LABOUR

Shamsul Nawab. M.A, M.ED
COLONY.
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

229
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 G.H.S GULSHAN

Arshad Ali. M.A, MPHIL
REHMAN.
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 G.H.S KANDI KALO

Fazli Qadar. M.A, M.ED
KHEL.
124 G.H.S KANDI KALO
Fazli Qadar. M.A, M.ED
KHEL.
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 G.H.S MERA URMAR

Irshad Khan. M.A, M.ED
PAYAN.
131 G.H.S MERA URMAR
Irshad Khan. M.A, M.ED
PAYAN.
132 Jehanzeb. G.H.S AHMAD KHEEL. M.A, B.ED

230
133 GCMHS NO 2 PESAWAR
Khalid Riaz. M.A, M.ED
CITY.
134 Khalid Saif Ullah. G.H.S NANAK PURA. M.A, M.ED

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 G.H.S GULSHAN

Sattar Muhammad. M.A, M.ED
REHMAN.
149 GCMHS NO 2 PESAWAR
Shahzad Anjum. M.A, M.ED
CITY.
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

231
153 G.H.S GUL BAHAR NO 2
Umar Khan. M.A, M.ED
PESHAWAR.
154 G.H.S GUL BAHAR NO 2
Umar Khan. M.A, MPHIL
PESHAWAR.
155 Wahid Ullah. G.H.S DABGARI GATE. M.A, B.ED

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

232
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

233
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

234
 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.

235
 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.

236
11 Grammar Translation Method is easy
to use in classroom.
12 Abstract ideas can be easily explained
by Grammar Translation Method.
13 Grammar Translation Method
facilitates correct writing in English.
14 Pakistani social environment is
supportive of Grammar Translation
Method.
15 Grammar Translation Method is
suitable for large classrooms in the
subject of English.
16 Examination system in Pakistan is
based on Grammar Translation
Method.

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.

237
32 Teachers of English work as
facilitators and guide.
33 Teachers of English always move
around in the classroom
34 Teachers of English use authority for
maintaining discipline in the
classrooms if necessary
35 Attitude of subject teachers is student
friendl
36 Teachers of English are punctual and
regular in taking their class
37 Real life situation is created by
teachers for English language
learning in the classroom
4.Curriculum of English

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

238
51 Pre-service training of teachers of
English enables them to know and
apply various teaching methods of
English.
52 In-service English training is given to
all English teachers from time to time.
53 Duration of teacher training is enough
for teachers to equip them with
necessary skills in English.
54 Teacher training institutes have all
basic facilities for enhancing the four
skills of English.

239
 Appendix D: Observation Checklist

Observation Checklist

Teachers’ Name:_____________Designation:________Date____/_____/_______
Subject:_English: 10th Presnt post held_____________________No Of Students in
class------School:_________________________village:_____________
Tehsil------------------Distt---------
S Teaching Practices EFFECTIVE LESS INEFFECTIVE
EFFECTIVE
NO
Teaching Methodologies
1 Uses of Lesson Plan
2 Use of Grammar Translation
Method
3 Use of Reading Method
4 Translation is according to the
students’ level
5 Use of Direct Method
6 Use of Audio-Lingual Method
7 Use of Communicative Method
8 Use of Different Methods
simultaneously in the classroom
9 Teachers’ instruction is clear
10 Teacher Students interaction takes
place in the classroom
11 Use of target language. i.e. English.
12 Voice quality of English teacher

13 Eye-contact of the teacher

14 Gesture and body language of the
teacher
15 Full utilization of teachers’ time
inside the classroom

240
16 Use of A-V Aids

17 Use of Tape-recorder

18 Use of Computer

19 Demonstration as well as
explanation
20 Recapitulation of the lesson taught

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

241
 Evaluation of students

Students’
3 evaluation during class
6
Students’
3 evaluation at the end of class
7

242
 Appendix E: List of Principals and Subject Teacher for Pre-Testing of the
Instruments

S. No. Name of Five Principals with Institutions Qualification

1 Mr. Dr. M. Majid Sabir. GTHS Gulbahar PhD Education.

Peshawar.
2 Mr. Dr. Muhammad Yunas GHS Wazir Bagh M.Sc. PhD
Peshawar. (Education)
3 Mr. M. Ali Principal GHS Kafoot Dheri Peshawar. M.A., MEd
4 Mr. M. Rehman Principal GHS Hassan Garhi M.A., MEd
Peshawar.
5 Mr. Niamat khan Principal GHS Shahi Bala M.A., MEd
Peshawar.

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 M.A, M.Ed, M.Phil.
Peshawar.
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

243
 Appendix F: Schedule of visits to schools for classroom observation

DISRICT PESHAWAR
S.No School Name Visited on Day
1 G.H.S MANAKRO.
15/04/2014 Tuesday
2 G.H.S LANDI ARBAB.
3 GHS DEH BAHADAR
16/04/2014 Wednesday
4 G.H.S AHMAD KHEEL.
5 G.H.S GULSHAN REHMAN.
17/04/2014 Thursday
6 G.H.S MERA URMAR PAYAN.
7 G.H.S GARHI CHANDAN.
18/04/2014 Friday
8 G.H.S ZAHIRABAD.
9 G.H.S AKHOON ABAD.
19/04/2014 Saturday
10 G.H.S BERI BAGH.
11 G.H.S NO 2 GUL BAHAR
21/04/2014 Monday
12 G.H.S ZARYAB COLONY.
13 G.H.S NANAK PURA.
22/04/2014 Tuesday
14 GCMHS NO 2 PESAWAR CITY.
15 G.H.S JOGIWARA.
23/04/2014 Wednesday
16 G.H.S KANDI KALO KHEL.
17 G.H.S DABGARI GATE.
24/04/2014 Thursday
18 G.H.S SALWAN CANTT.
19 G.H.S PAHARI PURA.
25/04/2014 Friday
20 G.H.S PAKHA GHULAM.
21 G.H.S WADPAGA.
26/04/2014 Saturday
22 G.H.S GULOZAI.
23 G.H.S MIA GOJAR. 28/04/2014 Monday
DISRICT MARDAN
1 G.H.S LABOUR COLONY.
29/04/2014 Tuesday
2 GCMHS NO 2 MARDAN.
3 G.H.S TORU.
30/04/2014 Wednesday
4 G.H.S NODEH TORO.
5 G.H.S SAWARYAN.
02/05/2014 Friday
6 G.H.S MOHABAT ABAD.
7 G.H.S SIKANDARI.
03/05/2014 Saturday
8 G.H.S KOREGH.
9 G.H.S GULI BAGH.
05/05/2014 Monday
10 G.H.S HOTI LANDAKI.
11 G.H.S KHAZANA DHERI.
06/05/2014 Tuesday
12 G.H.S MOHABAT ABAD.
13 G.H.S KAS KORONA.
07/05/2014 Wednesday
14 G.H.S MOHIB BANDA.

244
 15 G.H.S FARM KORONA.
08/05/2014 Thursday
16 G.H.S TAKHT BHAI.
17 G.H.S PUBLIC PARK.
09/05/2014 Friday
18 G.H.S KHADI KILLI.
19 G.H.S MAZDOOR ABAD
10/05/2014 Saturday
20 G.H.S KOT TAKHT BHI.
21 G.H.S PARKHO DEHRI.
12/05/2014 Monday
22 G.H.S JEWAR
23 G.H.S JALALA. 13/05/2014 Tuesday
DISTRICT KOHAT
1 G.H.S CHIKAR KOT BALA
14/05/2014 Wednesday
2 G.H.S USTARZAI PAYAN
3 G.H.S USTERZAI BALA.
15/05/2014 Thursday
4 G.H.S KHADIZAI.
5 G.H.S SOOR GUL.
16/05/2014 Friday
6 G.H.S JERMA.
7 G.H.SBILLITANG.
17/05/2014 Saturday
8 G.H.S TOGH BALA.
9 G.H.S KHARMATTO.
19/05/2014 Monday
10 G.H.S GANDYALI PAYAN.
11 G.H.S TOLANG.
20/05/2014 Tuesday
12 G.H.S NO 2 KOHAT.
13 G.H.S NO 3 KOHAT.
21/05/2014 Wednesday
14 G.C.H.S KOHAT.
DISRICT SWAT
1 G.H.S NAWAY KALAY.
23/05/2014 Friday
2 G.H.S ABUHA.
3 GHS BARIKOT
24/05/2014 Saturday
4 G.H.S GHALEGAY.
5 G.H.S MANYAR.
26/05/2014 Monday
6 G.H.S THINDO DOG.
7 G.H.S GOG DARA.
27/05/2014 Tuesday
8 G.H.S ODEGRAM.
9 G.H.S BALOGRAM.
28/05/2014 Wednesday
10 G.H.S QAMBAR.
11 G.H.S MANGLOR.
29/05/2014 Thursday
12 G.H.S GULI BAGH
13 G.H.S ASALA.
30/05/2014 Friday
14 G.H.S KHWAZA KHEELA.
15 G.H.S GHWALERAI
31/05/2014 Saturday
16 G.H.S NO 3 MINGORA.
17 G.H.S NO 4 MINGORA. 02/06/2014 Monday

245
 18 GHS AHINGRO DHERI
19 G.H.S JAMBIL.
20 G.H.S WADODIA.
03/06/2014 Tuesday
21 G.H.S SHAGAI.
22 G.H.S ISLAM PUR.
04/06/2014 Wednesday
23 G.H.S CHITOR.
24 G.H.S PARRI.
05/06/2014 Thursday
25 G.H.S KOTLAI.
DISTRICT ABBOTTABAD
1 G.H.S NO 1 HAVELIAN.
07/06/2014 Saturday
2 G.H.S NO 2 HAVELIAN.
3 GHS CHANDO MERA
09/06/2014 Monday
4 GHS BODLA
5 G.H.S JHANGAI.
10/06/2014 Tuesday
6 G.H.S TARNAWAI.
7 G.C.M.H.S ABBOTTABAD.
11/06/2014 Wednesday
8 G.H.S NO 3 ABBOTTABAD.
9 GHS NO 4 ATD
10 G.H.S SHAIKHUL BANDA. 12/06/2014 Thursday

11 G.H.S BHURAJ.
13/06/2014 Friday
12 G.H.S KOKAL BARSEEN.
13 G.H.S CHAMHAD. Saturday
14/06/2014
14 G.H.S LAKHALA. Monda
16/06/2014
y
15 G.H.S CHAMHATTI. 17/06/2014 Tuesday
16 G.H.S DHAMTOUR. 18/06/2014 Wednesday
17 G.H.S HARNO. 19/06/2014 Thu
18 GHS SAMANDAR KATTA. 20/06/2014 Fri
19 GHS MAJHUHAN 21/06/2014 Sat
20 GHS MIRPUR 23/06/2014 Mon

246
 Appendix G: National Curriculum for English Language Grade 9 & 10th

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.

Student Learning Outcomes

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.

Student Learning Outcomes

Interpret the situation in a visual cue and with the help of mind map giving
vocabulary, structure and sensory detail to write a short description.

247
 Analyze information in bar graphs, line graphs and diagrams describing
complex process and procedures, comparisons and contrasts to write a short written
report.
Organize information using various organizational patterns: sequence,
comparison, contrast, classification, cause and effect.
Recognize and use appropriate transitional words within and beyond
paragraphs.
Recognize and use appropriate conventions (format, style, expression).

Benchmark 4: Gather, analyze, evaluate and synthesize information designing

a research project using various aids and study skills.

Student Learning Outcomes

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.

Student Learning Outcomes

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.

248
 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:

Student Learning Outcomes

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:

Student Learning Outcomes

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.

Student Learning Outcomes

Write and revise formal letters.

Write and revise Applications.

Benchmark 4: Plan and draft their writing and edit for various organizations.

Student Learning Outcomes

Select and use a variety of pre- writing strategies such as brainstorming and
mind mapping.
Develop focus for own writing by identifying audience and purpose.

249
 Competency 3: Oral Communication Skills:

Standard 1: All students will use appropriate social and academic conventions
of spoken discourse for effective oral communication.

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.

Student Learning Outcomes

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

Student Learning Outcomes

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.

250
 Student Learning Outcomes

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.

Student Learning Outcomes

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.

Student Learning Outcomes

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.

Student Learning Outcomes

Illustrate use of punctuation marks learnt earlier.

Recognize and use colon to separate independent clauses.

251
Recognize and use semi colon
Recognize and use hyphen.
Recognize and use parenthesis.
Recognize and use dash as a separator.

252
 Appendix H: Table of Contents Subject English Class 10th

Theme Title Reading and thinking Speaking and

Unit
writing
 Reading for  Discussing the
The last comprehension unit
address of  Discussing  Speaking about
Ideal Personality/
1 the Holy incidences of the any noble
Role Model
Prophet unit character
SAW  Discussing the last  Writing the main
address points
 Discussing the
 Reading for
main characters
The pleasure
 Writing about a
Participatory Caliph  Locating the main
2 character
citizenship and the idea
 Analyzing two
Gardner  Exchanging views
different persons
 Classroom activity

 Reading for  Discussing the

After comprehension main points
3 Friendship/Values twenty  Exchanging views  Discussing the
years  Talking about two characters
personality  Honesty
 Writing
population
 Reading for increase ratio
Population
Comprehension  Impact of
Explosion
4 Population Education  Pakistan population population on
in
in 1947 and 2012 economy
Pakistan
 Measure to
control
population

253
  Reading for  Discussing
understanding personality of
Begum  Importance of equal equal Begum
Rana woman rights Liaqat Ali Khan
5 Gender Equality
Liaqat Ali  Discussing  Analyzing her
Khan personality of struggle and
Begum Liaqat Ali contribution
Khan  Arrange a debate
 Describing
 Reading for
the Incom people
comprehension
Tax Man  Inserting missing
6 Careers/Occupations  Locating the main
Mark nouns
idea
Twain  Writing on the
 Exchanging views
main point
Hazrat
 Discussing the
Umar  Reading for
caliphs
Farooq comprehension
sifting the main
7 peaceful co-existence RA  Respecting needs of
point
Khawaja human beings
writing about
Jamil  Practicing tolerance
similar incidence
Ahmad
 Sift the main
 Reading for
points
Tobacco comprehension
 Making a chart
and your  Group discussion on
8 healthy, Safety  Visit to a local
Health dangers of smoking
hospital
A Report  Creating a situation
 Talking about
a sick person
healthy

254
  Discussing
about various
places
 Reading for
 Exchanging
comprehension
views
Muslims of  Knowing other
 Preparing a
9 self, people, places China places
presentation
jane Hill  Comparing other
on
places with your
 Creating a
country
situation of a
foreign
student
 Reading for  Discussing
they Have Cut pleasure pollution
Down the Pines  Reading for  Locate the
10 Environment
Mary Lisle comprehension main idea
Poem  Message of the  Key points of
poem the poem
 Sifting he
 Reading for
main ideas
stopping By pleasure
 Comparison
Woods On A  Reading for
with summer
11 nature Snowy Evening understanding
season
Robert Frost  Appreciation of
 Likes or
Poem nature
dislikes of
 Inference
winter
 Group
 Reading for discussion on
“it’s Plain Hard
comprehension any new
Work that Does
12 Technology/Motivation  Understanding scientific
it”
scientific discovery
Charies Edison
experiments  Advantages
and

255
 Knowing the disadvantages
eagerness of a of science
scientist  Locating the
main idea

256
  Group
 Reading for discussion about
pleasure and various places
Kaghan Valley  Comprehension  Main idea of the
13 Travel
Tahir Jahangir  Knowing other unit
places  Writing about a
 Sharing views about visit to any other
place

257
 Appendix I: Table of Contents Subject English Class 9th

Uni Reading and Speaking and

Theme Title
t thinking writing
 Bring out the main
idea
 Discussing the
The Holy  Reading for
main character
Prophet comprehension
1 Role Model  Writing on the life
Muhammad  Locating the main
of the Holy
(SAW) idea
Prophet Hazrat
Muhammad
(SAW)
 Reading for  Writing about the
comprehension importance of
Allama
 Understanding senses
2 Role Model Muhammad
special people and  Discussing
Iqbal
how to help them feelings of the
author
 Reading for
comprehension  Discussing
understanding people’s belief in
Quaid- A patriotism through their leader
Role Model
3 Great leader a role model  Writing about a
Patriotism
John Walton  Appreciating National Hero
Quaid’s  Sharing any travel
personality experience
 Inference

258
  Class room
 Locating the main
discussion on
idea
human rights
 Respecting human
The Medina  Writing main
4 Human Rights rights
Character points of the text
 Practicing
 Discussion on
tolerance
honouring a
 Sharing an
promise
 Reading for
pleasure  Discussing such
 Understand stories
The Snare
Humour/Underst different kinds of  Talking about
5 Prof.
and Art. homour obedience
Mohibullah
 Thinking of a  Writing a
different end to humorous story
the
 Sift the main
 Reading for
points
comprehension
Ethics and The Two  Writing about
6  Caring about other
values Bargains similar incidence
people’s needs
 Making flow
 Helping the others
charts
 Reading for
A Visit to  Pair discussion
comprehension
Swat Valley about various
knowing other
People and H P Stewart places, people
7 places
places, Travel Simplified by  Writing about a
 Comparing other
Prof. visit to a historical
places with your
Mohibullah place
city

259
 Avalanche  Reading for
 Group discussion
Anna awareness of a
on
Rutgers Van crises
Crisis  How to take
8 Der Loeff  How to handle in
Management decision in a crisis
Simplified by case of an
 Writing summary
Prof. earthquake, flood
of the text
Mohibullah etc.
 Reading for
 Discussing the
The Farm motivation/inspira
theme
Motivation for James tion thinking of a
 Discussing
adopting the Stephens different end to
9 different character
value of Simplified by the story
of the story
contentment Prof.  Situation
 Using clues to
Mohibullah understanding the
insert adjectives
character of Bill
 Reading for  Group discussion
comprehension on scientific
A New
 Understanding devices
10 Technology Microbe
scientific  Advantages and
O’Henry
experiments disadvantages of
 Inference scientific devices
 Reading for  Discussion on TV
comprehension Programs
Confessions of
 Understanding  Expressing likes
11 Role of Media a TV Addict
different branches or dislikes
Jenny Tbakoff
of media  Importance of
 Inference media

260
 ‘Hope’ is the  Reading for
thing with enjoyment  Group discussion
Life skills feathers  Message of the on the main theme
12
Education Emily poem  Understanding the
Dickinson(poe  Significance of the key words
m) title
 Message of the  Understanding the
The Old
poem key words
13 Humanity Woman
 Significance of the  Presentation on
(Poem)
title the theme
 Reading for
appreciating of
The Daffodils  Group discussion
nature and
Appreciation of William  Appreciation of
14 enjoyment
Nature wordsworth nature
 Understanding
(Poem)  Drawing a scene
emotions and
feelings
The Voice of
God  Message of the  Understanding the
Presence of God Incorporated poem key words
15
Almighty Prof.  Significances of  Presentation on
Mohibullah the title the theme
(Poem)

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

Enrolmen
S.No District Tehsil School Name Class
t
GCMHS NO. 2
1 Abbottabad Abbottabad ABBOTTABAD FOR 9 56
BOYS
GCMHS NO. 2
2 Abbottabad Abbottabad ABBOTTABAD FOR 10 49
BOYS
GHS NO.1
3 Abbottabad Abbottabad 9 44
HAVELIAN
GHS NO.1
4 Abbottabad Abbottabad 10 37
HAVELIAN
GHS NO.2
5 Abbottabad Abbottabad 9 57
HAVELIAN
GHS NO.2
6 Abbottabad Abbottabad 10 30
HAVELIAN
7 Abbottabad Abbottabad GHS NO.3 A/ABAD 9 83
8 Abbottabad Abbottabad GHS NO.3 A/ABAD 10 68
9 Abbottabad Abbottabad GHS NO.4 A/ABAD 9 70
10 Abbottabad Abbottabad GHS NO.4 A/ABAD 10 94
11 Abbottabad Abbottabad GHS BHURAJ 9 64
12 Abbottabad Abbottabad GHS BHURAJ 10 55
13 Abbottabad Abbottabad GHS BODLA 9 66
14 Abbottabad Abbottabad GHS BODLA 10 58
15 Abbottabad Abbottabad GHS TARNAWAI 9 56
16 Abbottabad Abbottabad GHS TARNAWAI 10 41
17 Abbottabad Abbottabad GHS LAKHALA 9 44
18 Abbottabad Abbottabad GHS LAKHALA 10 33
19 Abbottabad Abbottabad GHS MIRPUR 9 57
20 Abbottabad Abbottabad GHS MIRPUR 10 25
21 Abbottabad Abbottabad GHS CHAMHAD 9 83
22 Abbottabad Abbottabad GHS CHAMHAD 10 75
23 Abbottabad Abbottabad GHS CHAMHATTI 9 69
24 Abbottabad Abbottabad GHS CHAMHATTI 10 41
GHS CHANDO
25 Abbottabad Abbottabad 9 49
MAIRA
GHS CHANDO
26 Abbottabad Abbottabad 10 34
MAIRA
GHS HARNO
27 Abbottabad Abbottabad 9 86
(AZIZABAD)

262
 GHS HARNO
28 Abbottabad Abbottabad 10 70
(AZIZABAD)
29 Abbottabad Abbottabad GHS JHANGI 9 73
30 Abbottabad Abbottabad GHS JHANGI 10 56
31 Abbottabad Abbottabad GHS DHAMTOUR 9 88
32 Abbottabad Abbottabad GHS DHAMTOUR 10 45
GHS KOKAL
33 Abbottabad Abbottabad 9 60
BARSEEN
GHS KOKAL
34 Abbottabad Abbottabad 10 35
BARSEEN
35 Abbottabad Abbottabad GHS MAJUHIAN 9 80
36 Abbottabad Abbottabad GHS MAJUHIAN 10 71
GHS SUMANDAR
37 Abbottabad Abbottabad 9 68
KATHA
GHS SUMANDAR
38 Abbottabad Abbottabad 10 63
KATHA
GHS SHEIKH UL
39 Abbottabad Abbottabad 9 75
BANDI
GHS SHEIKH UL
40 Abbottabad Abbottabad 10 49
BANDI
41 Kohat Kohat GCHS KOHAT 9 47
42 Kohat Kohat GCHS KOHAT 10 69
GHS CHAKARKOT
43 Kohat Kohat 9 56
BALA
GHS CHAKARKOT
44 Kohat Kohat 10 48
BALA
GHS GANDIALY
45 Kohat Kohat 9 85
PAYAN
GHS GANDIALY
46 Kohat Kohat 10 47
PAYAN
47 Kohat Kohat GHS JARMA 9 76
48 Kohat Kohat GHS JARMA 10 44
49 Kohat Kohat GHS KHADIZAI 9 81
50 Kohat Kohat GHS KHADIZAI 10 54
51 Kohat Kohat GHS KHARMATOO 9 83
52 Kohat Kohat GHS KHARMATOO 10 55
53 Kohat Lachi GHS LACHI PAYAN 9 28
54 Kohat Lachi GHS LACHI PAYAN 10 24
55 Kohat Kohat GHS NO.2 KOHAT 9 55
56 Kohat Kohat GHS NO.2 KOHAT 10 62
57 Kohat Kohat GHS NO.3 KOHAT 9 67
58 Kohat Kohat GHS NO.3 KOHAT 10 79

263
 GHS TOLANG
59 Kohat Kohat 9 28
JADEED
GHS TOLANG
60 Kohat Kohat 10 22
JADEED
GHS USTERZAI
61 Kohat Kohat 9 34
BALA
GHS USTERZAI
62 Kohat Kohat 10 27
BALA
63 Kohat Kohat GHS TOGH BALA 9 65
64 Kohat Kohat GHS TOGH BALA 10 97
GHS USTERZAI
65 Kohat Kohat 9 65
PAYAN
GHS USTERZAI
66 Kohat Kohat 10 70
PAYAN
67 Kohat Kohat GHS BILITANG 9 60
68 Kohat Kohat GHS BILITANG 10 61
GHS MAZDOOR
69 Mardan Takht bhai 9 59
ABAD
GHS MAZDOOR
70 Mardan Takht bhai 10 64
ABAD
GHS MOHABAT
71 Mardan Mardan 9 94
ABAD
GHS MOHABAT
72 Mardan Mardan 10 55
ABAD
73 Mardan Mardan GHS MOHIB BANDA 9 77
74 Mardan Mardan GHS MOHIB BANDA 10 60
75 Mardan Mardan GHS NODEH (TORU) 9 48
76 Mardan Mardan GHS NODEH (TORU) 10 47
GHS PARK TAKHT
77 Mardan Takht bhai 9 61
BHAI
GHS PARK TAKHT
78 Mardan Takht bhai 10 66
BHAI
79 Mardan Takht bhai GHS PURKHO 9 45
80 Mardan Takht bhai GHS PURKHO 10 83
81 Mardan Katlang GHS SOWARYAN 9 73
82 Mardan Katlang GHS SOWARYAN 10 44
GHS LABOUR
83 Mardan Mardan 9 64
COLONY
GHS LABOUR
84 Mardan Mardan 10 52
COLONY
GHS TORU
85 Mardan Mardan 9 73
MARDAN

264
 GHS TORU
86 Mardan Mardan 10 33
MARDAN
GHS FARAM
87 Mardan Mardan 9 65
KOROONA
GHS FARAM
88 Mardan Mardan 10 47
KOROONA
GHS KASS
89 Mardan Mardan 9 54
KOROONA
GHS KASS
90 Mardan Mardan 10 52
KOROONA
91 Mardan Mardan GHS KHADI KILLY 9 72
92 Mardan Mardan GHS KHADI KILLY 10 57
GHS KHAZANA
93 Mardan Mardan 9 48
DHERI
GHS KHAZANA
94 Mardan Mardan 10 32
DHERI
GHS KOT TAKHT
95 Mardan Takht bhai 9 76
BHAI
GHS KOT TAKHT
96 Mardan Takht bhai 10 72
BHAI
97 Mardan Mardan GHS GULI BAGH 9 36
98 Mardan Mardan GHS GULI BAGH 10 38
99 Mardan Mardan GHS HOTI LANDAKI 9 90
100 Mardan Mardan GHS HOTI LANDAKI 10 84
101 Mardan Mardan GHS JALALA 9 65
102 Mardan Mardan GHS JALALA 10 58
103 Mardan Mardan GHS JEWAR 9 35
104 Mardan Mardan GHS JEWAR 10 38
105 Mardan Mardan GHS SERI BEHLOL 9 63
106 Mardan Mardan GHS SERI BEHLOL 10 82
107 Mardan Mardan GHS SIKANDARI 9 36
108 Mardan Mardan GHS SIKANDARI 10 32
109 Mardan Mardan GCMHS MARDAN 9 39
110 Mardan Mardan GCMHS MARDAN 10 56
111 Mardan Mardan GHS KOREGH 9 45
112 Mardan Mardan GHS KOREGH 10 55
113 Mardan Takht bhai GHS TAKHT BHI 9 59
114 Mardan Takht bhai GHS TAKHT BHI 10 64
GCMHS NO 2 PESH
115 Peshawar Peshawar 75 54
CITY
GHS AHMAD
116 Peshawar Peshawar 16 12
KHEEL

265
117 Peshawar Peshawar GHS AKHON ABAD 94 66
118 Peshawar Peshawar GHS LANDI ARBAB 92 60
119 Peshawar Peshawar GHS BERIBAGH 93 33
GHS DABGARI
120 Peshawar Peshawar 91 67
GATE
GHS GARHI
121 Peshawar Peshawar 18 20
CHANDAN
GHS NO 2
122 Peshawar Peshawar 80 38
GULBAHAR
123 Peshawar Peshawar GHS GULOZAI 100 92

124 Peshawar Peshawar G.H.S MANAKRO. 40 35

G.H.S GULSHAN
125 Peshawar Peshawar 80 68
REHMAN.
G.H.S DEH
126 Peshawar Peshawar 50 45
BAHADAR.
G.H.S MERA
127 Peshawar Peshawar 18 12
URMAR PAYAN.
G.H.S KANDI KALO
128 Peshawar Peshawar 40 25
KHEL.

129 Peshawar Peshawar G.H.S JOGIWARA. 65 48

G.H.S NANAK
130 Peshawar Peshawar 55 50
PURA.
G.H.S SALWAN
131 Peshawar Peshawar 60 55
CANTT.
G.H.S ZARYAB
132 Peshawar Peshawar 98 95
COLONY.

133 Peshawar Peshawar G.H.S WADPAGA. 50 60

G.H.S PAHARI
134 Peshawar Peshawar 30 35
PURA.

135 Peshawar Peshawar G.H.S MIA GOJAR. 70 45

G.H.S PAKHA
136 Peshawar Peshawar 90 87
GHULAM.

137 Peshawar Peshawar G.H.S ZAHIRABAD. 64 68

138 Swat Barikot GHS ABOHA 9 52

139 Swat Barikot GHS ABOHA 10 48
Khwazakhel
140 Swat GHS ASALA 9 52
a

266
 Khwazakhel
141 Swat GHS ASALA 10 38
a
142 Swat Charbagh GHS GULIBAGH 9 64
143 Swat Charbagh GHS GULIBAGH 10 85
Babozai
144 Swat GHS QAMBER 9 89
swat
Babozai
145 Swat GHS QAMBER 10 53
swat
Babozai
146 Swat GHS MINGORA 9 56
swat
Babozai
147 Swat GHS MINGORA 10 55
swat
Babozai
148 Swat GHS CHITOR 9 92
swat
Babozai
149 Swat GHS CHITOR 10 58
swat
Babozai
150 Swat GHS ISLAMPUR 9 87
swat
Babozai
151 Swat GHS ISLAMPUR 10 50
swat
152 Swat Kabal GHS KOTLAI 9 71
153 Swat Kabal GHS KOTLAI 10 63
Babozai
154 Swat GHS SHAGAI 9 97
swat
Babozai
155 Swat GHS SHAGAI 10 74
swat
156 Swat Matta GHS GAWALERAI 9 58
157 Swat Matta GHS GAWALERAI 10 55
Babozai
158 Swat GHS JAMBIL 9 60
swat
Babozai
159 Swat GHS JAMBIL 10 39
swat
Babozai
160 Swat GHS MANGLOR 9 65
swat
Babozai
161 Swat GHS MANGLOR 10 180
swat
GHS
162 Swat Barikot 9 92
NAWAKALAY(B)
GHS
163 Swat Barikot 10 44
NAWAKALAY(B)
164 Swat Barikot GHS PARRAI 9 40
165 Swat Barikot GHS PARRAI 10 55

267
 Babozai
166 Swat GHS NO.3 MINGORA 9 63
swat
Babozai
167 Swat GHS NO.3 MINGORA 10 64
swat
Babozai
168 Swat GHS NO.4 MINGORA 9 56
swat
Babozai
169 Swat GHS NO.4 MINGORA 10 84
swat
Babozai
170 Swat GHS UDIGRAM 9 68
swat
Babozai
171 Swat GHS UDIGRAM 10 57
swat
172 Swat Matta GHS GOGDARA 9 52
173 Swat Matta GHS GOGDARA 10 41
174 Swat Barikot GHS MANYAR 9 45
175 Swat Barikot GHS MANYAR 10 31
Babozai GCMHS WADUDIA
176 Swat 9 50
swat FOR BOYS
Babozai GCMHS WADUDIA
177 Swat 10 58
swat FOR BOYS
Khwazakhel
178 Swat GHS K/KHELA (B) 9 67
a
Khwazakhel
179 Swat GHS K/KHELA (B) 10 58
a

180 Swat Barikot GHS BARIKOT 10 50

GHS IHENGARO
181 Swat Barikot 9 67
DHERI

182 Swat Barikot GHS SWEGALAI 10 40

268