Assessing the English Language Teaching Practices Applied by Teachers at Secondary Level

Abstract

As a global language, English has been established significant status in Pakistani society. Since the beginning of primary school, it has been a compulsory subject in almost every Pakistani school because of its role as a second language. Effective teaching learning of English mostly depends upon the teaching practices related to instructional guidance, learning, assessment and feedback, enhancement of vocabulary and classroom interaction. This research study discusses the current English subject teaching practices at secondary level. The research objective for this research study was to explore the current English teaching practices applied by the teachers at secondary level. Population of the study was all 134 Teachers working at Public Sector Secondary schools in seven Talukas of District Tharparkar. The sample size of the study was comprised of (n=20) school and (n=100) Teachers via stratified random sampling. A self-developed Likert Scale 5.0 questionnaire and observation tool were administered through survey method to collect the data from respondents. Validity of the research questionnaire and observation tool was determined through expert opinion and pilot study was carried out in order to check the reliability of tools after developing. The observations were conducted in 9th and 10th-grade classes across 20 schools with a total of (n=360) students in seven talukas of district Tharparkar. The collected data was analyzed through descriptive statistics including frequency, mean, and Standard Deviation. Inferential statistical techniques were also employed by exploratory factor analysis method.  The analysis revealed four key factors through factor analysis which named as instructional guidance, learning engagement, assessment and feedback, and classroom interaction. In terms of instructional guidance, teachers were proficient in guiding students during lesson reading (Mean = 1.75, SD = 0.776) and addressing weak points (Mean = 2.15, SD = 0.802). However, there was space for improvement in using audio-visual aids (Mean = 1.90, SD = 0.269). For learning engagement, lesson planning (Mean = 1.83, SD = 0.317), engaging students in daily reading activities (Mean = 1.61, SD = 0.778), and paragraph writing guidance (Mean = 1.77, SD = 0.725) needed optimization. Practices such as clearing grammatical concepts during reading (Mean = 1.33, SD = 0.485) and conducting question-answer exercises (Mean = 3.01, SD = 0.954) indicated moderate engagement but had room for improvement. Assessment and feedback practices were generally satisfactory, with teachers engaging in necessary practices like group activities (Mean = 2.06, SD = 0.938) and providing feedback (Mean = 1.95, SD = 0.876). Classroom interaction showed a moderate level, with a need for more inclusive interactions and better support for weaker students. While teachers encouraged conversation practice (Mean = 3.26, SD = 0.0.816), teacher-student interaction (Mean = 2.71, SD = 0.942) and engaging weak students during reading activities (Mean = 2.63, SD = 0.877) highlighted significant areas for improvement. The results of the first hypothesis indicate a statistically significant and positive association among all the indicators of teaching practices. Therefore, the five indicators used to assess teaching practices show a strong correlation. The result of second hypothesis (F (3, 76) = 3.140, p = 0.030) suggested that the teacher's teaching practices are well-regarded and have a significant impact on secondary schools’ students. More the effective teaching practices the more students learning activities will be effective on English subject. In conclusion, this study assessed English teaching practices in secondary schools. It found strengths in instructional guidance and assessment practices. However, there's room for improvement in learning engagement and classroom interaction. Balancing teaching approaches can create a better educational experience for all students.