Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of PhilosophyThis study investigated the relationship between reading attitudes in L1 and in L2 of learners in Pakistan. It also investigated the differences between reading attitudes of learners from different home backgrounds, rural and urban. The participants of the study had Sindhi as their L1 and English as their L2. They came from rural (n=186) and urban (n=202) parts of Sindh. The study employed a mixed methods approach. It collected data through a questionnaire, and semi-structured interviews. The questionnaire collected information on four reading attitude variables: self perception as a reader, utilitarian value for reading, personal involvement for reading and lack of reading anxiety both in Sindhi and in English. The fifth variable was learner’s rural/urban home background. My study partially confirms findings from previous studies indicating that reading attitudes in L1 and in L2 are related. Rural learners displayed a stronger relationship between reading attitudes in L1 and in L2, whereas urban learners displayed a weaker relationship. This finding was further confirmed when, through a multiple regression analysis, the contribution of each reading attitude was checked in terms of the coefficient values. A learner’s ‘rural/urban home background’ emerged as the strongest indicator of a learner’s reading attitudes than his/her reading attitudes in Sindhi. Thus, urban home background seems to add positively to reading attitudes in English. The findings show the importance of one’s educational background, home and society on the whole in the process of developing a learner’s attitudes towards reading in English. Furthermore, this study also demonstrated marked differences in the reading attitudes of both the groups in terms of their reading attitudes in L1 and in L2. The rural learners had better reading attitudes in L1 than their counterparts, whereas the urban learners had better reading attitudes in English than the rural learners. Such a finding again supports the role of society and social background in shaping learners’ reading attitudes in L1 or in L2

‘Keep an Eye on Your Son! He Is Reading Too Much These Days’: Understanding the Reading Attitudes in English of Rural and Urban Sindhi Students

Research in second language reading has demonstrated that positive reading attitudes are very crucial in motivating a reader to engage in meaningful reading practices. The exploration of such findings is very limited in the context of Sindh, Pakistan. Learners in Sindh, Pakistan’s rural and urban areas experience life quality generally and reading resources and motivation very differently. This study explored a very basic question of the differences between the reading attitudes of learners from both areas. The findings suggest wide differences between the reading attitudes of rural and urban learners. An understanding of their reading attitudes leads one to devise ways for inculcating or reinforcing positive reading attitudes in further studies

Integrating Listening Skills at University Level: An Action Research at University of Sindh Campus Thatta

This thesis is based on action research that was done in the classroom at the University of Sindh Campus Thatta.  The study aims to find out the listening comprehension challenges in order to find out accessible solution by designing a treatment plan to improve listening skill of the students of English Department UOSCT. In the researcher's own class, the treatment plan was put into practise using a cyclical process of planning, doing, observing, and reflecting.  An initial literature review led to the fact that teaching listening through IELTS listening podcasts can be an effective way to improve student's listening skills. 10 clasess were conducted to teach listening skills with the use of IELTS listening series episode 1 to 10. The data were collected in both quantitative (Questionnaire) and qualitative (Interviews)  methods. A set pre and post test was also conducted to check the improvement in students listening skills. According to the findings, the treatment therapy improved the students' engagement, motivation, self-assurance, listening abilities, and independent learning.  Although there were some challenges at start related to students low confidence, unresponsiveness and shyness which were largely brought under control by designing exciting tasks and activities. The study shows that students listening barriers can be resolved and their listening skills can be improved by taking some useful steps to teach listening in a variety of methods and by designing materials according to the level and need of students. Therefore, it is recommended that a more widespread adoption of this type of communicative learning throughout the institution and in other contexts is possible and might be advantageous for university instructors as well as students. Keywords: action research, listening challenges, IELTS listening, teaching, learning, improving listening skills. DOI: 10.7176/JLLL/98-03 Publication date:August 31st 2023

Exploring Ways of Vocabulary Instructional Practices in ESL Classrooms in Pakistan

Word Power offers a key role when it comes to effective communication and comprehensive reading. Language teaching-learning is a complex phenomenon especially in learning L2 vocabulary. A learner is provided with a complete package of textual and non-textual language-based content to develop all four skills of L2 of a learner. A language curriculum is based on text aided by co-curricular activities like role plays, presentations, speeches/debates or declamation, essay writing competitions, etc. to improve the language proficiency of a learner. In such activities, vocabulary has a secondary role to play, whereas, it is hard to find such activities where the prime focus is to be given on the development of language learner’s vocabulary size. Language learners view vocabulary enhancement as one of the most challenging domains while learning a language Çelik & Toptaş, (2010). The present study reflects a brief overview of the most frequently practiced pedagogical practices of vocabulary items. This study is qualitative, where secondary level school learners are the target population. The researcher has chosen semi-structured interviews with students (n=20). The study finds that the vocabulary instructional process in Pakistani ESL learners lacks the proper induction of vocabulary teaching strategies. It doesn’t target the utilization of vocabulary items in a meaningful context. In addition, vocabulary items are heavily taught explicitly and implicit instructional methods are not taken much into consideration. Thus, the researcher recommends the integration of best teaching practices into the traditional language pedagogical process. It may involve CALL methods and other incidental and intentional approaches that can enable learners to enhance vocabulary size, retain, and use vocabulary items in a real-life context. Keywords: Vocabulary teaching/learning, ESL learners, CALL, traditional practices, pedagogical practices, vocabulary development, language learners DOI: 10.7176/RHSS/10-24-09 Publication date: December 31st 2020

Computer-Assisted Language Learning: A Study of EFL Teachers’ Perceptions of University of Sindh, Jamshoro

This study aims to investigate EFL teachers’ perceptions on Computer Assisted Language Learning in English language classrooms. For the last 15 years, there has been great interest in researching teachers’ perceptions, thinking and beliefs towards implementation of ICT in English language teaching classrooms. As teachers’ perceptions shape and determine language teaching and learning practice. To investigate the problem, 47 in service teachers of Higher Secondary Schools were taken as participants, out of which there were 14 females and 33 males. A questionnaire was administered among the EFL teachers based on investigation of beliefs and perspectives of EFL teachers. Findings of the study suggest that use of online web chats and other connecting forums are practiced by EFL teachers to interact with the students. Furthermore, preparing lectures to use computers and getting help for material development is highly frequent. Keywords: EFL Teachers’ Perceptions, Computer Assisted Language Learning, implementation of ICT, English language classrooms DOI: 10.7176/JEP/11-30-04 Publication date:October 31st 202

Evaluation of ‘English for Undergraduates’- a course-book for English Language Teaching at University of Sindh, Jamshoro, Pakistan from Teachers' Perspectives

English language course-books are inevitable in English language classes. Teachers often find English language course-books very helpful. The evaluation of English language course-books will make the course-books more effective. This study evaluates ‘English for Undergraduates’- a course-book prescribed for English language classes at University of Sindh, Jamshoro, Pakistan (UOSJP). The framework of Alan Cunningsworth (1995) is partially adapted to evaluate the book on the criteria of reading skill, writing skill, representation of culture and the organization of its contents.This research study is exploratory, based on survey research design using quantitative method. This study performs post-use evaluation of ‘English for Undergraduates’ using checklist method. Questionnaire based on adapted criteria checklist is used as a data-collecting instrument. Twenty-seven (27) English language teachers of University of Sindh, Jamshoro, Pakistan (UOSJP) are the sample of this study. Data obtained is analyzed through SPSS (version 23.0) and interpreted through descriptive statistics technique. The findings of this study reveal that ‘English for Undergraduate’ meets the low degree of evaluation on the criteria of reading, culture and organization; however, criteria of writing skill meets the moderate degree of evaluation. Keywords: Textbook Textbook Evaluation Criteria for Textbook Evaluation DOI: 10.7176/RHSS/10-22-08 Publication date: November 30th 202

Investigation of L2 Learners’ Reading Attitudes with an Impact of Extensive Reading Project at Secondary Level, Sindh, Pakistan

In Pakistan, English is most importantly taught at all levels of education and several subjects are taught through the medium of English. Students acquire much of knowledge by reading written literature. Therefore, the importance of reading is inevitable at school level where students have to develop and adopt several strategies and new skills. Reading attitude is a complicated notion, and has a crucial role in developing reading skill. Reading attitudes are based on past experiences and practices and make a learner to be positive or negative for attempting the reading activity. Several researches suggest that learners’ choice for reading material and flexibility add a vital role in shaping the reading attitudes of the learners. Therefore, this study had taken the extensive reading for the instruction to gain support for the reading attitudes in second language. This attempt was made to fill the gap by investigating the effectiveness of extensive reading on the L2 reading attitudes. The subjects were 110 secondary level learners from Sindh, Pakistan. A reading attitude likert scale questionnaire was used before and after the 12-week project of extensive reading with 20 items divided into 6 variables: self-perception, intellectual value, practical value, linguistic value, comfort and anxiety. The results were compiled with the help of SPSS analysis, that showed the descriptive analysis of both pre and post project reading attitudes for each variable and significant difference. Suggestions and implications are highlighted for future practices and research. Keywords: Extensive reading, Reading attitude, Second Language, Learners’ Choice DOI: 10.7176/RHSS/11-2-06 Publication date: January 31st 202

Myths and Realities about Language of Instruction in Pakistan: Parental Perspective

Language of learning and language of state requires proper awareness in multilingual countries. It demands much clarity if the role of a language in learning is to be acknowledged on the academic achievement grounds. Language of instruction is a controversial issue in Pakistan. Language policies and practices play vital role in shaping the perceptions of individual for the choice of any language. These perceptions may be based on reality or merely myths. Parents are major beneficiary or sufferer of the outcome of the education of their children. This article aims to explore perceptions of parents for the choice of language for the education of their children. By drawing upon Woolard & Schieffelin’s Language Ideology Model (1994), this paper analyses how parents perceive the importance of language of instruction for the education of their children. The researchers conducted 20 semi structured interviews from parents of Hyderabad Town by using Maximum Variation Sampling. Constant Comparative Method (Lincoln & Guba, 1985) of analysis is used as an analytic technique to discover perceptions of parents regarding language of instruction for the education their children. This research implies that perceptions of parents are fraught with myths and misunderstandings of past practices and unclear language policies in Pakistan. This study recommends that parents’ voice must effectively be included in the making of language policy and they must be made aware of the researches in learning mother tongue or second language as the language of instruction for the education of their children

English Language Teaching in Multilingual Classrooms: A Study of L2 Teachers’ Strategies to Manage Many Languages

The teaching plus learning practices have become a challenge for ESL teachers and learners significantly at the undergraduate level in Pakistan.  This difficulty occurs to teachers when they have to deal with ESL learners from such diverse backgrounds. In Pakistan, the English languages is majorly taught as second language at college and university levels in public and private sectors. At general level, English language is in practical pedagogy as a compulsory subject from schools to colleges and universities. The English language today is used as the world’s language some also call it as ‘’Universal language’’ because of its wide usage across the world, that contributes into the usage and learning of the language in all the domains and areas of study (Yunus, 2013).  This research study attempted to investigate the strategies ESL teachers use in multilingual English language classrooms at undergraduate level in universities to deal with learners and cope up with such linguistic diversity in classrooms.  The qualitative research paradigm was employed with structured online interviews of the undergraduate teachers of University of Sindh, Mehran University of Engineering and technology, Jamshoro, and Quaid-e-Awam University of Engineering, science and technology, Nawabshah, Sindh, Pakistan respectively. The study proposed that there are diversified learners in multilingual ESL classrooms at undergraduate level in universities having different backgrounds. The teachers use multiple strategies to cater multilingual learners in ESL classrooms and these situations have both positive and negative effects on learners’ performances. Keywords: English language teaching, English as Second language (ESL), learner’s experiences, learner’s difficulties, language learners, teacher’s strategies, pedagogy. DOI: 10.7176/JLLL/64-02 Publication date: January 31st 202

Attitudes of Foreign Language Teaching Assistants Towards Teaching of English in Pakistani Context

This study aims to examine the attitudes of Foreign Language Teaching Assistants towards the teaching of English in the context of Pakistan. Its importance lies in the fact that it will make the teachers aware of uniquely effective teaching methods. Almost all stakeholders may get benefits from it. The research utilized interview tools. Semi-structured interviews were discussed among the respondents. The results show that the Pakistani teacher assistants view English favorably. They consider it absolutely necessary for employment purpose and professional development. Therefore, they opt for positive attitudes towards teaching English language along with culture in ELT Classrooms. The results also showed that Teaching Assistants after coming back from training, continue to celebrate the value of their own culture too. In the end, the research suggests measures necessary to formulate effective language teaching policies. Keywords: Attitudes, English Language, Teaching Assistants, Pakistan. DOI: 10.7176/JLLL/78-03 Publication date: April 30th 202