Exploring Vocabulary Learning Strategies Across ESL/EFL Contexts: A Juggling between Experiential and Traditional Modes of Learning

Though vocabulary learning strategies (VLS) have drawn continuous attention in SLA research in the past three decades, there remain many unanswered questions, many unknown caveats and many unexplored regions. Quite a few historical reviews of vocabulary learning strategies have been undertaken by researchers over the past years, tracing its growth over the years. However, no research until now has captured the VLS profile of learners from diverse ESL/EFL backgrounds and presented an analysis from a geographical point of view. This study aims to capture the VLS profile of the diverse learners and takes up the task of the geographical review of vocabulary learning strategies landscaping the VLS research over many countries. For this purpose, the researcher has chosen specifically the research happening in the backdrop of ESL/EFL contexts. Fourteen papers have been selected for review belonging to Philippine, Turkey, Algeria, Iran, Malaysia, Congo, China, India, Sudan, Libya and The Kingdom of Saudi Arabia. A detailed analysis reveals not only the juggling between the experiential and traditional modes of vocabulary learning but also the reasons behind the insufficient vocabulary size of the learners in myriad contexts

Language Assessment in Higher Education: Challenges and Consequences

Several research studies have reported that language assessment carried out at higher education institutes in Pakistan are far from satisfactory. However, they have not addressed the challenges causing these weaknesses. The present research, therefore, is an attempt to gain insight into the reasons of and the resulting consequences for these unsatisfactory assessment practices. The study followed a qualitative approach to develop a detailed understanding of the challenges and the ensuing consequences. Thirty teachers from higher education institutes were selected as a sample using purposive sampling. The data were collected through semi-structured questionnaires, in-depth interviews and examination papers. The findings indicate that teachers-cum-assessors face multiple challenges in language assessment. These challenges arise from various factors such as practicality, learners, test design, institutional obligations and teachers themselves. Although, the teachers employ several strategies to cope with the challenges, their negative impact is evident on the assessment practices in terms of selective skills and subskills as well as limited choice of test tasks. Assessment has a strong impact on language teaching and learning and the challenges in assessment hamper the language teachers from designing useful assessment. Therefore, by addressing the potential barriers, language assessment practices can be reshaped for conducive language learning and teaching. The results also emphasize the need to enhance language teachers’ assessment literacy through training and professional development programs

Linguistic Trends among Young Sindhi Community Members in Karachi

Sindh is a multilingual province with Sindhi as its official language (Abbasi, 2017) and Sindhi is the third most common language spoken in Pakistan. (Census, 2017). However, in the cities of the Sindh province, Urdu the national language, is widely spoken is in constant competition with other regional languages (Ali, 2017). Due to rapid urbanization and modernization, different communities are shifting to cities for better economic conditions. This study explores linguistic trends by investigating the language used by young Sindhi speakers in the city of Karachi and has used Fishman’s domain model (1971). The domain identifies the use of language in different settings between a range of interlocutors and the purpose of communication between interlocutors. The methodology used to collect data was both questionnaire and observation. The results indicates that the use of other languages-Urdu and English is often noted in various domains. Even within the home domain Sindhi speakers are frequently using ‘the other tongue’. This study encourages researchers to study language choices in contact situations in the urban cities of Pakistan

A Three Tiered Evaluation Framework for Effective Writing Instruction in English for Academic Purposes Course

Academic writing is becoming a matter of concern for the developing countries where English serves as a second or foreign language because of the significant role it plays in the academic as well as professional life of an individual. Excellence in academic writing and communication is among the top ranked expectations from graduates of all disciplines, Pakistani Higher education Commission has listed Technical and Academic communication as second significant competence (2017). Therefore, there is a dire need of a writing instruction framework that could inculcate communicative competence among Pakistani graduates. A framework that will suppress all challenges and ensure success. The consciously chosen methodology meant to determine the effectiveness of 3-Tiered Evaluation Framework in enhancing students’ engagement in writing classes; ensuring their academic success. The study established that the 3-tiered evaluation framework assisted teachers and language learners alike in dealing with language related problems including; large class size, writing in second/foreign language, absence of corrective feedback, students’ passivity and high dependence on easily available notes. The 3-TEF ensured active involvement of students in writing tasks facilitated through collaboration and systematic critical reflection, which ultimately improved students’ writing engagement and achievements. Besides, interpersonal skills, negotiation, critical thinking, autonomous learning, team work, collaboration, and confidence development, surfaced as by-products of the 3-TEF

A SWOT Analysis of Collaborative Strategies between Engineering Universities and Industry in Pakistan

Collaboration among academia and industry is a long aspiring vision of every country to promote innovation and commercialization. A deeper analysis of collaborative efforts among this triad may reveal significant aspects to look for well informed decision making. The purpose of this research is to conduct the SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis of collaboration in engineering education, research and practices in Pakistan. The study attempts to identify strengths and weaknesses of the current collaborative strategies; opportunities for establishing strong and rewarding relationships, and threats that may hinder development of this association. It further provides practical schema to establish productive association between the two partners through creative leadership, effective strategic partnership, and systematic modus operandi to way forward with implications for academics, researchers, and industry. The research is qualitative in nature, based on interpretivist approach. The data is collected by using focus group and semi-structured interviews of experts in industry and academia; primary data obtained by these tools is analyzed by using thematic analysis through open and axial coding. The study identifies the barriers in collaborative efforts, and delineates the roles of industry and academia to overcome these barriers along with SWOT matrix in the context of Pakista

Critical Perspectives on ELF theory and Research

The undeniable prevalence of Englisha s a Lingua Franca (ELF) is juxtaposed with the insufficient recognition of its extensive use in local English education. This research offers critical insights into the disparity between ELF theory and research, drawing on a thorough examination of the last 5 to 8 years across various databases, including peer-reviewed empirical studies. The findings underscore the widespread use of English as a lingua franca among individuals from ASEAN countries. However, there is a noticeable scarcity of research addressing the incorporation of English as a Lingua Franca (ELF) into programs aimed at preparing future teachers and the execution of English language teaching. The review delves into two primary domain questions and advocates for a reassessment of conventional approaches, particularly in light of the historical reliance on Native Speaker (NS) English as the exclusive benchmark for language proficiency, with NSs serving as the predominant models

Impact of Writing Strategy Instruction on the Writing Performance of Undergraduate EAP Learners in Pakistan

Second language writing research reveals learners performing poorly on writing tasks because of inadequate writing development resulting from ineffective writing instruction. This scenario prevails at the local higher education where the students are under prepared in academic English, which poses a challenge to them in coping with their studies; and English language teachers, are challenged to equip these students with the academic writing skills. This prompted the authors to plan a pedagogical intervention which is reported here. The study   investigated the impact of explicit writing strategy instruction on the writing performance of 40 undergraduate students enrolled in English for academic purposes (EAP) course at a university in Pakistan. Employing the positivist paradigm and quantitative approach, a single group quasi-experimental study with an intact group of students was carried out. Participants’  choice of writing strategies (WS) (cognitive, metacognitive and social) for the writing process (pre-writing, drafting and reviewing) using a 5-point Likert scale,  and a writing test for writing performance scores were the measures used prior and after the intervention to gather data for studying the impact of WS on WP. The intervention comprised orientation about the writing process and writing strategies followed by teacher- facilitated application of writing strategies on various academic writing tasks. The findings reveal explicit instruction helpful in teaching students WS which improved their WP. The study contributes to the limited empirical research about pedagogical intervention in second and academic writing in the context and the findings are significant for EAP teachers in similar settings to provide the much -needed academic support to the learners.

Grammatical features of Pakistani English: A Corpus Analysis of Pakistani English Newspapers and Magazines

The paper presents a corpus analysis conducted on the written corpus of Pakistani English. The corpus, created by the authors, is derived from the most widely circulated English newspapers and magazines in Pakistan. The analysis employs Sketch Engine and utilizes two models, namely Galloway and Rose (2015) and Jenkins (2009), to identify the distinctive grammatical features of Pakistani English in the corpus. The selection criteria for examining grammatical features are also grounded in these two models. The study focuses on the analysis of specific grammatical aspects, including (i) the use of adverbs, (ii) the use of the definite article, (iii) plurality, (iv) the use of yes/no questions, and (v) reduplication. The findings reveal that Pakistani English exhibits variations in the placement of adverbs and the usage of the definite article 'the'. Plurality is a prevalent feature, with writers often treating uncountable nouns as countable in their compositions. However, the data does not indicate any deviations regarding two features: yes/no questions and reduplication. Despite being a less recognized variety of English, primarily due to the limited documentation of its features, this paper contributes to the establishment of Pakistani English as a recognized linguistic variety