ELT Assessment Patterns Dictate Teaching-Learning Approaches: A Hindrance to Map out Employability and Life Skills

Muhammad Khan Abdul Malik

doi:10.5539/ijel.v11n3p74

Abstract

There is a plethora of research on the multifarious dialogues on English Language as (EFL and ESL), its teaching-learning approaches, assessment patterns, the learners&rsquo; employ ability and their life skills. How all these aspects affect and influence one another, need further exploration. The most important and vital point is that English Language and Literature syllabus may be different in different colleges and universities but the assessment patterns are approximately the same. The alarming situation is that maximum questions are responded through cramming and rote learning where there is no reflection of creative skills and competency in English Language. However, exceptions are always there. The focus and significance of the present study is &ldquo;how can the ELT approaches and assessment patterns be adapted and transformed specifically to meet the demand of the labor market, employability and life skills. (i) the researcher collected and analyzed 75 Question Papers of English from the Kingdom of Saudi Arabia, India, Bangladesh and Pakistan, and (ii) developed questionnaires cum opinionnaires for the 50 ELT teachers and the students in Jazan University, Jazan (KSA), and administered online. To determine findings and conclusion, the collected data have been analyzed in the employability, life, and soft skills perspectives that confirmed the validity and reliability of the present research hypothesis.

Highlights

The teaching-learning of EFL and ESL is mandatory in national public education policy of approximately 142 countries in the world
There is a plethora of research on the multifarious dialogues on English Language as (EFL and ESL), its teaching-learning approaches, assessment patterns, the learners’ employ ability and their life skills
The most important and vital point is that English Language and Literature syllabus may be different in different colleges and universities but the assessment patterns are approximately the same

Summary

Introduction

The teaching-learning of EFL and ESL is mandatory in national public education policy of approximately 142 countries (outer circle) in the world. There are about 41 countries in which English language is a possible elective subject at different levels of studies (Global English Education Policy, Para 1). This shows the importance of its appropriate teaching and learning. All universities and colleges have predetermined aims and goals for their input and output at national and international levels; English Program Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs) but and Students’ Learning Outcomes (SLOs) are still a dream with some exceptional cases. In KSA and other parts of the world students generally go for good grades and not for knowledge, skills and competency

Objectives

Methods

Conclusion