Pakistani Learners Research Articles

Investigating Speaking Skills Problems of Pakistani Learners in ESL Context

A pivotal skill that needs focus and concentration for efficient communication is speaking. It is taken as one of the toughest skill for learning of language. However, the issue to attain speaking proficiency becomes more problematic in Second language contexts. Specifically in English language speaking situations and ESL contexts, the learners are unable to communicate effectively and they are reluctant to speak due to various problems. Particularly in Pakistan English is regarded as official language for communication, yet only small percentage can communicate in English effectively. This investigation objects to explore the hindrances and problems faced by Pakistani ESL learners while speaking English. The population for this current investigation comes from Pakistan whereas the sample comes from four provincial capitals (Sindh, KPK, Punjab, Baluchistan) and one federal capital of Pakistan i.e. Islamabad. The sample size from the population was 100 (20 each from provincial and federal capital). Quantitative research design was used in which questionnaire was conducted from the people to explore various factors affecting the English speaking in Pakistani peoples. The results revealed that ESL learners in Pakistan do face a lot of psychological, linguistic, and social problems while speaking English. The results concluded that these factors create hindrances to achieve fluency in English language speaking. The outcomes of this study are significant to help concerned administrators, institutions, educators and teachers to eliminate these problems to attain efficiency in speaking English.

Perceptions of Pakistani Learners of English about Standard British and American English: An Exploratory Approach

Pakistani learners of English are exposed to the same degree to both the British and the American variety of English language. There is no state policy or direction regarding the preference of one variety over the other in being used for getting education. Overall society and educational institutes are free to adopt or promote any variety that they deem proper. Both the varieties are used extensively, are quite popular, and enjoy sufficient means and reasons to be effective in society. The lack of uniformity in adopting a particular variety leads to multiple problems, including an English variety having features of both American and British English in different degrees, depending on each user’s different degree of exposure to both the varieties. For ensuring uniformity and avoiding confusion, the researcher thought it compulsory to make a recommendation for the adoption of a single variety out of the two, based on its suitability and utility. However, the researcher feels it urgent that before making recommendations to the government for the adoption of a single variety, the wishes and predilections of the people of Pakistan have to be considered and the reasons why some prefer British variety and some the American variety have to be identified and assessed. If they preferred a feature of English, then did they know which variety it belonged to and if they knew then why did they like it. In the process, the researcher also strove to find out as to what extent the knowledge of literature and history of the country of the variety, contributed to affecting the preference of the Pakistani people. Data was gathered from sixty-six participants from two universities of Pakistan, namely Kohat University of Science and Technology (KUST) Kohat from the KP Province on the provincial level, and National University of Modern Languages (NUML) Islamabad from the Federal capital, Islamabad, on the federal level; participants were enquired about their approaches, attitudes, and feelings towards the variety of English they preferred and to explain reasons and motives behind the selection/rejection of one or other of the two varieties, through a questionnaire having seven close-ended and three open-ended items.

Future L2 Selves of Pakistani Learners of English: A Qualitative Perspective

This study focuses on exploring various aspects of future L2 selves of Pakistani undergraduate students, which may be the critical components of their L2 motivation. It will also explain the socio-contextual factors which may be essential to shape the Future L2 selves of these Pakistani students. Qualitative method, based on semi-structured interviews as the tool, was used to collect data about the detailed visions of participants' future L2 selves. Thematic analysis was used to analyze the data. The findings revealed strong motivational influences of future L2 selves on the participants. The presence of bright and plausible ideal selves among the participants was a crucial motivational indicator strengthened by the existence of accompanying action plans to achieve them. The participants also seemed to possess strong ought-to selves wrapped in their future responsibilities, fears of career, social status, personal image, and expectations of significant others. A strong connection between participants' Ideal and Ought-to L2 selves implies their deep internalization of the belief that English is essential to realize their future career dreams and reduce their fears of failure.

Future L2 Selves of Pakistani Learners of English: A Qualitative Perspective

This study focuses on exploring various aspects of future L2 selves of Pakistani undergraduate students, which may be the critical components of their L2 motivation. It will also explain the socio-contextual factors which may be essential to shape the Future L2 selves of these Pakistani students. Qualitative method, based on semi-structured interviews as the tool, was used to collect data about the detailed visions of participants' future L2 selves. Thematic analysis was used to analyze the data. The findings revealed strong motivational influences of future L2 selves on the participants. The presence of bright and plausible ideal selves among the participants was a crucial motivational indicator strengthened by the existence of accompanying action plans to achieve them. The participants also seemed to possess strong ought-to selves wrapped in their future responsibilities, fears of career, social status, personal image, and expectations of significant others. A strong connection between participants' Ideal and Ought-to L2 selves implies their deep internalization of the belief that English is essential to realize their future career dreams and reduce their fears of failure.

A Review of the ‘Speech Learning Model’ in the Perspectives of Learners of English in Pakistan

This paper reports an experiment in which production of English plosives by advanced Pakistani learners was studied in the light of predictions of speech learning model (SLM). The results show that the learners equate aspirated and unaspirated allophones of English labial and coronal stops with the unaspirated stops of their L1. However, they maintain a difference between two allophones of English velar stop. Some participants also increase VOT of the unaspirated allophones of English stops to a level which is larger than the native VOT range. The directionality of learning is from dorsal to labial to coronal. The acquisition of accurate VOT of English coronal stops is found to be more difficult for Pakistani learners because they substitute English alveolar stops with retroflex stops of their L1. The findings of this study also points out some gaps in the SLM on the basis of which revisions are suggested in the SLM

Pakistani Learners’ Perceptions Regarding Mobile Assisted Language Learning in ESL Classroom

Technological advancement with its extensive use in every field of life has also impelled the educators to apply innovative techniques inside the classrooms. Mobile assisted language learning (here on wards MALL) is a latest technique which is gaining popularity. The current paper intends to explore the perceptions of Pakistani ESL learners on integrating MALL in English language classroom. The study used quantitative paradigm as research design. The population of the study comprised of Intermediate students, studying in public-sector colleges of Lahore. From the said population 60 students from 6 public sector colleges in Lahore were selected through simple random sampling. The data were congregated through a close-ended questionnaire. The collected data were later analyzed with the help of SPSS. The results illustrated that the Pakistani students have shown positive inclination towards MALL usage inside the ESL classrooms. The study also highlights another feature of MALL that it not only supports learning with ease and comfort but also motivates learners to learn in a collaborative ambiance. If MALL can be implemented intelligently in Pakistani classrooms it can be an influential tool for language learning.

The Case Study of Pragmatic Failure in Second Language of Pakistani Students

The current study explores the pragmatic failure in the second language (L2) of Pakistani learners at the graduate level. Pragmatic failure occurs mainly because of the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in this study. However, the development of L2 learners’ pragmatic competence plays a significant role in accomplishment of communicative competence. This study was aimed to examine the relationship between pragmatics and language proficiency. The data were selected from two universities, i.e., University of Management and Technology, Lahore, and Minhaj University Lahore. The sample of 80 L2 learners participated in this study, and forty students were selected from each university. They were studying English as L2 for four years, respectively. All learners were Urdu speakers and their age ranged from 22 to 28. To assess participants’ language proficiency, Oxford Quick Placement Test (1999) was employed. The data were analyzed through the SPSS software (version 22) to answer the research questions. The descriptive analysis is utilized to find out the results. In order to evaluate the data, One Way ANOVA was run to see the level of significance among the three groups, i.e., High, Mid and Low. It is 0.445 between High and Mid group, and finally the level of significance between Low and Mid group is 0.001. The results reveal that L2 Pakistani learners have a lot of problems not only in pragmatic competence but in language proficiency as well. However, there is a significant relationship between pragmatics and language proficiency. And finally, it is found that there is no difference between male and female learners in pragmatic field, and eventually we came to this conclusion that pragmatic feature of English is predictable, namely, those students who are in a high level of language proficiency do better in pragmatic situations.

Particles in English Phrasal Verbs: The Case of Up a Corpus Based Study on the Use of Phrasal Verbs by Pakistani Learners of English

Particles in English Phrasal Verbs: The Case of Up a Corpus Based Study on the Use of Phrasal Verbs by Pakistani Learners of English

An Analysis of Prepositional Errors Committed by Undergraduate ESL Learners of Pakistan

Second Language Acquisition (SLA) phenomena are very important for social, practical and academic reasons. About 6000 languages are spoken in the world and almost all of them have been learned by second languages by some portion of their speaker. There are four most commonly-used languages and English is one of them that is acquired as L1 by 427 million people and as L2 by 950 million speakers. In Pakistan, English has become most important language for communication and also a symbol of prestige in the society. It has turned into a great asset for Pakistani students; they learn it as their second language from basic to advance level. Moreover, English enjoys the status of official language in Pakistan. However, Pakistani learners face many difficulties and problems in using English in their writings and during speaking. Committing errors in the use of prepositions is one of such difficulties. This research examines the misuse of English prepositions by Pakistani undergraduate ESL learners. The purpose of the study is to find out whether male learners commit more prepositional errors or female. Other than this, following study also focuses on the types of prepositional errors found in tests of MCQs and word deletion. For this purpose, thirty (30) students of Government college university of Faisalabad (fifteen participants from each gender) were selected randomly for quantitative research. The data was collected through two tests; first test was based on gap filling exercise and second was based on MCQs. These tests were then analyzed through tables and graphics by using Microsoft excel software. Researcher used Hot Potatoes as a tool for making test and used statistical methods to find the frequencies and percentage of errors. The study found out various types of prepositional errors in both type of tests. Resultantly, the ratio of errors committed by female ESL learners was higher than male ESL learners. Keywords : Prepositions, gender analysis, error analysis, influence of L1 on L2 DOI : 10.7176/JLLL/53-02

Collaborative Learning and Learner Autonomy: Beliefs, Practices and Prospects in Pakistani Engineering Universities

Learner autonomy in language classrooms received researchers' attention quite recently. The research intends to explore the prospects of promoting autonomy in Pakistani learners through collaborative tasks. The sample consists of 16 teachers working in public sector Engineering universities of Punjab. A qualitative approach and interpretive paradigm were selected for the present study. The role of collaborative learning in developing autonomy in learners is explored through gathering teachers' beliefs using semi-structured interviews and observing their practices in the classrooms. A constructivist's lens was employed in collecting and analyzing data. The findings show that teachers believe that collaborative learning is inculcating independence, responsibility, confidence, motivation, skills, and positive interdependence which are required for autonomy promotion. They also believe that collaborative tasks, famous among Pakistani learners and few teachers, can be utilized as the right medium in autonomy development. However, class-observations do not depict a promising situation. Teachers are found inclined towards traditional teaching pedagogy, and collaborative tasks are found lacking true spirit.

ANALYZING THE UTILITY OF GRAMMAR TRANSLATION METHOD & DIRECT METHOD FOR TEACHING ENGLISH AT INTERMEDIATE LEVEL

English is considered as fascinating and laureates’ language in Pakistan. It has also become a status symbol in our society. Pakistani learners are facing difficulty while studying English because they are not taught English as a skill rather as a subject. For the benefits of students, language teachers had a thrust to invent new methods to satisfy their students’ needs. The current study was designed to explore the utility of combination of grammar translation method and direct method for teaching English at intermediate level. The next objective was to investigate the impact of teaching methods on the effectiveness of teachers separately. All the intermediate level teachers from district Bahawalpur were the population of the study. Four hundred teachers were selected randomly from eighty colleges with equal participation of males and females. A self-constructed instrument Teaching Methods Survey (TMS) was used. Data were analyzed with the help of SPSS version 22. The results revealed that there exists a significant difference between male and female teachers’ effectiveness. The mean score shows that female teachers had improved effectiveness as compared with male teachers. There exists non-significant difference between DM and GTM. A non-significant difference was found between male and female teachers. The analysis revealed a significant difference between male and female teachers. The mean score shows that female teachers had better effectiveness as compared with male teachers. It is recommended that there should be use of both teaching methods in the context of Pakistan. No single method is successful.

A Study of the Attitudes and Motivational Orientations of Pakistani Learners Toward the Learning of English as a Second Language

In Pakistan where different languages co-exist, and where English has a high status as a second language (L2), the learners’ attitudes toward English plays an important role in formulating effective language policies. It is essential that these policies reflect these attitudes and are in sync with the learners’ orientations toward learning English. This article aimed to examine the attitudes of Pakistani students toward the learning of English as an L2 and to understand the motivational orientations that result from their attitudes. A secondary objective of this research was to find evidence to support the claim that Pakistani students are additive bilinguals who are not averse to the idea of a language policy that promotes English as the medium of instruction. Sixteen-year-old Pakistani students from public-sector schools were interviewed and asked to respond to questionnaires that measured their attitudes and orientations. The results indicated positive attitudes toward learning English as a second language with a clear instrumental orientation. Hence, the study highlighted that there exist no conflicting loyalties regarding the status of English and Urdu (the L1) and that both languages are held in high esteem. Despite a strong desire to learn English to gain access to international markets, the status of Urdu remains secure as it is viewed as a symbol of national integration. Hence, Pakistani students are additive bilinguals who for instrumental purposes would prefer their medium of instruction to be English and not because they do not value their L1.

Authentic Texts and Pakistani Learners' ESL Reading Comprehension Skills: A Mixed-Method Study

This paper highlights the varied perspectives towards authenticity and discusses a study which investigated the effects of utilizing authentic texts instead of the traditionally used passages on the Grades VI and VII students in an Asian ESL context, namely Pakistan. The research adopted a mixed method approach incorporating an experimental design and semi-structured questionnaires and involved 154 students of two private schools. The results showed that the reading comprehension abilities of more proficient and average learners who were exposed to authentic texts improved significantly as compared to the abilities of those who only had exposure to the traditional textbook material. The questionnaire responses indicated that the students were interested in reading authentic texts and they wanted these texts incorporated in their syllabus. Thus it is proposed that authentic texts should be utilized in second language classrooms, which can lead to the development of more proficient readers. The theoretical beliefs underpinning the concept of authenticity in relation to language teaching have been undergoing considerable perceptional shifts in the last few decades which call for further investigations in actual educational environments. Initially, authenticity was only linked to texts which were taken from the world outside the classroom; thereafter with the importance being placed on language activities and learners, the scope of authenticity was extended to include varied aspects of the educational environment (Joy, 2011; Mishan, 2004). However, these changes in points of view also tended to obscure the concept. At the same time, a section of the literature (e.g., Berardo, 2006) continued to emphasize the importance of authentic texts in the acquisition of reading comprehension skills but without decisive evidence in support of the co-relation. Thus this article, while discussing the theoretical beliefs related to authentic texts, importantly presents a small scale study which attempted to provide empirical evidence indicating the positive influence of these text types on the second language reading comprehension skills of Pakistani learners.

Prepositional Errors in the Writings of Pakistani ESL Students

Today, English has emerged as an important means of communication across the world including Pakistan. In Pakistan, it enjoys the status of second language as it is offered as a compulsory subject from primary level up to higher classes. In addition, there is great need and demand for having a sound grasp over English language to encounter professional challenges. However, Pakistani learners still face various problems while speaking and writing English. This study examined the abuse of English prepositions by Pakistani learners. It focused on the types of prepositional errors found in their English writing. Moreover, the study investigated whether male learners committed more preposition errors or female. For this purpose, twenty six (26) students of HSSC (thirteen participants from each gender) were chosen through systematic random sampling under Quantitative research paradigm. The data were collected through composition test and essay writing which were then analyzed through tables and graphics. Consequently, the study found out various types of prepositional errors in the participants’ writing. Besides, the study showed higher ratio of errors in female participants’ writing than the males’. At the end of the study, some recommendations were given as how to lessen the ratio of English preposition errors in Pakistani learners’ writing.

Metadiscourse and Contrastive Rhetoric in Academic Writing: Evaluation of a Small Academic Corpus

Metadiscourse is a popular concept among linguists and educators. It helps to understand how writers structure their texts in order to facilitate the understanding of the text successfully. This study explores various features of metadiscourse and contrastive rhetoric in a small corpus of academic writing of Pakistani learners at tertiary levels. The paper follows Hyland’s (2004) interactive and interactional resources modal to determine metadiscourse features in the corpus. The analysis explores the data through quantitative examination as well as qualitative investigation into the texts. The paper emphasizes on developing awareness of metadiscourse features to make students’ writing more effective and well structured.

Improving Language Pedagogy through Exploration of Learners’ Errors: An Examination of Undergraduates’ Written Communication

One major part of language learning pedagogy includes identifying and rectifying discrepancies while communicating through the target language. In such educational settings, the importance of understanding learners’ errors becomes undeniable for both the pupil and pedagogue. Keeping this in forefront, the current investigation sampled two-hundred and ten emails jotted down by ESL (‘English as a Second Language’) students to their teachers. This comparative investigation divided the learners’ emails into two groups; First Semester and Fourth Semester, enrolled in MA English at COMSATS Institute of Information Technology, Virtual Campus, Islamabad. Utilizing Corder’s Model (1967) and Sawalmeh’s Categorization (2013), the emails were scrutinized and the results established that selected Pakistani learners commit nine different errors regularly in their electronic mail communiqué. Moreover, these outputs were comparatively studied utilizing the statistical software of SPSS (Version 16.0). These results highlighted a significant difference between the two semesters, which revealed a considerable reduction of errors in the learners’ language use as they move from first to fourth semester of the prescribed degree program. Additionally, Richards’ framework (1974) for deciphering source of learners’ errors was employed, which depicted that the first semester students’ first language (Urdu) frequently interferes when they use the second language (English) in writing emails. Meanwhile, the fourth semester students’ language errors majorly contained deviant structures or ignorance of target language’s (English) rules. Considering these findings, the study proposes similar studies to be conducted on other institutes’ pupils and also recommends practical methodologies like corrective feedback for teachers, in aiding learners to fortify their command on English language.

Complexity of L2 motivation in an asian ESL setting.

Drawing upon the data from 547 ESL learners in Pakistan, this study presents a complex picture of L2 learning motivation by means of descriptive as well as inferential analyses. The results show that no single factor predicts L2 learning motivation for the target population. Language learning experience, international orientation, ideal L2 self and instrumentality all work interconnected to motivate ESL learners. English as an international language has a strong influence on ESL learning for Pakistani learners with their colonial past. This study suggests that teachers have to focus on attitudinal, situational and self-related factors to keep their students motivated for a long time process of L2 learning. Keyword: L2 learning motivation, Dynamic process, Pakistan, EIL

Book Review: The Achievement of British Pakistani Learners: Work in Progress. The Report of the RAISE Project

Book Review: The Achievement of British Pakistani Learners: Work in Progress. The Report of the RAISE Project