A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools

Autor/inn/en	Iqbal, Muhammad; Rafi, Muhammad Shaban
Titel	A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools
Quelle	In: Bulletin of Education and Research, 40 (2018) 3, S.231-249 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Public Schools; Diagnostic Tests; Teaching Methods; Access to Education; Language Proficiency; Control Groups; Experimental Groups; Reading Tests; Writing Tests; Pretests Posttests; Oral Language; Speech Communication; Language Tests; Program Descriptions; Program Effectiveness; Disadvantaged Youth; Secondary School Students; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Public school; Öffentliche Schule; Diagnostic test; Diagnostischer Test; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Language skill; Language skills; Sprachkompetenz; Lesetest; Writing test; Schreibtest; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Benachteiligter Jugendlicher; Sekundarschüler; Ausland
Abstract	This study investigates English language teaching (ELT) practices used in the Access Program and public schools. Its main focus is on the effect of the Access Program and public schools ELT practices on linguistic achievement of learners. It is an experimental research in which an experimental group (Access students) was treated through Access teaching model while the controlled group (public school students) was taught through traditional method as used in public schools. All Access students and those public school students who appeared for the test to get admission in the Access Program were the population of the study. The respondents of this study were selected through cluster sampling from the Access Program and random sampling from public schools. A diagnostic test was used as a tool for data collection. The diagnostic test was comprised of two parts: written (assessing reading and writing skills) and oral (assessing listening and speaking skills) parts. It was used as pre and post-test for data collection from the respondents. Data were analyzed through SPSS using independent sample t and dependent sample t tests. There was no statistical difference between the mean scores of the Access Program and public school students in the pre-test while there was a significant statistical difference in the mean scores of the Access Program and public school students in the post-test. The Access Program students showed better linguistic competence and performance than the public school students. Hence, it can be inferred that ELT practices used in the Access Program can bring better results than those used in public schools. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01