Effect of School Environment on the Development of Students' English Language Skills at Secondary School level in Khyber Pakhtunkhwa
Abstract
Current study aims to perceive the institutional factors accountable for the low standard of teaching of English which may not develop effective English Language skills of the learners at public secondary level in southern districts of Khyber Pakhtunkhwa. Two main variables are focused i.e. teaching strategies and school environment. These were considered regarding the weak English Language skills of all the students of Secondary Schools session 2016-17 in Southern districts (Lakki Marwat, Bannu, Tank, D.I.Khan, Kohat, and Karak) of Khyber Pakhtunkhwa, Pakistan. The total population was 120,885 students and 1% as its sample through stratified random disproportionate sampling technique. Sample included 1208 respondents i.e. (n = 604 students male (302urban plus 302 rural and n = 604 female students (302 urban plus 302 rural) from schools through simple random sampling technique, following rule of thumb, Dr. John Curry (1984).Mean and Standard Deviation were used as statistical measures. The results showed that the teachers do not adopt modern teaching strategies and the tough, raucous and crowded environment was provided in the schools.
References
Abdulwahed Ahmed Ismail, S. (2011). Exploring Students’ Perceptions of ESL Writing. English Language Teaching, 4(2), 73. doi: 10.5539/elt.v4n2p73
Agramal, L. (1995). General Language Practices. New York, USA: Merrill Publishing Company.
Avinashilingam, N. A. V., & Sharma, G. (2005). Identification of Factors Influencing the Students’ Academic Performance. Journal of Educational Research and Extension, 42(1), 25-32.
Beaven, M. (1977). Individualized goal setting, self-evaluation, and peer evaluation. In C.R. Cooper and L. Odell. Evaluating Writing (pp. 135-156). Urbana, IL: National Council of Teachers of English.
Bridgeman, B., & Carlson, S. B. (1984). Survey of academic writing tasks. Written Communication, 1, 247–280.
Bridget, O. (2009). Education. Chula Vista. Summer. 129(4), 571-573 Retrieved from http://proquest.umi.com.
Cole, J., & Feng, J. (2015, April). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Paper presented at the Chinese American Educational Research and Development Association Annual Conference, Chicago. Retrieved from https://files.eric.ed.gov/fulltext/ED556123.pdf
Dwivedi, Y. K., Khoumbati, K., Williams, M. D., & Lal, B. (2007). Factors affecting consumers' behavioural intention to adopt broadband in Pakistan. Transforming Government: People, Process and Policy, 1(3), 285-297.
Dzay, F., & Medina, S. (2002). Auténtico de audio en la enseñanzade lidiomainglés (Unpublished master’s dissertation). Instituto de estudios universitarios, Quintana Roo, México
Elke, S., & Tsila, E. (2009). Linguistic intervention techniques for At-Risk English language learners. Foreign Language Annals, 42(1), 55-76.
Espinoza, L. (2007). Instrucción Escolar y suRelación con el Nivel de Competencia Lingüística en Inglés en Estudiantes de Nuevo Ingreso a lasInstituciones de Educación Superior en Aguascalientes (Unpublished master’s dissertation). Universidad Autónoma de Aguascalientes.
Ghandoura, W. A. (2012). A qualitative study of ESL college students' attitudes about computer-assisted writing classes. English Language Teaching, 5(4), 57-64.
HEC. (2009). Higher Education Commission, Govt. of Pakistan, Islamabad.
Kasper, L. F., & Petrello, B. A. (1998).Responding to ESL Student Writing: The Value of a Non-judgmental Approach. Community Review, 161-178.
Kraemer, A. (2008). Engaging the foreign language learner: using hybrid instruction to bridge the language-literature gap (Ph.D. Dissertation). Michigan State University, East Lansing, MI.
Langford, P. (2007). Competencia lingüística en inglés y razonamiento verbal y español. Un estudio con estudiantes de nuevo ingreso a instituciones de educación superior en Aguascalientes en 2006. (Unpublished master’s dissertation). Universidad Autónoma de Aguascalientes, México.
Lee, H. (2012). The reading response e-journal: An alternative way to engage low-achieving EFL students. Language Teaching Research, 17(1), 111-131.
Meera, K. P., & Remya, P. (2010). Effect of extensive reading and creativity on achievement in English language. E-journal of All India Association for Educational Research, 22(1), 16-22.
Ministry of Education. (2009). National Education Policy. Govt. of Pakistan, Islamabad.
Minkova, D., & Stockwell, R. (2001).English words: History and structure: A Case Study. Asian Social Science, 8(3), 88-99.
Mota, M. (2007).Competencia lingüística en inglés y su relación con la formación educativa y la exposición al idioma en los ámbitos escolar, extraescolar y sociofamiliar: un estudio aplicado a alumnos de nuevo ingreso a instituciones de educación superior en Aguascalientes (Unpublished master’s dissertation). Universidad Autónoma de Aguascalientes.
Muralikrishna, C., & Sunitha, M. (2004).Communication Skills for Engineers. Pearson.
Persky, H. R., Daane, M. C., &Jin, Y. (2003).The nation’s report card: Writing 2002. (NCES 2003–529) Washington, D. C: National Centre for Education Statistics, Institute of Education Sciences, U.S Department of Education.
Shaughnessy, M. P. (1988). Diving in: An introduction to basic writing. In G. Tate, E.P.J. Corbett & N.Myers (Eds).The Writing Teacher’s Sourcebook (pp. 321-326). New York: Oxford University Press.
Stahl, S. (1985). To teach a word well: A framework for vocabulary instruction. Reading World, 24(913), 16-27.
Thomas, J. B., Clark, S. M., & Gioia, D. A. (1993). Strategic sense making and organizational performance: Linkages among scanning, interpretation, action, and outcomes. Academy of Management Journal, 36(2), 239-270.
Tickoo, M. L. (2009). Teaching and Learning English: A Sourcebook for Teachers and Teacher-Trainers, India: Orient Blackswan Pvt Ltd.
Troia, G., & Graham, S. (2002).The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35, 290–305.
Vazalwar, C., & Yadav, R. (2005). Tracing out the Relationship of Reading Comprehension in English with Respect to Anxiety, Socio-Economic Status and School Environment. Ram-Eesh Journal of Education, 2(1), 27-31.
Vygotsky, L. S. (1987). The Collected Works of L. S. Vygotsky: Problems of General Psychology. New York: US: Springer. doi: 10.1007/978-1-4613-1655-8
Yount, W. (2006). Research Design and Statistical Analysis for Christian Ministry. Fort Worth, Tex.: W.R. Yount.
IJITL by Department of Education, IIUI is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.iiu.edu.pk. Permissions beyond the scope of this license may be available at Licensing and Copyright. All articles published by IJITL are licensed under the Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License.The journal allows readers to freely read, download, copy, distribute, print, search, or link to the full texts of its articles and to use them for any other lawful purpose. Once published the copyrights are retained with the Journal.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
