Purpose: Against a background of educational world hampered by the pandemic of COVID-19, the current study aimed to explore ESL learners’ perceptions about the potential of Computer-Assisted Language Learning in helping them create and share knowledge for a sustainable Post-COVID-19l society. Design/Methodology/Approach: The current study followed Quantitative approach with exploratory research design. A close- ended questionnaire designed and piloted by the researches was distributed among 100 ESL learners pursuing their studies at the department of English, the Islamia university of Bahawalpur and the department of English, the Government Sadiq Egerton College Bahawalpur. Findings: The findings of the study reveal that 71% of the respondents are not aware of the novel concept of ‘agency’ in Computer Assisted Language Learning (CALL) and education. However, the results show that 80% of the respondents are aware of the importance of the ESL learners making linguistic, communicative and interactive contributions in real life and the potential of computer technology for sustainable L2 development. Implications/Originality/Value: In Pakistan there have been done few studies on the aspect of “agency” in Computer Assisted Language Learning (CALL). The findings imply that since most of the learners are unaware of the concept of “agency” in CALL, therefore, ESL teachers should acquaint ESL learners not only with the dynamic concept but also with the novel practical applications of the concept.
Purpose of the Study: The purpose of this research is to investigate the perceptions of the learners about the use of the non-verbal language of teachers in an ESL class. This study aims to highlight the role played by non-verbal language in the class by raising awareness about the importance of gestures, physical appearance, and paralinguistic features of the English teachers. Methodology: This research employs a mixed methodology. A questionnaire, consisting of 37 close-ended questions is used to record the views of the learners about the use of the non-verbal language of their English teachers. Moreover, qualitative interviews are conducted to find out the learners’ opinion and their awareness concerning the use of non-verbal language by their English teachers. Main Findings: The findings indicate that learners hold a positive attitude towards the teachers who use NVL more frequently. Respondents say that they feel more motivated and interested in the class when the teacher looks at us more frequently and move in the class. According to Neuro-linguists, learning of the language can be enhanced by a drastic level if the teacher can grasp the visual attention of the students while oral communication. Therefore, it is to conclude that learners consider the non-verbal language along with paralinguistic features, extremely constructive in the ESL classroom. They find it encouraging and it aids them in comprehending the content. Application of this Study: The current research will help the practicing language teachers to upgrade their oral communication skills by incorporating the nonverbal cues productively in their classrooms. Furthermore, teacher trainers can make their trainees aware of the importance of the nonverbal part of communication in the ESL classroom either informal lectures or pragmatic preparation. Novelty/ Originality of this study: This study is unique in the sense that it focuses on the role played by the Non-verbal language particularly in the class where English is taught as a second language. It unveils how the integration of nonverbal language along with oral communication can make English language classroom more industrious and productive.
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