Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Jokhio, Amjad Ali; Raza, Syed Shakir; Younus, Muhammad; Soomro, Ashfaque Hussain

doi:10.30762/jeels.v7i1.1355

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…In order to teach English in academic courses at tertiary level in Pakistani universities, writing is considered as a focal skill among all four English language skills (Jokhio, Raza, Younus & Soomro, 2020). Moreover, it is also observed that learning writing skills for majority of the students is more difficult than other language learning areas including, reading, listening, speaking and grammar (Carolan & Kyppö;2015& Swaity, 2021.…”

Section: Academic Writingmentioning

confidence: 99%

Perceptions about Learner’s Achievement in English Major Undergraduate Online Writing Classes

Abbasi¹

2022

plhr

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Teaching writing skills is a complex and uphill task. Hence, teaching them about the writing process, genres, mechanics, editing and drafting their writing often seems difficult and time consuming. Teachers have to design and prepare activities to keep the learners motivated in writing classes. However, the pandemic introduced a new reality; where the learners shifted from the physical to online medium. Therefore, the present study aims to explore the perceptions of English major students towards learning English writing skills in online classes. For this purpose, a qualitative case study has been undertaken and data has been collected using purposive sampling from 15 participants from a public sector university. The analysis of the data shows that teaching pedagogy and interactive activities were used by the teacher for the delivery of content and increasing motivation of the learners. However, critical feedback was not provided. Overall, participants reported that they were able to learn the mechanics and genres of writing in online classes. Hence, the present study draws the attention of curriculum designers and teachers to design effective lesson plan with engaging and interactive activities and continuous feedback for improving student's performance and learning achievement in writing skills course.

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Section: Academic Writingmentioning

confidence: 99%

Perceptions about Learner’s Achievement in English Major Undergraduate Online Writing Classes

Abbasi¹

2022

plhr

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“…It is accepted that private teaching institutions have smaller class sizes than those of public teaching institutions, allowing private-school teachers to interact in a more task-orientated manner and to build relationships with each individual student (Grossberg 2019;Mathis 2017). Mueller (2013), Mayes-Tang (2017), and Jokhio et al (2020) claim that in larger classes, the teacher may face challenges, such as work overload, that make it impossible to provide sufficient feedback to learners. Other challenges include not having time to ensure that all students participate; dealing with a high noise level; engaging with students who have mixed abilities; and not being able to develop relationships with each student, as is possible in smaller class.…”

Section: Work Conditionsmentioning

confidence: 99%

How social influences and work environment affect the overall experience of tefl teachers in China

Berman

Potgieter²

2021

International Journal of Contemporary Management

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Background Expatriation has grown rapidly, and the TEFL (teaching English as a foreign language) industry relies on it heavily. As is the case with any expatriation adjustment, TEFL teachers’ overall experience of living and working in China can be influenced by external factors. For the purpose of the study described in this article, both social influences and the work environment are highlighted as influences on the overall experience of teaching TEFL in China. Research aims The research aim of the study was to investigate the efect of social influences and work environment on the overall experience of TEFL teachers who teach in China. Methodology The study made use of a positivistic research paradigm and a descriptive research design. The sampling procedure utilised in the study was non-probability sampling, and the technique used was convenience sampling. The target population comprised TEFL teachers who were teaching in China, with the final sample consisting of 379 respondents. To collect data, the method used was an online survey, and the specific measuring instrument was a web-based, self-administered questionnaire, distributed via a link on Facebook, WeChat, LinkedIn, and Reddit groups that are specifically for TEFL teachers in China. Once the data were collected, both descriptive and inferential statistics were utilised to analyse and interpret the data. Findings From the empirical data collected in the study, it was found that, in general, both social influences and the work environment of TEFL teachers in China positively affected their overall experience, while the potential influence of a language barrier proved to have no negative effect on their overall experience.

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“…An average number of students in every class in China is between 50 to 100 (Qiang & Ning, 2011). In the Pakistani context, a large class consists of 30 to 35 students (Jokhio, Raza, Younus, & Soomro, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Teaching Speaking Skills in Large Classes: Problems and Solutions

Bhutto,

Jokhio,

Ahmad

2023

Pak. J. Humanit. Soc. Sci

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Class size is a major concern at any educational setup. However, when we talk about large classes, its notion varies from country to country and context to context. There is no exact quantitative definition of what means a large class does not have the exact size; it is measured by number of students per teacher, and various perceptions teachers have regarding the large classes in their teaching and learning context, issues, challenges, classroom management strategies, assessment and feedback methods and recommendations, etc. This study investigates the teachers’ perception of teaching speaking skills in large classes, various issues and strategies. There is substantial research evidence that teaching speaking skills in large classes contribute significant challenges for both, teachers and students. However, when some professional and experienced teachers used large classroom teaching strategies and speaking activities, practicing speaking skills was no more a challenge for them. They also enjoyed teaching speaking in large classes via various classroom management techniques, strategies, activities and through standard speaking lesson plan. The study followed a qualitative research paradigm. A case study with detailed semi-structured interviews was used to precede the research. A sample of 15 English Language Teachers (ELTs) as research participants were selected from different public and private sector universities of Karachi. Interviews were transcribed first than initial and focus coding and themes were generated for open ended questions. The major themes were related to the issues/ challenges, classroom management strategies, assessment and feedback methods and recommendations of teaching speaking skills in large classes.

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Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

Cited by 3 publications

References 23 publications

Perceptions about Learner’s Achievement in English Major Undergraduate Online Writing Classes

Perceptions about Learner’s Achievement in English Major Undergraduate Online Writing Classes

How social influences and work environment affect the overall experience of tefl teachers in China

A Case Study of Teaching Speaking Skills in Large Classes: Problems and Solutions

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