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| Title | Abstract | Action(s) |
|---|---|---|
| Peer Coaching and Professional Development: Enhancing English Language Teaching in Pakistan | This study explores the impact of peer coaching as a professional development strategy to enhance English Language Teaching (ELT) in Pakistan's higher education context. Focusing on lecturers at The University of Lahore, Lahore campus, who participated in a peer coaching program from September 2023 to January 2024, the research adopts a qualitative case study approach. Data were collected through document analysis and interviews and analyzed using descriptive and content analysis techniques. The findings reveal that peer coaching—structured around pre-observation planning, classroom observation, and post-observation reflection—significantly improved instructional strategies, classroom management skills, and collegial relationships among English lecturers. Participants reported increased collaboration, a stronger sense of community, and enhanced teaching confidence. However, the study also identifies key challenges, including the need for communication training, time allocation, and institutional support. The research highlights the untapped potential of peer coaching in Pakistan’s higher education institutions and recommends its integration into teacher development programs to address gaps in pedagogical training and improve ELT effectiveness. |
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| Effects of Problem-Based Learning on the Language Acquisition, Language Retention and Critical Thinking Ability of Undergraduate Students of social Sciences | Problem Based Learning is an instructional method that demonstrates the idea of learning through problem. The present study aims to evaluate the use of Problem Based Learning in knowledge acquisition and knowledge retention. The study also aims to investigate that how Problem Based Learning affects the critical thinking ability of the BS students. The target population for this study was the undergraduate students of Al Raza Science College. The sample consisted of 16 students in the Problem Based Learning treatment group who were further divided into group of four each. The data was obtained through placement test, participant observation, class presentations and reports. In the end, feedback survey and focus group study were administered to know the effectiveness of the Problem Based Learning on student‘s achievement and performance skills in knowledge acquisition, knowledge retention and critical thinking ability. The the data of four weeks was analyzed using statistical test. ANOVA was applied on the data to compare the performance, motivation, feedback of the students within the group and between the groups. Placement test, class observation, focus group data and open-ended questions of feedback questionnaire were analyzed qualitatively. The results revealed that the use of Problem Based Learning proved to be very effective for knowledge acquisition, knowledge retention and critical thinking ability of the students. Results and student‘s reflection showed that the rate of knowledge retention is effective in PBL students. They owned the information they had collected and used critical thinking ability that enabled them to have better retention rate. This clearly shows that the students improved their ability of using relevant information, accurate vocabulary, correct sentence structure and proper organization of information in their written reports. |
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| A Study of Collocation Errors at Intermediate Level in Pakistan | The study aimed to investigate the impact of intervention on intermediate students’ knowledge and usage of collocation errors in English language learning. A quasi-experimental approach was employed to identify the effect of intervention on intermediate students’ writing. The present research identifies common collocation errors, such as verb-noun, adjective-noun, and adverb-adjective combinations. It also highlights patterns of misuse and overuse of collocation by intermediate learners. The study population was selected from the intermediate students of a college. The non-randomization sampling technique was adopted to select the population. The sample size consists of 30 students and is divided into two groups. The first group was named the control group and the second was the experimental group. The control group consists of 15 students and the other 15 belong to the experimental group. Regarding data collection pre-tests and post-tests were used as research tools. The pre-test was conducted before the intervention. A lesson plan was designed for the experimental group and the lesson plan was implemented in the classroom through traditional teaching techniques. After treatment, a post-test was conducted, and the results of both tests were compared and analyzed. For the data analysis, IBM SPSS 29.0 was used. SPSS (statistical package for social science) is a software used for statistical analysis of data in quantitative studies. The present study employed a quantitative research method, to provide a detailed account of error frequencies. The findings highlight that collocation errors are due to several factors, like lack of exposure to English language use, and limited awareness of collocation rules. Further, the research reveals that teachers’ perspectives can be valuable in formulating strategies and methods for implementing explicit instruction with peer involvement in L2 classrooms. |
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