Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan
The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges
Ahmed, Irfan
LB Theory and practice of education ; LG060 India. Pakistan. Bangladesh. Burma (Republic of the Union of Myanmar). Sri Lanka. Nepal
Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan. The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges
investigating student experience learn_english second_language university pakistan recent emphasis importance english_language teach_learn public university pakistan result introduction_new english second_language esl programme include revise teaching approach content assessment however date rigorous independent evaluation new programme undertaken particularly_respect student_learning experience seek_address gap_examine effect new esl programme student_learning experience well teacher perspective broader institutional_context study use qualitative_case study base_finding response sampled student_teacher institution english literature linguistics university pakistan interview_observation document review use main tool collect wide_variety data analysis_data inform different_theory include symbolic community_practice bourdieusian notion habitus field capital theory offer bridge