Examining Teaching Strategies for Delivering English-Based Curriculum in Secondary Schools of Faisalabad City Article Swipe
Ehsan Ullah
,
Muhammad Rafay Muzamil
,
Nasira Farid
,
Muhammad Naveed Anjum
,
Tasawar Ali
,
Rabia Yousaf
,
Tahmina Khalid
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.52223/jess.2023.4320
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.52223/jess.2023.4320
English is now considered an international language which is used in almost every country. For teaching an English-based curriculum, teachers need to receive specific information and instruction so that teachers can provide adequate knowledge to students. English-based curriculum gives a lot of benefits, but teachers have to use specific teaching pedagogies. This study aimed to explore the prevalent teaching strategies, their effectiveness and relevant challenges teachers face during teaching English-based curriculum. In the sampled schools, there were 280 educators. Based on a 95% confidence level and a 5% confidence interval, the study's sample size was 162. This study's respondents' data were collected using a well-structured questionnaire. The study used a questionnaire to collect data for quantitative research. The instrument's reliability was determined using the Cronbach alpha coefficient. After modifying and coding, the collected data was entered into the Statistic Package for Social Sciences worksheet for analysis. It is concluded that the classroom management was poor for teaching English, and teachers are not well trained to teach English-based curriculum. It was observed that a lack of speaking fluency in English and the poor family background of students were also the major issues in teachers' proficiency. It is concluded that teachers lack confidence in relationships and reduce the students' speaking skills in an English-based curriculum. In light of the study findings, English teachers should speak slowly but continuously. Teachers should focus on words and basic grammar, and a teacher should pay particular attention to the structure of the English language.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.52223/jess.2023.4320
- https://www.scienceimpactpub.com/journals/index.php/jess/article/download/712/397
- OA Status
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- References
- 15
- Related Works
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- OpenAlex ID
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4388598463Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.52223/jess.2023.4320Digital Object Identifier
- Title
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Examining Teaching Strategies for Delivering English-Based Curriculum in Secondary Schools of Faisalabad CityWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
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2023-11-11Full publication date if available
- Authors
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Ehsan Ullah, Muhammad Rafay Muzamil, Nasira Farid, Muhammad Naveed Anjum, Tasawar Ali, Rabia Yousaf, Tahmina KhalidList of authors in order
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https://doi.org/10.52223/jess.2023.4320Publisher landing page
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https://www.scienceimpactpub.com/journals/index.php/jess/article/download/712/397Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://www.scienceimpactpub.com/journals/index.php/jess/article/download/712/397Direct OA link when available
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Curriculum, Mathematics education, Cronbach's alpha, Fluency, Grammar, Psychology, Pedagogy, Psychometrics, Philosophy, Clinical psychology, LinguisticsTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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15Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.receive | 22 |
| abstract_inverted_index.sampled | 73 |
| abstract_inverted_index.study's | 91, 97 |
| abstract_inverted_index.teacher | 236 |
| abstract_inverted_index.trained | 163 |
| abstract_inverted_index.Cronbach | 124 |
| abstract_inverted_index.English, | 157 |
| abstract_inverted_index.Sciences | 142 |
| abstract_inverted_index.Teachers | 226 |
| abstract_inverted_index.adequate | 32 |
| abstract_inverted_index.country. | 13 |
| abstract_inverted_index.grammar, | 233 |
| abstract_inverted_index.language | 6 |
| abstract_inverted_index.observed | 170 |
| abstract_inverted_index.relevant | 63 |
| abstract_inverted_index.schools, | 74 |
| abstract_inverted_index.speaking | 175, 207 |
| abstract_inverted_index.specific | 23, 48 |
| abstract_inverted_index.students | 185 |
| abstract_inverted_index.teachers | 19, 29, 44, 65, 159, 198, 220 |
| abstract_inverted_index.teaching | 15, 49, 58, 68, 156 |
| abstract_inverted_index.Statistic | 138 |
| abstract_inverted_index.analysis. | 145 |
| abstract_inverted_index.attention | 240 |
| abstract_inverted_index.benefits, | 42 |
| abstract_inverted_index.classroom | 151 |
| abstract_inverted_index.collected | 101, 132 |
| abstract_inverted_index.concluded | 148, 196 |
| abstract_inverted_index.findings, | 218 |
| abstract_inverted_index.interval, | 89 |
| abstract_inverted_index.knowledge | 33 |
| abstract_inverted_index.language. | 247 |
| abstract_inverted_index.modifying | 128 |
| abstract_inverted_index.prevalent | 57 |
| abstract_inverted_index.research. | 116 |
| abstract_inverted_index.structure | 243 |
| abstract_inverted_index.students' | 206 |
| abstract_inverted_index.students. | 35 |
| abstract_inverted_index.teachers' | 192 |
| abstract_inverted_index.worksheet | 143 |
| abstract_inverted_index.background | 183 |
| abstract_inverted_index.challenges | 64 |
| abstract_inverted_index.confidence | 83, 88, 200 |
| abstract_inverted_index.considered | 3 |
| abstract_inverted_index.curriculum | 37 |
| abstract_inverted_index.determined | 121 |
| abstract_inverted_index.educators. | 78 |
| abstract_inverted_index.management | 152 |
| abstract_inverted_index.particular | 239 |
| abstract_inverted_index.curriculum, | 18 |
| abstract_inverted_index.curriculum. | 70, 167, 212 |
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| abstract_inverted_index.instruction | 26 |
| abstract_inverted_index.pedagogies. | 50 |
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| abstract_inverted_index.strategies, | 59 |
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| abstract_inverted_index.instrument's | 118 |
| abstract_inverted_index.proficiency. | 193 |
| abstract_inverted_index.quantitative | 115 |
| abstract_inverted_index.respondents' | 98 |
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| abstract_inverted_index.continuously. | 225 |
| abstract_inverted_index.effectiveness | 61 |
| abstract_inverted_index.international | 5 |
| abstract_inverted_index.questionnaire | 110 |
| abstract_inverted_index.relationships | 202 |
| abstract_inverted_index.questionnaire. | 105 |
| abstract_inverted_index.well-structured | 104 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 7 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.6100000143051147 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.29052662 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |