A comparison of English Language Competence and Literature Awareness in Pakistani Government and Private Schools

1. Introduction

The English language flows through the heart of communities all around the globe (Rao &, Ahmed 2012). As a consequence, the status of English has grown to the point where members of contemporary times must be skilled to become effective in their proficient and academic efforts (Muhammad, 2011). Students must compose with clarity and creativity and understand with an acceptable degree of awareness in order to achieve success and improve their skills (Nasir, Bhamani & Naqvi, 2013). The critical skill in the English process of language learning is writing since it permits one to precise one's emotions and opinions. School pupils in Pakistan entail writing capabilities for a range of learning goals, comprising completing teacher-assigned writing assignments and taking exams and written assignments (Dar & Khan, 2015). Furthermore, excellent reading comprehension is crucial for the growth of script capabilities. Studying a variety of content efficiently supports pupils in becoming operative authors by permitting them to learn sentence forms, lexicon, and text structure from the literature they read. Consequently, two skills are particularly vital and dependent (Moureau, 2015).

"Language learners still suffer challenges in practically every zone: reading, writing, listening, speaking, lexicon, syntax." One reason for this is that proficiency language learning is hardly used in schools since instructors and learners are more concerned with finishing coursework and studying for exam preparation than with improving abilities. Learners will be able to acquire and produce information at a realistic level because English is the standard of teaching in numerous schools of Pakistan, and reference volumes and other teaching resources are chiefly published in English (Khan, 2013).

The perceptions of learners and lecturers regarding learning The English language are a hot topic in the field of English/foreign learning language right now. Instructors and students viewpoints have attracted attention as a result of a shift from an instructor-directed to a learner-centred approach (Bernat 2006). This move has opened the door to more research into students and teachers perspectives on learning. Each subject that deals with human cognition and behaviour revolve around views (Ajzen & Fishbein, 1975; Ajzen, 1988). They are viewed as a unique representation of one's consciousness and perspective of the world around him (Richardson 1996). Participants and instructors perceptions of cognitive growth offer a picture of their reasonable standards and grasp of the language learning process.

In reality, their viewpoints have an impact on their academic achievement. Individual preferences, ethnic origins (Daib, 2000; Bernat, 2006; Horwitz, 1987; Wong, 2010; Siebert, 2003), partnerships with strategic planning usage (Yang, 1999), nervousness (Tsai, 2004), incentive (Kim- Yoon, 2000), student personal freedom (Chang, 2007; Chan, 2001; Cotterall, 1995; 1999), accomplishment and language knowledge (Cotterall, 1995; 1999; Huang, 2001; Chang, 2007), accomplishment and (Bernat 2008; Amuzie & Winke, 2009; Ellis, 2008; Tanaka, 2004; Riley, 2009; Zhong, 2008).

English is taught as a required subject at all stages of learning in Pakistan. (Ghani & Shoukat, 2015). The entire education in elite schools is in English, whereas kids' connection to English is limited in non-elite institutions (Yaqoob & Zubair, 2012). Non-elite education systems in Pakistan serve the bulk of our community, however, students who successfully complete their school education from these schools struggle with English linguistic reading and spelling (Muhammad, 2011); as a result, this is the initial explanation for conducting this research.

Several studies have been undertaken on specific subjects like how English is instructed in Pakistan (Warsi, 2004), English language learning in the public and private sectors (Channa, 2017), Government and private schools (Khattak, 2014), issues with English teaching and learning in Pakistan (Shamim, 2017), writing problems faced by the students (Aqeel & Sajid, 2012), l2 acquisition learning to tutor in Pakistan (Bhatti, 2012), and so on (Rasheed, Saleem, Bukhsh, & Rasul, 2011). Furthermore, no analysis on the practices and growth of language Teaching reading and understanding abilities at the school level in non-elite schools has been conducted, showing that this area has value.

Keywords: Teaching English, ESL, Govt. and Private schools, and writing skills, Pakistan

1.1 The Study's Background

Pre-conceived concepts or attitudes about learning a language play a crucial role in a learner's language achievement. If a student thinks that mastering Vocabulary knowledge will improve his general effectiveness, he will spend a substantial amount of time teaching vocabulary. Similarly, an adult who assumes that linguistic acquisition should begin at a young age will have a negative picture of his ultimate success. These views, according to Wenden (1991), are part of a second language learners consciously or subconsciously acquired knowledge base concerning language learning and are one of the elements that strongly influence second language acquisition. These arguments are in line with cognitive psychology studies (e.g., Bandura, 1986; Nespor, 1987), which emphasise the importance of beliefs in learning new tasks and influencing behaviour.

According to Oxford and Ehrman (1995), proficiency in reading and speaking is significantly linked to confidence in one's capacity to acquire a linguistic skill. Johnson and Wen (1997:40) believe that these ideas should be considered because "teachers and material writers need to be aware of, and attentive to, students' pre-existing preconceptions about the language learning process." As a result, learner beliefs are critical for learning a language and must be taken into account for successful reading comprehension.

Students aren't the only ones that bring their own set of beliefs to class. Teachers have "implicit assumptions" about how to acquire and teach a second language. Their values are reflected in their teaching style, how they choose instructional materials, their preferences for specific classroom activities, and how they evaluate and behave in the classroom. Teachers have a significant role in the classroom not only because they provide language education to students, but also they encourage them to learn linguistically.

Under this type of situation, instructors' knowledge and understanding of pupils, as well as their own perceptions, is critical so that they would interpret their instructional approach and adapt it to the learners ’ needs and worldwide developments in English language teaching/learning methods for an effective English language learning environment. Sheorey (2006) made a similar suggestion. He looked at the English linguistic knowledge concepts of Indian college students and found that while some beliefs are consistent with optimal second language growth, others may lead to students using ineffective educational content. He suggested that teachers can assist pupils in letting go of ideas that are damaging to their progress, which also was Horwitz goal (1988).

Learners are able how to comprehend, assimilate, and successfully implement a second language by a process that includes a variety of acts, behaviours, stages, or techniques that Oxford refers to as the second and foreign language learning strategies (990b). The purpose of these active and self-directed second language learning approaches, according to O'Malley and Chamot (1990), is to improve speaking competence in the second language. According to researchers, consciously employing these tactics is the main proficient language usage. Oxford (1990a) analysed current studies and discovered that a variety of characteristics influence students' strategy use, including incentive, ideas and perceptions, ethnicity, skills and techniques, nature of the project, patience, and complexity. It's fair to say that making appropriate selections about how to use learning languages tactics can make a real difference in a learner's successful achievement.

It's also crucial for educators to understand the pupils' techniques. Hence more educators need to be aware of their students' inclinations for a certain style, the more effective educational sessions may be synchronized to meet their needs (Oxford 2003). Teachers, on the other hand, who are unaware of their desired instructional strategies, will be unable to deliver systematic instructional variation to their learners.

His preconceived views about language acquisition impact how a learner approaches language acquisition and the strategies he deploys (Abraham & Vann, 1987; Horwitz, 1987; Horwitz, 1988; Wenden, 1986a; Wenden, 1987a). If instructors were able to make the connection between students' beliefs and method use, they would be better able to fully understand students' "anticipations of, commitment to, progression in, and pleasure with their language education" (Horwitz, 1988, p. 283). However, it's unknown how many learners learning techniques impact their views regarding English learning. The aim of the research is to see if there is a connection between Pakistani teachers and the student’s perspectives on knowledge of English and the strategies they employ.

1.2 The Scenario

English as a second language is a rise of a lifetime experience scenario. English is really the only language spoken by a lot of folks in most locations. English is spoken by almost one billion people worldwide, according to Crystal (1985). It's also worth noting that only one-third of one billion people speak English as their first language, with the rest speaking it as a foreign language. Except for the two major Language territories, the United Kingdom and the United States, South Asia has overcome them to become the third-largest English-speaking zone. Following the completion of colonialism in 1947, English in South Asia was given the title of South Asian English. It acquired a distinct regional identification and became an integral part of the South Asian linguistic and literary community. This recognition, however, did not stop the debate about its stance; rather, it exacerbated it, especially when it comes time to select new management or a new government. British colonialism in the early 1970s was responsible for the spread of English to the globe. Despite the growing relationship with English, huge increases in movement and literacy are one of the key causes for the emergence of a number of English speaking bilinguals.

Pakistan is blessed where people speak a variety of languages. Urdu is the national language of Pakistan, which is also the most frequently spoken language in the country. However, native speakers account for only 7.57 per cent of the people. Aside from Urdu, there are also several more internally coherent languages with large populations of speakers. The national and official language, English has been a part of Pakistan's official and non-official scenarios since freedom. It lasted whether this was acknowledged as the main language or whether efforts were made to displace it with Urdu.

The founding father, Quaid e Azam, advocated that instructional policies and practices be brought into line with the contemporary globe (GOP, 1947), Our language policy, on the other hand, failed to make strong decisions in order to create an appropriate education system with a single language of coaching. The first educational conference was organized in 1947 with the goal of restructuring and redesigning the entire educational system. It also tailored the curriculum's efficiency to the demands of Pakistan's inhabitants. Unfortunately, the anticipated outcomes could not be realised (Akhtar, 2004). Urdu has been declared the national language, and English has been established as the main language. The local populace received instruction in Urdu, whereas the aristocracy received instruction in English. As a result, there is a large opening between the rich and the poor. The general public believed that English was out of reach for them.

The materials offered to cadet colleges and other elite institutions differed significantly from those provided to all public schools. The strategy was not amended until Zia-ul-tenure, Haq's when he declared in 1979 that Urdu would substitute English as the language of instruction commencing in 1979 and that all organizations would seek to conduct their Matriculation exams in Urdu commencing in 1989. However, 8 years later, in October 1987, he amended his decision, declaring that English could not be fully eliminated, based on data gathered from Shamim 2008 and Ministry of Education 2009. (Pakistan Times, 1987). This scenario became even worse when the majorities were once again forbidden from the opportunities to learn English, and knowing English became a symbol of status in all walks of life.

Small policy modifications occurred for the next ten years until the Educational Policy of 1998-2010 produced a new English curriculum for grades 1 through 12. In 2007, the administration announced the implementation of a new curriculum, oblivious to the difficulties that would arise in the design and deployment of materials. Its deployment is still a long way off. This was also the reason for the failure of previous educational policies. Policies are announced in order to gain public approval, but the practical issues that arise as a result of their execution are ignored. The deployment column in the following table illustrates the paucity of practical approaches used in the formulation of these policies. When English was being phased out in favour of Urdu, there were no initiatives to write or publish literature to support policies.

These characteristics may indicate learning English as a second language for twelve years, college graduates are unable to demonstrate their basic English proficiency (Jilani, 2009). (2009, Jilani) The ratio of failure in the English subject has been notably high in the last three years.

Regardless of these facts, English continues to be Pakistan's official language. It serves as a gatekeeper as well as a language of power and social distinction (1996, 2002). The advancements in Science and Technology, interaction with outside the globe, entertainment, and the Website have enhanced the relevance of English in the modern period when the world is much more like becoming a global world. Nearly 80% of all scientific and technological articles are written in English. English has taken on a unique position in today's automagical world. It is now seen as a modern-day asset, rather than a colonial problem. It's important to remember that Pakistan's population is about half under the age of 21.

Purpose of the Study

The major goal of this research is to find out what Pakistani professors and students think about English language instruction at the college level. A specific goal is to look into how students use methods in English language learning. Specifically, the study tends to discover the precise attitudes and application of tactics that explain their performance in English. The study also looks into the pedagogical possibilities of beliefs and language learning processes, as well as the implications of incorporating them into curriculum design and instruction. The study will be guided by the following primary questions.

1. How do Pakistani college students and teachers feel about learning English? To what extent do the beliefs of Pakistani college professors resemble or differ from those of their students?

2. What English language learning methodologies do Pakistanis employ?

3. What tactics do instructors prefer for students studying English at the college level, and what strategies do teachers prefer for students in Learning at the college level?

4. Is there a connection between Pakistani students' environmental attitudes and their academic achievement?

5. How do they study English and what tactics do they use?

3. Significance of the Study

This study examines Pakistani students' views and tactics for learning English, as well as how their beliefs compare to those of their teachers. As a result of the findings, Pakistan's ELT methodology will be reformed. The differences between pupils and tutors views, if any, may indicate what modifications are needed to better the instructional process. What changes should be made to teaching and learning the process to make it more efficient? Knowing their students' beliefs and methods will aid English teachers in cultivating beliefs that lead to the successful procedure of knowledge approaches and resolving beliefs that block learning (Yang, 1999). Based on the results, teacher training programmes might be conducted to raise awareness among teachers. The research will aid in the understanding of parameters that are important in teaching and learning English in Pakistan. Curriculum developers, professional educators, instructors, learners, administrators, and educationalists will all benefit from the findings. This research will also highlight Pakistani instructors' teaching/learning beliefs and techniques, as well as how our students might be assisted in learning and/or changing their practices and beliefs in light of recent breakthroughs in English language acquisition.

4. The Research Methodology

The approach used to answer all the research question(s) and make results is crucial. The goal of this research is to discover the connections between Pakistani teachers' and students' perspectives on English language learning. This study requires quantitative and qualitative data collection strategies to deal with the challenging and invisible character of thoughts and to generate data and analysis. Both approaches have their own set of advantages and disadvantages (Patton, 2002). Quantitative research methods can produce generalizable, objective, and concrete results that can be analysed via descriptive statistics. A qualitative research method provides personalized, in-depth, and thorough data.

The following major questions guided the data collection and analysis for this study.

1. What are students' and teachers' views about learning English in the Pakistani government and private schools? To what extent do the beliefs of the Pakistani Government and private school’s teachers resemble or differ from those of the students?

2. What methods do students in the Pakistani government and private schools use to study English, and what strategies do teachers employ to help students learn English?

3. Is there a connection between Pakistani students' views about English learning and the tactics they employ?

5. The research's objectives

The study's goals are to:

1. Look into the reasons behind dropouts in Pakistan's primary schools.

2. Look at the major variables that contribute to the high dropout rate.

3. Make recommendations for reducing the dropout rate by developing methods.

6. Literature review

A learner who leaves school before graduating or completing a programme of studies or a specified cycle of education is referred to as a dropout (Shah, 2001 & Azher, Khan,) It also refers as to children who drop out of school before completing the academic year in which they began, i.e., those who did not receive the right to receive a final grade for that academic year and an official record, proving they completed that year of primary or secondary school (De Witte et al., 2013; Estevao & Alvares, 2014). In other terms, the term "dropout" refers to students who leave school before completing a specific cycle of education, such as elementary, middle, or high school. Dropouts are learners who leave school for any reason other than death before finishing their educational programmes even without moving to some other school (Attaullah, 2000, and Kamal, 2002).

According to literature and nationwide learning plans, dropout is a critical policy issue that must be addressed in order for Pakistan's government to meet its constitutional mandate and international commitment to provide universal primary education. All developed and developing countries face the problematic dropout overall, and notably at the major level. Even among primary school students in impoverished countries, the dropout rate is alarmingly high (Martins, 2006). In comparison to other developing countries, Pakistan has a high dropout rate. The main causes of dropouts in Pakistan are a poor main instruction structure, a lack of qualified teaching staff, and a strained parent-instructor connection (Mohsin et al, 2004). According to Pakistan Education Statistics (2016-17), male and female students are equally represented in the grade V survival rate.

It's encouraging to read that everyone in the Islamabad Capital Territory (ICT) and Gilgit Baltistan has made it through (The female survival rate is 26- per cent in FATA and 85- percent in AJK). FATA has the highest dropout rate of 66 percent (63- percent male and 74- percent female), followed by Baluchistan with 59- percent (61 percent male and 56 percent female), AJK with only 15- percent, and Punjab with 27- percent.

The growing demand for English language teaching in various parts of human life, such as study, commerce, politics, entertainment, technology, and business, has resulted in a high demand for English language training around the world (Pandey & Pandey, 2014). Originally, English language lessons were teaching assistant, with classroom teachers as knowledge suppliers and students serving as passive listeners (Boumova, 2008). This ancient tradition has become so popular that it may now be seen in many academic subjects. The traditional approaches, according to Boumova, imply that language acquisition requires the creation of a large set of grammatical structure and vocabulary that must be created effectively in proper circumstances, in addition to depending on remembrance.

As per White, traditional language instruction does not emphasise cognitive or interpersonal abilities (1988). According to Richards (2008), current language instruction models place learners at the centre of all teachers and students, with teachers acting as organisers and assessors of students' development. Richards also emphasises that the purpose of present English language learning is to develop the ability to effectively communicate. According to Boumova (2008), in current English language schools, structural parts of the English language, such as grammar and lexicon, are generally taught in context rather than in isolation. According to Boumova, the most visible element of modern practices is a heavy focus on grammatical structures such as listening, speaking, reading, and writing.

In the English language, reading is a difficult skill, and there is a link between student work and classroom instructional methods (Fisher, 2012). Regardless of the fact that writing is an important skill, English language teachers commit minimal effort to it (Cutler & Graham, 2011) and place a higher value on duration of writing over ideas and critical thinking (Kiuhara, Steve & Leanne, 2009). Furthermore, Troia (2014) emphasises that narrative writing education methods are not used, but Khan (2011) emphasises that the required guidebook is the only source of teaching and learning, and that rote learning is encouraged. Learners are provided model writings to learn and deliver in exams, according to Rani, Shah, Mehmood, and Irm (2013).

According to Vazir and Ismail (2009), in a proper English language class, the teacher reads a model of a certain genre, then asks important questions, puts difficult terms from the sample text on the boards, and then has the students sing the words in a chant. According to Khan (2011), while Pakistani English language teachers are intimately acquainted with some writing skills strategies such as brainstorming sessions, outlining, even before conversation and debate on the topic, most of them do not use these methodologies in the school environment because of many of factors including limited education system, time pressure, and learners' low educational backgrounds (Warsi, 2004).

When teaching writing skills, instructors confront a variety of obstacles, including students' lack of understanding of linguistic constructions and lexicon, as well as a lack of desire, creativity, and time (Almubark, 2016). Teachers also have certain difficulties, such as a focus on vocabulary and grammar rather than writing skills, a lack of constructive criticism, and blatant grammatical and misspelling correction (Sajid, Aqeel & 2014; Khan, 2011). Reading is emphasised as a lifelong talent that can be used at school and across one's life, in addition to writing. According to Scott, Anderson, Hiebert, and Wilkinson, reading is an essential and fundamental talent (1985). Rereading is commonly regarded amongst the most difficult aspects of the school process (Snow 1998). Consequently, L2 students are not given sufficient time to acquire excellent reading habits, according to Stroller and Grabe (2002).

Reading is the most underestimated skill in the English language, according to Muhammed (2011), especially in Pakistan. Szmczyk and Jarvis (2010) believe that the primary focus should be on syntax, creativity, communication, and aural talents, and that reading tasks and evaluation should be considered time-consuming and tedious. Reading as an ability has traditionally been disregarded in secondary schools in South Asia, according to Liu (2008), because teachers use the read aloud technique to teach reading rather than focusing on comprehension. Furthermore, according to Wyatt (2012), when it comes to teaching reading skills, teachers' lack of command of reading abilities and lack of training are also issues. Teachers confront numerous challenges when teaching reading skills, including students' lack of vocabulary, passion for literacy tasks, and large classrooms (Saleem, Bhatti, 2013; Buksh, Rasheed, & Rasul, 2011).

7. Conclusion

This will be the first study of its kind to look into the attitudes and strategies employed by Pakistani teachers and students when learning and teaching English. It has uncovered empirical data about the link between views and suggestions.

The techniques and issues of teaching English language reading and writing in Pakistani private and government schools were investigated in this study. The conclusions of this research concentrate on several traditional techniques of teaching reading skills in the Pakistani context, such as reading aloud, teaching reading pronunciation, and translating the text into Urdu. In other words, teachers' reading habits are not limited to text books; they also use other resources to practice reading, such as the internet. Traditional writing skills methods include an over-reliance on limited model essays and essay memorization, although alternative activities like brainstorming in the pre-writing phase were also mentioned.

This study looked into the obstacles that teachers have when teaching reading and writing abilities. When teaching English language reading abilities, ELTs face challenges such as students' lack of excitement for reading skills, short attention spans, and poor reading comprehension.

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