Improving ESL Classroom Management Practices at Higher Education in Pakistan: A Review of Current Literature and Future Directions

Abstract

Effective classroom management (hereafter CM) practices are an imperative for effective second language learning at the higher education level where diverse student needs and academic expectations intersect. On the other side of the coin, English as official and instructional language carries a phenomenal importance in Pakistan, especially on higher educational level. This paper, therefore, reviews the available research literature on ESL CM practices on higher education level in the country and investigates the possibility and significance of a research study on ESL CM practices and to offer constructive recommendations for improvement. The literature review reveals that while some institutions adopt progressive management strategies, many still rely on traditional, instructor-centered methods. The study highlights gaps in faculty training, inconsistencies in institutional policies, and a lack of integration of digital tools for effective classroom management. Practical recommendations include incorporating professional development programs, leveraging ICT tools, and promoting participatory practices. The implications of the study emphasize the need for policy reform and capacity building to ensure classroom management evolves with pedagogical innovations and student needs in higher education. The study is expected to produce literature on the topic and make valuable improvement to the ESL CM practices, and thus ESL learning, on higher education level in the country.