Examining the Perceptions and Practices of English Teaching Methods in Pakistani Educational Institutions

Authors

  • Saiyida Shahbano Jabeen Senior Lecturer, Fatimiyah Higher Education Email: shahbano.jabeen786@gmail.com
  • Abdul Majeed Lecturer, Department of English, Sindh Agriculture University Campus Umerkot, Sindh Email: majeedmangrio92@gmail.com
  • Saqib Abbas Assistant Professor, Department of English, Benazir Bhutto Shaheed University Lyari, Karachi PhD Scholar, University of Sindh, Jamshoro Email: Saqib.Abbas@bbsul.edu.pk

DOI:

https://doi.org/10.70670/sra.v3i3.928

Keywords:

English Language Teaching (ELT), Pedagogical Beliefs and Practices, Language Proficiency, Technology Integration, Pakistani Educational System

Abstract

This study critically examines the perceptions and classroom practices of English language teaching methodologies in Pakistani educational institutions, with a particular emphasis on the implementation of Communicative Language Teaching (CLT). Grounded in the theoretical framework of language pedagogy and second language acquisition, the research employs a quantitative survey-based design to investigate the alignment between teachers’ stated beliefs and their instructional practices. Data were collected from 50 English language instructors across ten diverse institutions in Pakistan. The study explores four core dimensions: the adoption of communicative instructional strategies, teachers’ perceptions of language proficiency outcomes, motivational factors influencing pedagogical choices, and the extent of technology integration in language instruction. Descriptive and inferential statistical analyses reveal that while educators generally express favorable attitudes toward CLT and student-centered pedagogy, significant discrepancies persist between their perceptions and actual classroom practices. Structural challenges, such as limited technological infrastructure, rigid curricular constraints, and inadequate professional development opportunities, hinder the effective implementation of communicative methodologies. The findings underscore the necessity for systemic educational reform, including sustained teacher training programs, policy-level support for pedagogical innovation, and increased investment in digital learning tools. This study contributes to the growing body of literature on ELT in South Asia and offers empirically grounded recommendations for enhancing English language education in the Pakistani context.

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Published

31-07-2025

How to Cite

Saiyida Shahbano Jabeen, Abdul Majeed, & Saqib Abbas. (2025). Examining the Perceptions and Practices of English Teaching Methods in Pakistani Educational Institutions. Social Science Review Archives, 3(3), 976–984. https://doi.org/10.70670/sra.v3i3.928