English Teaching Methods Perception And Practice In Both Pakistani And Chinese Institutes

Abstract

This study compares English teaching approaches in Pakistani and Chinese educational institutions. The study investigates the perceptions and implementation of communicative language teaching (CLT) in both countries, considering English's widespread popularity as a global lingua franca. Using a quantitative study approach, data was obtained through surveys administered to English language educators at ten educational institutions, totaling 100 participants with an equal distribution of 50 from Pakistan and 50 from China. The study examines three main aspects: communicative language instruction, language proficiency, teacher motivation, and the use of technology in English language education. The survey data was analyzed using descriptive statistics and inferential approaches. The data indicate that there are positive attitudes toward Communicative Language Teaching (CLT) in both countries, with an increasing recognition of its usefulness in enhancing students' languages. However, cultural and institutional variables influenced the adoption of CLT approaches. Furthermore, the study's findings show that China has a higher level of technological integration in English language instruction than Pakistan. The ‘findings underscore the importance of implementing significant changes in the field of English language instruction, such as committing resources to teacher training efforts and adopting student-centered techniques. This study makes major advances to our understanding of English language teaching approaches and barriers in Pakistani and Chinese environments. It also suggests prospective areas for further research and development in this discipline.