LAWFUL INSTRUCTION OF USING CALI FOR HIGHER SECONDARY LEVEL STUDENTS IN PAKISTAN: THE POST COVID-19 CONTEXT
Main Article Content
Abstract
Post-Covid-19 pandemic situation has created a dire need to use computer in the instructional methodology synchronising with other online resources in the classrooms. The present study was conducted to examine the effects of using computer synchronised by Penzu software as online source for teaching English to the higher secondary school students in Punjab, Pakistan. The study used experimental design and conducted a classroom experiment of 40 higher secondary school students (20 experimental & 20 in control group) through pre/post-tests over different period of time to examine development in students’ writing skills. On post-test-I, it was observed that students in the control group showed sudden rise in the development of writing skills compared to experimental group. But, on post-test-II and III, students in the experimental group showed consistency in the development in writing skills while control group could not maintain their consistency of development in writings. Hence, findings of the study revealed that using computer as a tool for instructions and Penzu as online resource to conduct writing activities proved more useful in improving students’ writing skills compared to the students in the control group. Finally, findings also revealed that students became more independent in self-corrections in the experimental group and continued to expand their learning outside the classroom while control group was dependent on teacher and could only find time in the classroom for corrective feedback which limited students’ learning to their classroom. In addition to this, the study recommends that further computer applications and other online resources can be more useful in language instructions apart from teaching writing skills. Besides, findings of this study have significant theoretical and practical implications pertaining to EFL teachers’ professional development, teaching skills and students’ learning environment.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ahmad, S. & Rao, C. (2019). Inconsistencies in English language teaching in Pakistan: A comparison between public and private institutions. European Journal of Business and Management. 3(15), 95–105.
Ahmed, S. S.T. & Qasim, B. (2019). Computer-assisted language instruction in south yemeni context: A study of teachers’ attitudes, ICT uses and challenges. International Journal of Language Education, 1 (4), 59–73.
Alderson (2019). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36 (2), 236–260.
Ali, M.M., Khan, N. & Hafeez, S. (2021). Computer-assisted language learning in riral efl classrooms in Pakistan. Harf-o-Sukhan, 5 (3), 277-293.
Altavilla, J. (2020). How Technology Affects Instruction for English Learners. PDK international, Sage Publication, 2 (1), 80–95.
Atique, S. S., & Khan, I. (2019). The writing needs of business students: a teacher’s perception in an EFL context. Journal of Education & Social Sciences, 3(2), 231–244.
Cacioppo, J. T., & Petty, R. E. (2019). The need for cognition. Journal of Personality and Social Psychology, 42, 116–131.
Carless, D. (2011). From Testing to Productive Student Learning: Implementing formative assessment in Confucian-heritage settings. Routledge.
Chong, S. W. (2019). College students’ perception of e-feedback: A grounded theory perspective. Assessment & Evaluation in Higher Education, 44(7), 1090–1105.
Dar, M. F., & Khan, I. (2019). Writing anxiety among public and private sectors Pakistani undergraduate university students. Pakistan Journal of Gender Studies, 10 (1), 121–136.
Farooq, M. U. & Soomro, A. F. (2018). Teachers and computer technology: trends in english language teaching in Saudi Arabia. International Journal of English Linguistics, 8(5), 10–19.
Fidelia, O. A. (2019). Gender in students’ achievement in english essay writing using collaborative instructional strategy. International Journal of English Language Education, 3 (1), 85–9.
Greener, S. (2008). Business research methods: Book Boon.
Haider, A.G. (2020). Perceptions of ESL teachers towards CALL implications for ELT (English Language Teaching) at the intermediate Level-A case study. Journal of Computer-Assisted Language Learning, 13(8), 204–23.
Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by EFL teachers in Saudi Arabia during the COVID-19 pandemic situation. International Journal of Applied Linguistics & English Literature, 9 (5), 33–39.
Hassan, M.U. & Aziz, A.A. (2019). Investigating the use of Computer Technology for E-learning in Pakistani Maddaris: The case ofReligious Teachers. International Journal of Distance Education and E-learning, 5 (1), 44-56.
Hassan, T.U. & Sajid, A. (2019). ICTs in learning: Problems faced by Pakistan. International Journal of Evaluation and Research in Education, 1(2), 52–64.
Hubbard, P. & Levy, M. (2016). Theory in Computer-assisted Language Learning Research and Practice. New York: Routledge.
Hussain, Z.,, Yaseen. G., Muhammad Irfan Ahmed. I.M. (2022). OLT Analysis Among University Students: A Cross-Sectional Study In Pakistani Setting. International Journal of Contemporary Issues in Social Sciences, 1(2), 6-14.
Hubbard, P. (2015). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351–368.
Iqbal, M., and Rafi, M.S. (2018). A Comparative study of English language teaching practices at the access programme and public Schools. Bulletin of Education and Research, 40 (3), 231–249.
Jabeen, S. (2020). Language planning and policy, and the medium of instruction in multilingual Pakistan: A void to be filled. International Journal of Multilingualism, 10 (4), 277-299.
Jadoon, A.I., Khan, F., Syeda Tehmina Naz Bukhari,N.T.S., Gilani,S.Z., Ishfaq, U., Ullah,M. (2022). Effect of Teacher-Student Relationship on Pro-Social Behavior and Academic Achievement of Secondary School Students. Indian Journal of Economics and Business, 21(1), 331-337.
Madhavi, K.V. (2019). Computer-assisted language learning: Developing writing skills using study skills software. Journal of Technology for ELT, 7 (2), 102–108.
Mahdi, H. S., & Al-Dera, A. S. A. (2020). the impact of teachers’ age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6(6), 57–67.
Markee, N. (1997). Managing curricular innovation. Cambridge, England: Cambridge University Press.
Memon, T., Shah, S. W. & Memon, S. A. (2020) Computer-assisted language learning: a study of EFL teachers’. Journal of Education and Practice, 11(30), 28–33.
Murray, D. E. (2018). Planning change, changing plans: Innovations in second language teaching. Ann Arbor: University of Michigan Press.
Pathan, M. M. (2018).Computer-assisted language testing [CALT]: Advantages, implications and limitations and limitations. Researchvistas.com.1 (4), 30–45.
Rehman, U. A. (2020). Challenges to online education in Pakistan during COVID-19 & the way forward. AIJR Preprints, 21(1), 1–12.
Riasati, M. J., Allahyar, N., & Tan, K. E. (2018). Computer technology in language education: benefits and barriers. Journal of Education and Practice, 3 (5), 25–30.
Saidi, M., Afshari, M. (2021). Computer-assisted language learning in English for academic purposes courses: Eliciting the Instructors’ Perspectives within the COVID-19 pandemic period. Future of Medical Education Journal, 11(1), 13–17.
Shehzad, A., Muhammad, R., & Sajjad, A. (2018). Gender disparities in the use of internet among graduate students of a developing society: A case of pakistani universities. Global Knowledge, Memory and Communication. 1(67), 1–23.
Tahira, M., Hassan, A., Malik, A., & Muhammad, Y. I. (2020). Teacher education inpakistan: issues and problems. Journal of social sciences, 2(4), 1–31.
Ullah, M., Khan, A.M., Usman, A. (2020). COVID-19 and Global Stock Market. International Journal of Management. 12(2), 374-380.
Wahaba, K. M., England, L., & Taha, Z. A. (2019). Handbook for Arabic language teaching professionals in the 21st century. Journal of Computer Assisted Learning,1(2), 133-144.
Waters, A. (2017). Managing innovation in English language education. Language Teaching, 42 (4), 421–58.
Wedell-Wedellsborg, M. (2019). The psychology behind unethical behavior. Harvard Business Review, 12, 2-6.
Yani, A., & Sara, S. (2019). The instructional materials of the Arabic language teaching for non-arabic speakers in the Republic of Indonesia: A typical study of the state University of Malang, Indonesia. European Journal of Education Studies, 5(6), 83-94.
Zakaria, Z. M., Atan, A., Yusuf, R., & Mei, S. Y. (2019). Content knowledge competency of Arabic language teacher trainees during teaching practice. International Journal of Academic Research in Business and Social Sciences, 9 (9).