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Enhancing English Language Speaking Skills Through Boosting Motivation, Using Task-Based Instruction Tbi With an Elementary Students Group Studying in a Government School in Ghizer, Gilgit District

Thesis Info

Author

Sadia,

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728019805

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In Pakistan, most of the public sector schools have poor teaching/learning practices for English, especially with regard to spoken skills (Rahman, 2003). Enhancing skills in language learning requires both teacher and student motivation and engagement (Azaeem & Dogar, 2011). English language speaking skills are ignored in classroom instruction because it seems that in Pakistani schools, language teachers are not familiar with the new methods of teaching language generally and teaching of speaking skills particularly (Alam & Bashir-ud-Din, 2013). The need to build effective communication skills in learners is increasing as English continues to reign as the global language (Barnes, 2008). Therefore, different educational institutes are applying different methods of teaching speaking skills (Raja, 2013). This study was carried out in the context of Gilgit-Baltistan, Pakistan, to explore how task-based instruction (TBI) can be used to motivate and enhance the English language speaking skills of grade 6 students. It was an action research study located within the paradigm of pragmatism which is concerned with action and change, and knowledge and action (Coldkuhl, 2012). The data were collected in three main phases: reconnaissance phase, intervention phase and after-intervention phase. Data collection tools were: observations, semi-structured interviews, focus group discussions and reflections on classroom teaching cycles. The language teacher of grade 6 and five students participated in this study. This sample was purposively selected. Data analysis of the reconnaissance phase revealed that there are certain issues in the research context dealing with motivation of students to learn English language speaking. One of the important aspects to motivate language learners is student involvement in the tasks (Dornyei, 1998), foreign language anxiety in students and their language confidence (Mahmoodzadeh, 2012), students' willingness to communicate in the target language (Din, 2015) and the students' tendency to use reductive strategies and code-switch from English to local languages (Sert, 2005). On the basis of the reconnaissance phase findings, I planned an intervention and conducted three teaching cycles. During these cycles, I used individual tasks, pair tasks and group tasks which were designed keeping student interest in mind. Findings revealed that the language teachers in my context emphasize on the writing and reading skills of students. They use grammar-translation method to teach language. Teachers focus on the completion of the syllabus. This in turn provides fewer opportunities for learners to practice the target language. The study outcomes suggest that learners' exposure to the target language speaking and language learning
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حاجی محمد صالح

حاجی محمد صالح
دوسرا افسوسناک سانحہ۶/مئی کی شام کو محترم حاجی محمد صالح صاحب کی وفات کاپیش آیا۔ صالح صاحب کئی سال سے معذور ہوگئے تھے اورصاحب فراش تھے،یوں بھی عمر طبعی کی سرحد پارکرچکے تھے لیکن چل رہے تھے اوران کے صاحبزادے حاجی خواجہ محمد سلیم صاحب دل وجان سے ان کی خدمت کر رہے تھے۔ اس طویل مدت میں کبھی کبھی حالت نازک بھی ہوجاتی تھی مگرسنبھل جاتے تھے۔ ۶/مئی کی صبح کو آخری سانس لینے لگے اورشام کے ۵بجے ہمیشہ کے لیے رخصت ہوگئے۔ حاجی محمد صالح صاحب اپنی گوناگوں اورغیر معمولی خصوصیات کی وجہ سے دہلی والوں میں ممتاز بلکہ لاجواب تھے اوراپنی ذات سے صحیح معنی میں ایک انجمن تھے۔ اجتماعات اورمجالس کی رونق اورجان۔ سوسائٹی کے ہرطبقے میں مذہب و ملت کے امتیاز کے بغیر مقبول تھے اور قدرو منزلت کی نظر سے دیکھے جاتے تھے۔ان کی فرم ’’حاجی علی جان‘‘نہ صرف دہلی بلکہ پورے ملک کی روایتی فرم تھی، ایک زمانے میں اس کا کاروبار نہایت وسیع تھا،اوردہلی اورحجاز دونوں جگہ بڑے پیمانے پرلین دین ہوتاتھا۔ فرم حاجی علی جان کی امانت ودیانت کاعام شہرہ تھااس فرم میں لاکھوں روپے کی امانتیں رہتی تھیں۔حج کوجانے والے بے جھجک لاکھوں روپے اس فرم کو جمع کراتے تھے اورمکہ معظمہ میں صرف رقعہ دکھا کر رقم لے لیتے تھے۔ یہ کہنا شاید مبالغہ سے پاک ہے کہ فرم حاجی علی جان مسلمانوں کے لیے ریزرو بینک سے بھی زیادہ معتبر ومستند تھی۔ حاجی صاحب مرحوم اس تاریخی فرم کے مالک تھے، قومی اورملی کاموں میں بڑھ چڑھ کرحصہ لیتے تھے۔ ایک وقت میں بڑے بڑے اہم اجتماعات کوٹھی حاجی علی جان ہی میں ہواکرتے تھے۔ حاجی صاحب کے والد محترم حاجی عبدالغفار صاحب جن کی ہم نے بارہا زیارت کی تھی، حکیم محمد اجمل خاں اورڈاکٹر مختار احمد انصاری کے ندیم خاص...

عقائد باطلہ كا رد ، شیخ احمد سرہندی کا کردار اورعصری استفادہ

Shaikh Ahmed Sirhindi, known as Mujaddid Alf Sani (R.A) was not only a well-known Muslim mystic but also a great reformer. He brought reformative changes in political system of subcontinent and introduced social set up of Islamic society,  spiritual patterns of Islamic mystics and religious scholars of Islamic sciences. His services regarding the revival of Islam and purification of Islamic beliefs are versatile and multidimensional. Mughal emperor Akbar tried to reconcile the differences of both religions, and introduced a new faith called the Din-i-Ilahi, which incorporated both Islam and Hinduism which stressed the Muslim community a lot. This article is a study of the role of Shaikh Ahmad Sirhandi in purification believes. Main tiopics of this study are oneness of Ram and Raheem, wahdat-ul-wajood and wahdat-ul-Shahood, finality, eternality, sustainability and universality of Prophethood, Meraj-ul-Nabi, Aqeeda Tanasukh and Aqeeda Halool with reference to the life hereinafter. Article also mentions the methodology of this pious personality in purification of believers and its utility in contemporary period. This ends with findings of the research paper and no doubt it provides important guidance for researchers of Islam to face the challenges for the betterment of Muslim Ummah.

Classroom Action Research and Teacher Development

Action research is one of the educational research paradigms which, according to educational literature, seem to be winning the hearts of many educationists. It is a research approach which is increasingly becoming valued in in-service teacher education. Success in implementing action research in education has been recorded from some of the large scale projects done in developed countries, usually involving many participants and lasting for long periods of time. But there is no evidence to suggest that strategies used in these projects could be replicated without adaptation in developing countries like Tanzania. This study was carried out in Pakistan, a developing country, in which the socio-economic and educational situations are different from countries where those projects were carried out. The purpose of this study, therefore, was to determine the dynamics involved in introducing, facilitating and institutionalizing educational action research in schools in a developing country through the mentoring process. Two teachers - one from primary and the other from secondary sections of Aga Khan Educational Services (AKES) (Pakistan) schools in Karachi city were involved in the study. The teachers were inquiring about their teaching practice and I, as a second order researcher, was studying teachers in the process of doing research while at the same time inquiring into my own process of mentoring. Teachers were given the freedom to innovate, decide and act according to their understanding, experience and the situation in which their practice was conducted. In this process I was a facilitator providing moral and technical support. In spite of problems and constraints that teachers faced in doing action research (including their lack of research skills, poor pedagogical content knowledge and problems related to institutional pressures) the study has revealed some promising insights into the possibility for teachers being involved in doing action research in their classrooms. However, in order to be able to do it, according to the study, teachers need to be provided with appropriate environments, which include professional freedom to explore.