Author:
Khadija Bibi,Ghafar Natasha,Khan Nadia,Khan Muslim
Abstract
This research is based upon a qualitative research approach in teaching English as a second language (ESL) in secondary schools in Hyderabad city of Pakistan. This paper discusses the obstacles that the 15 ESL teachers face as revealed in the semi-structured interview about outdated curricula, lack of available resources, ungeared teacher training, the lack of support from the school administrators, socio-cultural disparities, motivation levels of the students and the constant challenges involved in keeping the non -native speaking ESL teachers afloat. The results are generally in line with previous work and a clear indication of the need for broad-based change to enhance the quality of ESL education. Accordingly, recommendations were made for evolving curricular developments, enriching resources, ongoing teacher professional development, and institutional support to mitigate these challenges and shore up ESL teachers
Publisher
Research for Humanity (Private) Limited
Reference61 articles.
1. Abdelrady, A. H., & Akram, H. (2022). An empirical study of ClassPoint tool application in enhancing EFL students’ online learning satisfaction. Systems, 10(5), 154.
2. Afzal, M. I., Asif, S., & Mohsin, L. A. (2022). Urdu-English Texts Translation Practices: Qualities and Hindrances At Intermediate Level In Pakistan. Webology (ISSN: 1735-188X), 19(2).
3. Ahmed, A., & Myhill, D. (2016). The impact of the socio-cultural context on L2 English writing of Egyptian university students. Learning, Culture and Social Interaction, 11, 117-129.
4. Ahsan, M., Ali, S., & Hussain, Z. (2021). Fear and Lack of Motivation as an Interactive Barriers in EFL Classroom at University Level. PalArch's Journal of Archaeology of Egypt/Egyptology, 18(6), 616-628.
5. Akram, H. (2020). Education governance in Pakistan: A critical analysis of challenges. Journal of Social Sciences Advancement, 1(1), 38-41.