- Islamabad, Islamabad, Pakistan
Imran Khan
University of Hail, College of Arts, English Department, Faculty Member
The current study's goal is to determine the effect of "student interest," "perceived self-efficacy," and "learning motivation" on undergraduate students' CGPA. The present investigation employed a quantitative methodology, utilizing a... more
The current study's goal is to determine the effect of "student interest," "perceived self-efficacy," and "learning motivation" on undergraduate students' CGPA. The present investigation employed a quantitative methodology, utilizing a cross-sectional survey delivered through an online Google Form that participants self-administered. The current study's target demographic was undergraduate students at a public university. In this survey, 230 undergraduate students took part. The variable combination predicted approximately 39.6% of the overall variance in predicting the CGPA. The predicted regression model in the study was significant (F(3,226 = 50.960, p 0.001), and it discovered that other than "students' interest," only two factors significantly predicted the outcome variable CGPA. However, "student interest" has a positive but negligible effect on the CGPA. It is recommended that teachers use effective classroom strategies to assist students in raising their interest, learning motivation, and self-efficacy to accelerate their academic achievement.
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The current exploratory study investigates the acquaintance of teachers’ information in communication technology (henceforth, ICT) and its integration in teaching-learning process at private higher secondary level in Pakistan. The study... more
The current exploratory study investigates the acquaintance of teachers’ information in communication technology (henceforth, ICT) and its integration in teaching-learning process at private higher secondary level in Pakistan. The study adopts a quantitative technique and a variety of variables pertaining to the familiarity with computers in teaching-learning were examined. Subsequently, using a purposive sampling, 200 questionnaires were disseminated to the teachers. Total 169 instruments were returned and 133 were keyed into SPSS after filtering and cleaning the data. Descriptive means, percentages, crosstabs, and rank order were computed to report findings. The study revealed that 75% teachers had been formally trained for ICT, 67% teachers had access to computers and 53% had access to internet at their institution as well as home. Results show that ‘use of Email’, ‘internet browsing’, and ‘word-processing’ were most familiar tools. On the other hand, ‘collection of teaching/refe...
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The effect of a three-dimensional writing anxiety on writing performance in higher education is meagre. The purpose of this quantitative study is three folds: to analyze a) whether avoidance behavior, somatic anxiety and cognitive anxiety... more
The effect of a three-dimensional writing anxiety on writing performance in higher education is meagre. The purpose of this quantitative study is three folds: to analyze a) whether avoidance behavior, somatic anxiety and cognitive anxiety are the three dimensions of writing anxiety; b) the effect of writing anxiety on a test-based writing performance; and c) whether the effect of writing anxiety on writing performance differs in public and private sector universities. A usable sample of 412 responses is drawn from students of three undergraduate degree programs from private and public sector universities of Karachi, Pakistan. Hypotheses are tested using the partial least square method. The results show that avoidance behavior, somatic anxiety and cognitive anxiety are the three significant dimensions of writing anxiety which in turn, has a significant negative effect on learner's writing performance. Moreover, the negative effect has been found consistent in private and public universities. This study substantiates the English language literature by arguing that foreign language writing anxiety is a threedimensional construct that inhibits ESL/EFL writing performance. Therefore, the policy makers in higher education institutions should craft and timely execute cost-effective and useful courses of action to mitigate the level of writing anxiety of a foreign language to improve the learner's writing performance.
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Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English... more
Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English language learning: Listening, reading, writing and speaking referring to just basic skills of English language. This study focuses on one of the four basic skills: Writing. It measures levels of writing anxiety of Pakistani undergraduate students while writing essays on various topics in English. In this study, 418 students participated which represents both public and private sector universities. Cheng (2004) SLWAI’s instrument was adopted to answer the research questions. Data analysis revealed that majority of the total participants, 61.48 percent has average level of English language writing anxiety. On the other hand, 19.38 percent of the total participants at undergraduate level face high level of English language writing anxiety. Minimum 19.14 p...
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English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The... more
English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability wa...
English language writing skills play asignificant role in academic and professional lives in the ESL context.Anxiety can have debilitating effects on learning English language listening, reading, speakingand writing skills.The objective... more
English language writing skills play asignificant role in academic and professional lives in the ESL context.Anxiety can have debilitating effects on learning English language listening, reading, speakingand writing skills.The objective of the current study was to explorethe causes of writing anxiety in Pakistani undergraduateESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocolswere designed for the interviews of the students and the teachersand checked for self-validity and expert validity. Three groupinterviews were carried out with the undergraduateESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents' Urdu translation into English. Thefindings revealedmultiple causes of Pakistani ESL students' English language writing anxiety.
Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of... more
Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.
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Purpose-The purpose of this paper is to explore external factors: organization technical support, organization administrative support, organization infrastructure and resources, and organization ICT policy's effect on the commitment in... more
Purpose-The purpose of this paper is to explore external factors: organization technical support, organization administrative support, organization infrastructure and resources, and organization ICT policy's effect on the commitment in use of technology among the faculty staff Hail university, Saudi Arabia. Design/methodology/approach-A cross-sectional survey approach was used to collect data. A sample of 300 fulltime employees, having administrative and teaching responsibilities participated using a self
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This study investigates the effects of strategy-based reading instruction on the reading comprehension and metacognitive reading strategy awareness of Pakistani Undergraduate Business Administration students of a private sector university... more
This study investigates the effects of strategy-based reading instruction on the reading comprehension and metacognitive reading strategy awareness of Pakistani Undergraduate Business Administration students of a private sector university in Karachi, Pakistan. A quasi-experimental design was adopted and two intact groups of students were assigned to a control group (31 students) and an experimental group (31 students). The reading comprehension levels and metacognitive reading strategy awareness of both the groups were measured through a pre-test of reading comprehension and Survey of Reading Strategies (SORS) questionnaire. The control group was taught through teacher-centred traditional reading instruction, whereas the experimental group was taught through strategy-based reading instruction for eight weeks through 2-hour long weekly sessions. The experimental group was trained to use 30 reading strategies (18 Cognitive, 7 Metacognitive, 3 social/affective, and 2 Test-taking strategies) during the intervention following the Cog-nitive Academic Language Learning Approach and using Reciprocal Teaching Procedure Activities. At the end of the reading intervention, the post-test of reading instruction and the measure of metacognitive reading strategy awareness (SORS) were re-administered. The data were analysed through descriptive statistics, t-tests, and ANOVA. The results revealed that the experimental group students had scored significantly higher than the control group students on reading comprehension post-test and had also shown significantly higher improvement in metacognitive reading strategy awareness than control group students The study recommends strategy-based reading instruction to be an effective option for teaching reading comprehension skills at the university level in Pakistani universities and in the contexts which share similar characteristics.
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This paper investigates the levels of oral communication anxiety of undergraduate engineering students in Pakistan. The data was collected from four departments of the university. McCroskey (1978) oral Communication Apprehension (OCA)... more
This paper investigates the levels of oral communication anxiety of undergraduate engineering students in Pakistan. The data was collected from four departments of the university. McCroskey (1978) oral Communication Apprehension (OCA) Survey Instrument was adopted for this study. The questionnaire was translated into Urdu (National Language of Pakistan) to make it clear to respondents. The data analysis revealed 18% of the sample had a high level of oral communication apprehension, 66% faced an average level of oral communication apprehension and 16% were in a low level of oral communication apprehension. This study also discloses that there is no significant difference in levels of oral communication apprehension of male and female. Further the study reports and compares levels of oral communication anxiety of the students to whom English is the second language and to whom English is the third language (both in foreign language context). Finally, the study concludes that although the majority of the undergraduate engineering students face an average level of writing anxiety, however, with attention and guidance they can be brought to low level of writing anxiety category.
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Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English... more
Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English language learning: Listening, reading, writing and speaking referring to just basic skills of English language. This study focuses on one of the four basic skills: Writing. It measures levels of writing anxiety of Pakistani undergraduate students while writing essays on various topics in English. In this study,418 students participated which represents both public and private sector universities. Cheng (2004) SLWAI’s instrument was adopted to answer the research questions. Data analysis revealed that majority of the total participants, 61.48 percent has average level of English language writing anxiety. On the other hand,19.38 percent of the total participants at undergraduate level face high level of English language writing anxiety. Minimum 19.14 percent of the total participants belong to low level of English language writing anxiety. It is interesting to note that both participants from the private and public sector universities experienced average level of writing anxiety. Consequently, English Language Teachers have to adopt/adapt those writing approaches and modify their methods of writing instruction which could help learners decrease their writing anxiety.
Research Interests:
The aim of this empirical study is to explore O level English language teachers' perceptions regarding teaching practices and methods used in teaching English essay writing. The population of study comprised O Level English language... more
The aim of this empirical study is to explore O level English language teachers' perceptions regarding teaching practices and methods used in teaching English essay writing. The population of study comprised O Level English language teachers (N=131) schools of Karachi. Through simple random sampling technique, data were collected from (n=58) participant schools which forms approximately 44% of the targeted population. Total sample size was n=73 (n=22 male and n=51 female) teachers. To carry out the cross sectional survey of the chosen sample, two instruments i.e., Factors Affecting English Essay Writing for Teachers (FAEWT) and teachers' structured interviews were developed to collect the quantitative and qualitative data respectively. Data were tabulated, calculated, analyzed, and interpreted through SPSS Version 20, in the light of objectives of the study, and the research hypotheses. Central tendency i.e. mean and measures of dispersions i.e. Standard Deviation and t-test were used for testing hypotheses. Results revealed that students were lacking in understanding the principles of English grammar, difficulty in word spelling and use of punctuation marks in writing essays. On the basis of these findings, it is recommended that Cambridge-affiliated schools' management should provide Cambridge professional development training to teachers continually and also provide well-furnished library, language laboratory and classrooms so that teachers can provide quality input to develop students' written discourse. This study plays an important role in contributing to researchers, policy makers, curriculum developers, teachers and students to enhance students' skills of writing an essay with no errors and coherently.
The current study is conducted to evaluate the impact of stress and self-esteem and gender's effect on students' academic performance in selected private universities of Pakistan. Three hundred students from different private universities... more
The current study is conducted to evaluate the impact of stress and self-esteem and gender's effect on students' academic performance in selected private universities of Pakistan. Three hundred students from different private universities of Pakistan were surveyed using cluster random sampling technique by means of Rosenberg self-esteem scale and perceived stress scale questionnaires. Factor, regression analysis, correlation, and t-test were employed. The findings revealed that self-esteem and stress are strongly correlated with each other but gender has no significant impact on students' GPA, level of stress and self-esteem of the surveyed students. Moreover, when impact of self-esteem and impact of stress on GPA were analyzed discretely, it was found that both of these cognitive factors did not significantly correlate with the academic performance of students. Hence, this study revealed that the level of stress and self-esteem are not as influential on academic performance of students in private universities as it is affirmed in the literature available on the subject matter.
The current exploratory study investigates the acquaintance of teachers' information in communication technology (henceforth, ICT) and its integration in teaching-learning process at private higher secondary level in Pakistan. The study... more
The current exploratory study investigates the acquaintance of teachers' information in communication technology (henceforth, ICT) and its integration in teaching-learning process at private higher secondary level in Pakistan. The study adopts a quantitative technique and a variety of variables pertaining to the familiarity with computers in teaching-learning were examined. Subsequently, using a purposive sampling, 200 questionnaires were disseminated to the teachers. Total 169 instruments were returned and 133 were keyed into SPSS after filtering and cleaning the data. Descriptive means, percentages, crosstabs, and rank order were computed to report findings. The study revealed that 75% teachers had been formally trained for ICT, 67% teachers had access to computers and 53% had access to internet at their institution as well as home. Results show that 'use of Email', 'internet browsing', and 'word-processing' were most familiar tools. On the other hand, 'collection of teaching/reference material', 'preparing papers', and 'teaching materials' were being used for teaching purposes.
The proficiency in writing skills is the most basic and important skill to achieve success in academics. Therefore, not only to ace the exams but also to perform better the students need to develop and improve their writing skills,... more
The proficiency in writing skills is the most basic and important skill to achieve success in academics. Therefore, not only to ace the exams but also to perform better the students need to develop and improve their writing skills, especially in an EFL environment. Here the perception of teachers regarding the writing needs of business students' matter a lot, as they design their course and teaching materials according to the specific writing needs of the students. Hence, to improve the writing skills of students, it is imperative to determine their writing needs and then employ various strategies, which cater to their specific writing needs. This study aims to explore the writing needs of business students from the perspective of English teachers along with the writing strategies practiced for improvement of writing skills. For this reason, in-depth interviews of three English language teachers of a private business school were conducted. The finding to emerge from this study is that business students face major problems in grammar, Subject-Verb agreement, vocabulary, sentence structure and organization of ideas. Moreover, it was concluded that the awareness of genre and context and use of different registers in writing is essential. Additionally, it was also seen that strategies for writing skills could enhance the skills and abilities of students enormously, especially by incorporating some reading strategies. Implications are drawn for the cooperation between business and English language faculty and more emphasis on the genre based, combination of product process approach of teaching and incorporation of reading tasks.
Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English... more
Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English language learning: Listening, reading, writing, and speaking referring to just basic skills of English language. This study focuses on one of the four basic skills i.e. 'Writing'. It measures levels of writing anxiety of Pakistani undergraduate students while writing essays on various topics in English. In this study, 418 students participated which represents both public and private sector universities. Cheng (2004) SLWAI's instrument was adopted to answer the research questions. Data analysis revealed that majority of the total participants, 61.48 percent has average level of English language writing anxiety. On the other hand, 19.38 percent of the total participants at undergraduate level face high level of English language writing anxiety. Minimum 19.14 percent of the total participants belong to low level of English language writing anxiety. It is interesting to note that both participants from the private and public sector universities experienced average level of writing anxiety. Consequently, English Language Teachers have to adopt/adapt those writing approaches and modify their methods of writing instruction which could help learners decrease their writing anxiety.