DefinePK

Research Objective

To measure the views of English Language Teachers (ELTs) regarding the utilization of English textbooks for developing Factually Observational Learning Exposure (FOLE) and Reflective Synthesizing Skills (RSS) of bilingual students in private schools of Karachi, and to confirm the relationship between independent variables (UILSTP, AILSET, PEET, FOLE, RSS, ISP) and dependent variables (SLAAF and ISP).

Methodology

Quantitative research using a questionnaire with a 5-point Likert scale comprising 45 items, designed based on literature gaps and validated by experts. Variables measured included Utilization of English Textbook for developing ILS Teaching Practices (UILSTP), Activities related to Integrated Language Skills in English Textbooks (AILSET), Perception of English Teachers about English Textbook (PEET), FOLE, RSS, Impacts of English Course-outline books on Students' Performance (ISP), and Second Language Acquisition through Affective Factors (SLAAF). Data was collected from 600 ELTs (N=433 Female, N=167 Male) in private schools in District Central Karachi. Inferential statistical treatment, including Independent Sample t-test, One Way ANOVA, Pearson Correlation, and Multiple Linear Regression/Structural Equation Modeling (SEM), was performed using SPSS.

Methodology Flowchart

                        graph TD; A[Design 45-Item Likert Scale Questionnaire] --> B[Expert Validation]; B --> C[Distribute to 700 ELTs in Karachi Private Schools]; C --> D[Receive 660 Responses]; D --> E[Select Final Sample N=600]; E --> F[Statistical Analysis: t-test, ANOVA, Correlation, Regression/SEM]; F --> G[Determine Teacher Views on Textbook Utilization for FOLE & RSS]; G --> H[Conclusion & Recommendations];                    

Discussion

A significant portion of ELTs (56%) self-reported needing more knowledge of English linguistics/teaching skills, and 48.2% held minimum qualifications. Locally designed textbooks often focus on fictitious activities, lacking content relevant to students' social experiences, thus hindering FOLE and RSS development. The study confirms that teacher qualifications and textbook content directly impact second language acquisition and performance. Differences in teacher opinions and practices exist across different examination board affiliations.

Key Findings

English teachers agreed that FOLE and RSS-related activities were neither provided in locally prescribed English textbooks nor utilized by teachers to develop bilingual students' integrated language skills. Significant gender differences (p < .05) were found in teacher opinions across all measured variables (UILSTP, AILSET, PEET, FOLE, RSS, ISP, SLAAF). Significant differences based on school affiliation (Local, Federal, Cambridge boards) were found for FOLE, RSS, ISP, and SLAAF. Pearson correlation showed that FOLE highly contributed to the progress of RSS (r=0.98, r2=96.63%). Multiple regression confirmed that UILSTP, AILSET, PEET, FOLE, and ISP significantly predicted SLAAF (R=.611, R2=.374). AILSET, PEET, RSS, and SLAAF were significant predictors of ISP (R=.735, R2=.540).

Conclusion

Locally developed English textbooks in Karachi private schools fail to provide sufficient instructional materials for developing FOLE and RSS. Poor teacher qualification, lack of professional training, and inadequate textbook content are prominent factors affecting second language acquisition. Despite these gaps, the prescribed English textbooks are moderately efficient for general academic performance. Significant differences exist in the opinions and practices of male and female teachers across different examination systems.

Fact Check

1. The study utilized a sample size of 600 English Language Teachers (ELTs).
2. Female participation in the sample was N=433 (73%), and male participation was N=167 (27%).
3. The correlation between FOLE and RSS showed a coefficient of determination (r2) of 96.63%.

Mind Map