ENGLISH LANGUAGE TEXTBOOK AND DEVELOPMENT OF

COMMUNICATIVE COMPETENCE IN GRADE VIII STUDENTS

IN PUBLIC SECTOR SCHOOLS IN PUNJAB

A THESIS SUBMITTED TO LAHORE COLLEGE FOR WOMEN

UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION

By
Naureen Mumtaz Syed

SUPERVISOR
PROFESSOR Dr. UZMA QURAISHI
Institute of Education, LCWU

CO-SUPERVISOR
Dr. ASMA SHAHID KAZI
ASSISTANT PROFESSOR

Department of Professional Development

Institute of Education, LCWU

DEPARTMENT OF EDUCATION LAHORE COLLEGE FOR WOMEN

UNIVERSITY, LAHORE
2017

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TEXTBOOK AND COMMUNICATIVE COMPETENCE

Candidate: Naureen Mumtaz Syed

Roll No: 0101-PHDEDU20141

Registration No: 14-Phd/LCWU-850

Session: 2014-2018
 Declaration

I Naureen Mumtaz Syed, declare that the thesis “English Language Textbook

and Development of Oral Communicative Competence in Grade VIII Students in

Public Sector Schools in Punjab” is my work comprised of original research and has

not been submitted previously, in whole or part, for the obligation of any other degree

in respect of any academic award. This research work does not have any previously

published or written material by any other individual.

Signature of candidate: ________________________________________________

Signature of supervisor: ________________________________________________

Signature of Director of IOE: ____________________________________________

 Plagiarism Undertaking

I, Naureen Mumtaz Syed, solemnly declare that research work presented in the

thesis titled “English Language Textbook and Development of Communicative

Competence in Grade VIII Students in Public Sector Schools in Punjab” is solely my

research work with no significant contribution from any other person. Small

contribution/help wherever taken has been duly acknowledged and that complete

thesis has been written by me. I understand the zero tolerance policy towards

plagiarism of the HEC and University, Lahore College For Women University,

Lahore, Pakistan. Therefore, I as an Author of the above titles thesis declare that no

portion of my thesis has been plagiarized and any material used as references is

properly referred/cited.

I undertake that f I am found guilty of any formal plagiarism in the above

titled thesis even after award of PhD Degree, the University reserves the rights to

withdraw/revoke my PhD degree and that HEC and the university has the right to

publish my name on the HEC/University website on which names of students are

placed who submitted plagiarized thesis.

Student/Author Signature: _________________

Name: __________________
 In the name of Allah, the Most Gracious, the Most Merciful

Acknowledgements

This dissertation would never have been completed if it were not for the

expertise and patient mentoring provided by my research supervisor, Dr.Uzma

Quraishi and Co-supervisor Dr.Asma Shahid Kazi. During my PhD years I have been

surrounded by a remarkable group of people who have always offered their

openhearted kindness to me, especially Dr.Afifa Khanam who literally guided and

encouraged me at every single step and whose support I greatly value.

I am indebted to everyone who volunteered to participate in my studies, for

teaching me more about the human mind than any books possibly could.

I owe everything I am today to my family, my husband and children who

provided an amazing amount of support backstage to sustain my life when I was too

busy working on my research project.

 Table of Contents

Topics Page No

Abstract

Chapter 1 ............................................................................................................1

Introduction .............................................................................................1

1.1 Introduction ........................................................................................1

1.2 Statement of the Problem ...................................................................5

1.3 Objectives of the Study .....................................................................5

1.4 Research Questions ..........................................................................6

1.5 Significance of the Study ...................................................................7

1.6 Limitation of the Study.......................................................................8

1.7 Ethical Consideration .........................................................................8

1.8 Definitions of the Key Terms used in the Study ................................9

Chapter 2 ............................................................................................................10

Literature Review ....................................................................................10

2.1 Key Definitions ...................................................................................10

2.2 Status of English Language in Pakistan ..............................................11

2.3 Foreign Language Acquisition ............................................................12

2.4 Textbook and its Evaluation ................................................................14

2.5 Classroom Practice ..............................................................................17

2.6 Examination system in Pakistan ..........................................................19

Chapter 3 ............................................................................................................20

Methodology.............................................................................................20

3.1 Type of the study ...................................................................................20

3.2 Conceptual Framework ..........................................................................22

 3.3 Research Participants .............................................................................23

3.4 Selection of Schools ...............................................................................25

3.5 Sample Size............................................................................................26

3.6 Theoretical Background to Research Instruments .................................27

3.6.1 Criteria Checklist ..............................................................................29

3.6.2 Semi Structured Interviews ..............................................................30

3.6.3 Classroom Observation ....................................................................31

3.6.4 Questionnaire....................................................................................31

3.6.5 Validity and Reliability of the Research Instruments .....................33

3.6.6 Data Collection .................................................................................34

3.6.7 Data Analysis ...................................................................................35

3.6.8 Delimitation of the Study .................................................................35

Chapter 4 ............................................................................................................37

Data Analysis ...........................................................................................37

4.1 Students‟ Questionnaire Response Analysis .......................................38

4.2 Focus Group Interviews Analysis .......................................................44

4.3 Class Observations Analysis ...............................................................47

4.4 Teachers „Questionnaire Response Analysis ......................................52

4.5 Open ended (section I) Questionnaire Response Analysis of

Male and Female Teachers from Center (C) and North (N) Region

of the Punjab ..............................................................................................69

4.6 Analysis of English language Teachers‟, English Language Subject

Specialists, Policy Makers‟, and Curriculum Developers‟ Interviews ......73

4.6.1 Protocol 1 addressed to teachers ........................................................73

4.6.2 Protocol 2 addressed to Subject Specialists .......................................75

 4.6.3 Protocol 3 addressed to Policy Makers .............................................77

4.6.4 Protocol 4 addressed to Curriculum Developers ...............................80

4.6.5 Textbook‟s Evaluation according to the Checklist (Per Category) ...81

Chapter 5 ............................................................................................................98

Summary, Findings, Discussion, Conclusion, Limitations ..................98

5.1 Summary .............................................................................................97

5.2 Findings ...............................................................................................99

5.3 Discussion ...........................................................................................109

5.3.1 Direction for Future Research ..........................................................112

5.4 recommendation .................................................................................112

5.4 Conclusion ...........................................................................................114

References

Appendix
 Abbreviation

AM: Authentic Material

C: Center

CC: Communicative Competence

CCE: Communicative Competence in English

CFW: Conceptual Framework

CLT: Communicative Language Teaching

DSD: Doctorate of Staff Development

ESL: English as second language

EDO: Executive (Education) District Officer

EFL: English as Foreign Language

FGD: Focus Group Discussion

FLL: Foreign Language Learning

GTM: Grammar Translation Method

N: North

NC: National Curriculum

OCC: Oral Communicative Competence

NEP: National Education Policy

PTBB: Punjab Text Book Board

SLO: Student Learning Objective

 Abstract

This study is an attempt to determine the extent to which the English language

textbook, “English for Class 8”(taught at grade VIII) by the Punjab Textbook Board

fulfills the needs of the students‟ learning English as foreign language in Pakistan.

The study aimed to analyze: mechanical practice, meaningful practice, and above all

communicative (oral) practice as used in the current English language textbook. This

textbook is currently used in public sector schools across Punjab.

Interpretive research paradigm had been employed for this study, which

implies that principally it is a qualitative study; however, quantitative method were

also used to investigate the main aspects of the research study. The main qualitative

methods included semi-structured interviews, classroom observations, and document

analysis. The only quantitative method used were the survey questionnaires.

The purpose of this study was to investigate as to what extent the suggested

textbook facilitates language acquisition and its meaningful application. For this

purpose, grade VIII English language textbook was selected to see as to what degree

it includes communicative tasks, and in this respect, how it encourages the

development of Communicative Competence (CC, Oral proficiency). The participants

of this research were selected from public sector schools and organizations including

teachers, policymakers, curriculum developers, subject specialists, and students to

examine the effectiveness of English language textbook (grade VIII) on students‟

performance with special reference to Oral CC.

For content analysis, an evaluation checklist was developed as the main tool to

measure the efficiency of the textbook (in developing oral Communicative

Competence) under focus. It allowed a more in-depth evaluation of the textbook in

reference to a set of generalizable evaluative criteria. Based on the review of the

literature on the textbook evaluation checklists, the researcher developed a point five

Likert scale to suit the purpose of present research.

Data analysis for quantitative portion used descriptive statistics illustrated

through tables, and figures, whereas for the interpretation of qualitative data, themes

were developed, coded and summarized in a descriptive mode.

In the end the researcher offers a model (teaching unit) to be followed by the

policy makers and practitioners in order to make the existing English language

textbook more effectives in terms of oral CC and language skill development. The

results of this study reflect that the relevant textbook does not cater to the target

learners‟ future academic and professional language needs because the tasks/activities

offered ,do not focus on sociolinguistic and discourse- level of the target language.

Besides, many activities present in the textbook offer meaningless and discrete-point

exercises which do not contribute to any skill development. There is limited oral

interaction presented in the form of “oral skill development”.

 Chapter 1

1.1 Introduction

English is seen as one of the most important languages understood by, and

used for communication purposes by people all across the world today (Anwar, Ihsan,

Hayat, & Pevez, 2016).However, in Pakistan, only 11% of the total population uses

this language as a means of communication (Bolton & Raza, 2008, as cited in Anwar

et al., 2016). Richards believes that generally people are interested in improving not

only their command on the language but also in ensuring that their children speak and

understand the language well. In Pakistan, parents want their children to be able to

speak English and that is one of the most prevalent reasons as to why there is an ever

increasing trend in getting one‟s child admitted in an English medium school.

Teachers in Pakistan rely mostly on textbooks and so there is a strong need to

develop a text book that not only caters to the needs of students but also makes

teaching and learning the language a knowledgeable but fun experience for both

teachers and the students (researcher‟s perspective).Cai (2010) indicated that to fully

meet the demands of a globalized economy, students should not only be equipped

with the skill of being able to read properly but should also be able to communicate

orally in English. A survey on English language education in Asia, conducted by

students of Korean university (2008) concluded that Pakistan was one of 9 countries

where English is simultaneously being used in both ESL and EFL contexts.

In ESL situation, English is practiced not only inside the classroom but also

outside it. Whereas, in an EFL situation, English is only practiced inside the

classroom for a limited time with there being no reinforcement of the language

outside of classroom. It can be noticed that in Pakistan students may possess

grammatical competence or in some cases strategic competence, however, for the

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most part they lack overall Communicative Competence (researcher‟s firsthand

experience).

In Pakistan attempts have been made to evaluate English language textbooks

taught at different levels ( chapter 5,” Discussion”) with different perspectives,

however, a language textbook used in public schools at grade VIII level, primarily to

assess/ improve learners „Oral Communicative Competence in English (OCCE) has

not been attempted, therefore the present study is expected to contribute to the afore

mentioned area (Language skills and OCCE).

This research aims to establish that learners if taught, Communicative

Competence strategies and the pragmatic differences in the target language; they will

be well equipped to use EFL. This appears to be significant in case of Pakistan

because the higher education (HE) in the country uses English as a medium of

instruction.

The researcher intends to evaluate the limit to which the textbook helps in

generating competence of all four integrated skills, especially as laid down in the

standards of the National Curriculum (2006). It emphasizes on speaking skill and

addresses performance in this area; an area that needs particular attention. It brings

forward the challenge for English teachers and that is to effectively encourage the

foreign language learners to communicate orally using the target language, while also

ensuring that this is done by providing adequate exposure to the learners.

The purpose of this study is to create pragmatic awareness among learners,

teachers and educational professionals, working in the field of English as Foreign

Language (EFL). It is emphasized by Lee (2002) that ESL/EFL learners, apart from

acquiring rules that dictate how different words are combined into forming correct

sentences (syntax) and sound lore (phonology) of English language, must also

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develop intercultural communicative competence by means of practice(pragmatic

competence) as mere knowledge of the theory and no practice will not serve the

purpose.

The researcher as a practitioner has observed that even though Pakistani

language learners do possess an advanced level of L2 competence in grammar, they

are not properly trained in sociolinguistic rules of speaking English. It has been seen

that most learners maintain constant contact with English language (16-18 years of

education, Education Policy, 2009), but are unable to achieve the desired level of

functional proficiency, more so in the Oral Communicative Competence.

Language learning is nothing but a natural and universal process for all

individuals. It is due to this reason that people often tend to communicate their ideas,

thoughts, what they feel and what they experience through a medium. Language is a

tool that makes it possible for us and gives us a sense of connectivity. To learn a

language that is both socially advanced and economically strong is a dream common

to all nations.

Developing countries require learning the language for the purpose of their

economic growth, and this requirement is fulfilled by learning English language.

Figueroa and Valdes (1996, as quoted in Vecchio & Geurrero ,1995) believe that

language is much more than just views of accurate pronunciation, mastery of rules of

speaking and correct grammatical structure.

According to Basta (2011) proficiency seems to be the application of the

knowledge. “However, proficiency in English is viewed as crucial for a variety of

reasons such as higher studies, getting jobs, and joining the judiciary, bureaucracy,

and multinational companies” (Aftab, 2017). It is for these reasons that proficiency in

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English is considered an important part of social mobility. Collier (2016) considers

“proficiency” as the interlocutors‟‟ communication with each other.

Second language learners have to pay special attention to not only structure

and discourse rules in order to meet the demands of linguistic accuracy and fluency,

but also to sociolinguistic rules (Wolfson, 1989, Mohammad, 2011, Warsi, 2004, &

Sultana, 2007). English as a second language is traditionally taught/ learnt through

teaching and learning of grammatical rules. The researcher has experienced that many

learners without knowing much about its application simply tend to learn the rules.

The kind of competence being developed in language classrooms is limited to

promote grammar learning (Dornyel & Thurell, 1991) that is why learners cannot use

language communicatively.

As English is considered a global language ( Crystal,2003); Keeping in view

the global demands of language learning, National Curriculum (NC, 2006) has

focused on the development of the language as a whole; where each language skill

needs to be paid equal attention. In this regard, Education Policy (EP, 2009) has

declared English as a medium of instruction for all grades (grade III onwards).

In Pakistani public schools English is taught as one compulsory subject yet the

learners‟ oral performance is not satisfactory (researcher‟s perspective). Although,

teachers heavily rely on textbooks yet they stick to their own method/ strategy of

teaching (Riazi, 2006).

This study is based on the contention that the textbook is an important tool to

develop OCC and language skills among the target learners. The researcher therefore,

aims to evaluate the current English language textbook and its effectiveness at grade

VIII level. The existing textbook is taught across the province of Punjab (M/F student

enrollment in North and Center region= 2,313,033, School Dept.2017); therefore it

4
has a huge impact on grade VIII‟s learners language development. This evaluation of

the textbook is about whether the textbook enables the target learners to use language

as a medium to communicate their ideas in the target language or not.

In order to make the existing textbook more interactive for the learners, it was

revised in 2015, making it even more important for the researcher to investigate its

effectiveness in terms of overall language acquisition/development and particularly in

terms of developing Oral Communicative Competence( OCC).

1.2 Statement of the Problem

In Pakistan, due to its communicative importance, English has been

taught/learnt as a second language in private schools. However, in public sector

schools the prevalent situation is different; there it enjoys the status of foreign

language. The study therefore, intends to determine the effectiveness of the current

textbook with a special reference to English acquired as foreign language and more

importantly, development of OCC.

Like any other developing country, teachers in Pakistan, depend on the

textbook to a large extent. It is therefore, needed to measure the quality of the

recommended textbook in terms of OCC development.

1.3 Objectives of the study

The study has following objectives:

1. To identify as to what extent the current (revised textbook) has been

implemented to achieve the desired language development(National

Curriculum, 2006) leading to Communicative Competence and to analyze the

content of the present English language textbook of Grade VIII with special

reference to Oral Communicative Competence

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 2. To find out perceptions of teachers about an overall effectiveness of the

English language textbook regarding Oral communicative competence

3. To find out perception of learners about English Language and English

language textbook( They are using)

4. To propose a textbook development theory to cater to the diverse needs of

language learners( Grade VIII) in terms of oral Communicative Competence

and language skills development

5. To propose a modified version of English language textbook for Grade VIII

to promote Oral Communicative Competence and language skills(

Listening,Speaking,Reading,Writing)

1.4 Research Questions

The research question/sub questions are based on the objectives of this study:

Q1. How far has the current (revised) English language textbook been implemented to

achieve the desired language development leading to (a) Oral Communicative

Competence (b) National Curriculum, 2006?

Q2. How do the English language teachers find the currently used textbook an

effective textbook in terms of language skills development?

Q3. What is the learners‟ perception about English language and English language

Textbook?

Q4. How does the current English language textbook (Grade VIII) cater to the diverse

needs of language learners in terms of Oral Communicative Competence and

language skills development?

Q5. To what extent the existing English language textbook needs to be modified to

incorporate foreign language acquisition (activities) and Oral Communicative

Competence among grade VIII learners?

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 To comprehensively answer the above mentioned questions, the study will

also investigate the following aspects related to research questions:

i. To what extent the existing English language textbook utilizes effective

activities which enable the target learners to use language communicatively

and effectively?

ii. Does the teacher‟s motivation play a significant role in foreign language

acquisition?

iii. Which method/approach is being implemented to teach English in the

classroom and ho wide spread these approaches are in the selected

population?

iv. What is the reason behind the popularity or unpopularity of certain language

teaching approaches?

v. To what extent does the textbook (grade VIII) help to bring learners in to a

position where they can produce/use language effectively?

1.5 Significance of the study

The study is to provide:

Suggestions based on the research findings will help to modify the exiting

textbook and activities in it for better Oral Communicative Competence development

and to help learners acquire English as foreign language in Pakistan. It is expected to

be more practical for the target learners to acquire the desired level of Communicative

Competence. The study will provide direction for in-service teacher training institutes

and policy. Also, a general strategy for effective teaching to develop Communicative

Competence (CC) will emerge, to help a wide array of teachers, policy makers, and

theorists to develop their study of Communicative Competence and the role of

textbooks in assisting language acquisition and CC.

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1.6 Limitation of the study

This research project had a number of limitations:

The present study cannot be generalized to other provinces of the country as the

textbooks used in these provinces are different from that of the language textbook

under focus. The present study was concerned only with the evaluation of the English

language textbook taught at grade VIII level. The research was limited to evaluate the

content of the English language textbook prescribed by the Punjab Text Book Board

under the free book distribution scheme. General outlook of the textbook was not

evaluated. The evaluation was limited to assess the quality of the tasks/activities in

terms of foreign language acquisition, language skills and Oral Communicative

Competence development.

1.7 Ethical Consideration

Confidentiality of the participants was maintained; pseudonyms for participants/

selected institutions.Objectivity in the analysis; factors such as sound background,

gender variables out of the control of the researcher were not included in the analysis.

Informed consent of the participants were obtained, data was collected for academic

purpose only not to damage the repute of the participants or the participating

institutions.

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1.8 Definitions of the Key terms Used in the Study

Grammatical Competence: The rules of word and sentence formation, meanings,

spelling and pronunciation, acts to promote accuracy and fluency in second language

production (Gao, 2001)

Communicative Competence: Being able to interact socially in target language

(Hymes, 1972).

Linguistic Structures: Ability to use grammar, pronunciation, and vocabulary

correctly (Canale & Swain,1983). The underlying knowledge of the grammar of the

language by the native speaker is his “linguistic competence” (Chomsky, 1965).

Pragmatic Awareness: Having functional and discourse competence; for serving

concrete functional goals (Common European Framework of Reference for

Languages, 2001 Model).

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 Chapter 2

Literature Review

Chapter two of the thesis deals with the literature review, and takes into

consideration some of the definitions of Communicative Competence (CC),

importance of English language and its status in the Pakistani context. Objectives of

National Curriculum (NC, 2006), Foreign Language Acquisition (FLA) in Pakistan,

Textbook and its evaluation and finally how English language is practised in

classroom situation, have been elaborated as following for the justification of the

present study.

2.1 Key Definitions of Communicative Competence

The idea of performance is linked with competence (Chomsky, 1960s). For

some linguists (Campbell & Wales, 1970, Hymes, 1972) performance is more about

production of language appropriate to a context. The concept of Communicative

Competence presented by Canale and Swain (1980, 1983) is a broader concept which

is based on their theory that competence involves more than knowing the language

rules and structures. Right thing at the right time, to the right person in the given

context is the communicative Competence (Dubin & Olshtain, 1986). The study,

primarily subscribes to one of the popular theories presented by Bachman in 1990.

For him, language acquisition is based on knowing the rules and application of those

rules in different situations.

Another important definition of CC is by Richards (2006) who sees

Communicative Competence as the ability to understand and generate language in

multiple contexts and despite having limited knowledge, to be able to communicate

accurately. Collier (2016) regards CC as “the ability to interact appropriately with

others by knowing what to say, to whom, when, where and how”. Specific language

10
performance in a specific situation enables the language users to communicate

effectively (Martin, 1996: 316- 322, as cited in Aftab, 2017, Saleh, 2016). For Martin

(1996) it is not more than meaningful interaction between two people with the help of

dialogues.

In the light of above discussion, the researcher concludes that without

developing and integrating the four language skill (speaking, listening, reading and

writing) it is not possible to achieve the level of Oral competence as described in the

NC,2006.

In order to acquire CC and English as foreign language, speaking skills need

to be focused on (Rehman, 2010). Tomlinson (2011) is of the view that being able to

communicate in the target language is equal to possess CC. Therefore, primary

function of language is getting the meaning across (Canale & Swain, 1980, Bachman

& Palmer (1996).

This expectation of the researcher (from grade VIII learns) is supported and

justified by the National Curriculum (NC, still implemented in 2018), that they should

at least be able to present their views/ thoughts accurately. They should form and

present their ideas independently.

2.2 Status of English Language in Pakistan

In Pakistan people speak many languages, however, English is the official

language of the country as well as the language of education (Rahman, 2006, 2010,H.

Khan, 2011,Coleman, 2010, as cited in Fareed et al., 2016). Since English is the

language of the offices, research and administration in Pakistan, therefore, it occupies

a central position (Aftab, 2017, Sultana, 2007, Dar, Akhtar, & Khalid, 2014, Atique &

Khan, 2015, Ali & Khan, 2015, Dar & Khan, 2014, Sultan, 2015, as cited in Fareed

11
2016, Khushi &Talaat, 2011 ). For Nawab (2012) the purpose of acquiring a foreign

language is to able to use it for communicative purposes.

To be used for communicative purposes speaking skill receives utmost

importance yet it does not seem to get much attention in Pakistan (Mudassir, Shahid,

& Zahid, 2014). A survey report by British Council (2014) brings to light the fact that

many language teachers in Punjab are not equipped to teach English language. More

than half of the school going population is not proficient in the target language (Tahir,

2013).

A good curriculum has to have well defined goals, objectives and aims (Stern,

(1983, pp: 437-439, 1992, p:26). NC, 2006 in this regard requires GradeVIII learners

to be able to present their views clearly and accurately in multiple contexts as by this

level they are expected to develop a certain level of understanding about the language.

Apparently, textbooks are based on curriculum, however, teachers may use the

textbooks as they understand or prefer to use them (Fullan, 1991, p: 70, Lamie, 1998).

This study concurs with the notion that through setting attainable goals and

selecting appropriate methodologies, there are better chances of the success of

language learning programs in FL contexts (Segovia &Hardison, 2009).Therefore,

this study attempts to explore if the competencies mentioned in the National

curriculum (2006) are fully covered in the present English language textbook for

grade VIII learners and to what extent.

2.3 Foreign Language Acquisition

Acquisition and learning of a langue are distinct processes; “acquisition”

implies learning unconsciously as it takes place in real life where errors are tolerated

and there is less emphasis on grammar, where as” learning” suggests possessing the

formal knowledge about the language (Krashen & others as cited in Collier, 2016).

12
 A review of literature demonstrates that nowadays the focus of language

learning is on Communicative Competence, rather than linguistic competence. The

current foreign language education emphasizes on language production and

development of speaking skill has received much attention in the past four

decades(Derakhshan, Tahery, & Mirarab, 2015).Language production is precisely the

ability of students in foreign language programs to write and speak fluently and

comprehensibly in the target language. However, an appropriate learning environment

is mandatory for the attainment of the skills that would empower the learners to learn

and use the foreign language.

Researchers (Locker, 1996, Fang & Schleppegrell, 2008, Schleppegrell, 2001,

as cited in Zhang, 2017) believe that language acquisition happens in a cyclical

process. Whether English is their first, second or third language, the learners have to

learn its grammar, vocabulary and being able to predict the meaning in different social

contexts. Troike (2012) defines foreign langue as a language which is not widely used

in learner‟s immediate social context. However, effortless foreign language learning (

FLL) can happen at its best provided the learners have adequate exposure to the target

language at an early(Troike, 2013).

Certain factors which impair the foreign language acquisition in Pakistan

include learning environment, learning materials, lack of audio visual facility, well

equipped libraries, and above all one key variable is the language teacher. On the

other hand, language teaching methods/ techniques, learners‟ motivation, attendance

and family related issues dampen the learner ability to learn and affect their

performance.

Acquiring English as their foreign language was never easy for Pakistani

learners (Shumaila & Habibullah, Naseer, 2016). For its total immersion, learners

13
need to have knowledge about the target culture. Hussain (2005) looks at the whole

language learning process as an attempt where learners can promptly use the acquired

language skills. Language learning is not only about acquiring certain rules; rather it

involves utilizing those learnt rules accurately (Widdowson, 1983, cited in Ohno,

2011).

This study contends that whether it is for the purpose of comprehension,

sharing of experiences and ideas, language‟s significance is paramount. Richards

(2014) defines foreign language where learners‟ exposure to the target language is

limited. He considers it a complicated phenomenon, as it requires a complete

intellectual and physical response on the part of the learner and not simply joining

certain words or phrases.

With a total number of 14,734 middle schools in Punjab, (female enrolment

1165749, male enrolment 1106613, and teachers‟ total population 82752, Punjab

School dept. December, 2017) it implies that there is an enormous number of grade

VIII learners who may get affected as result of studying the prescribed textbook.

Therefore, it is only essential to look into the effectiveness of the said textbook used

to develop OCC among grade VIII learners.

In developing language skills and OCC; teachers‟ role is as important as that

of the prescribed textbook, however, a good number of language teachers do not

possess the relevant qualification to fulfill the job (Ayesha & Qayyum, 2014) and in

many cases teachers‟ own language proficiency is questionable ( Coleman, 2010,

p.17).

2.4 Textbook and its Evaluation

Evaluation is an effective way to measure the suitability and effectiveness of

an existing practice; it is a useful technique to improve the quality of any existing

14
document (Dickins & Germaine ,1993). Textbooks undoubtedly, provide ready to use

relevant material to the teachers to facilitate their teaching. Lee (2013) values

textbook as an important tool for imparting language acquisition. Literature considers

textbook evaluation as an important activity to provide a basis for developing new

textbooks.

Tomlinson (2008) recommends using several teaching aids such as picture,

handouts, videos, and textbooks. Classroom language teaching usually takes place

with the help of the materials chosen, which in most cases, is the textbook and

teachers base their practice on what the textbook proposes. Hence, it is necessary to

examine materials‟ potential in terms of skill and Communicative Competence

development. In Pakistani public schools the only available teaching/learning material

to the teacher is the textbook (Govt. of Pakistan).Why textbook development and its

evaluation issues have not been resolved so far because there is no clear policy on this

( Mahmood,2011).

Textbook is the most readily available teacher support (Brown, 2011, p.136).

Textbooks certainly influence the teachers as what and how to teach (McGrath, 2002,

p.12). The demand for the textbook will never end (Garinger, 2002, p.1).Textbook

holds a central place in any classroom, however, its effective usage is still unknown

(Guerrettaz & Johnson, 2013, Garton & Graves, 2014).

A study conducted ( to evaluate grade 11 and 12 English language textbook

(John, Aziz, Ahmed, Sharf, & Ishaque ,2014) revealed that teachers were unaware

regarding competency development as mentioned in the NC,2006.Likewise,

Mahmood (2011) evaluated grade 1-5 English language textbooks to find out that

these textbooks lacked many important features. Furthermore, learners‟ needs have to

be taken in to consideration before designing the textbooks (Iqbal, 2013). In order to

15
measure the value a material textbook evaluation is recommended (Tomlinson, 1998,

p.3). It is about what one is looking for is present or not (McGrath, 2002).

Textbook evaluation is classified as pre, while and post use (CunnigsWorth,

1995; Ellis, 1997; cited in Litz, 2005; & McGrath, 2002). McGrath (2002) and

Tomlinson (2003) believe that pre- use evaluation of the textbook involves examining

the textbook before they are actually taught in the classrooms. While- use evaluation

of the textbook focuses on the use of textbook in the classroom to determine whether

it is relevant or not (McGrath, 2002). Post- use evaluation is usually undertaken at the

end of the academic year and it examines in a more comprehensive way the

application of knowledge or skill (Ellis, 1998).

As the present study is a Post-use evaluation of the textbook, in this regard

(Tomlinson, 2003 & McGrath, 2001) recommend assessing the actual effect of the

materials on the users. As far as the methods of evaluation are concerned, Litzs (2005)

mentions impressionistic, checklist and in-depth method. Checklist method is

mentioned as more advantageous (McGrath, 2002).

According to Ramzloo (2007, p.134) Jack Richards recommends textbooks to

be interactive, problem solving and information sharing. Longman‟s dictionary (2010)

approves a textbook which is based on multi skills syllabus. For McGrath textbook is

a key component to language teaching, therefore its appropriateness deserves much

attention. Students feel secure when cling to a textbook for their progress (Razmloo,

2007). Since textbook is the only teaching/learning source in local classrooms,

therefore, it has to be a relevant document to promote foreign language acquisition

and OCC development.

Textbook works as a teaching aid and evaluation is a systematic appraisal of

the teaching material (Tomlinson, 2014); a textbook should include a variety of tasks;

16
for example tasks on pronunciation, skills of reading, grammar activities, speaking,

listening and writing. Although it is difficult to teach without a textbook, however, it

not impossible and experienced teachers can think of supplementary materials.

Teachers have their limitations, to design supplementary materials is a time

consuming effort, and therefore teachers fail to comply with it.

Careful selection of the textbook is very important because textbooks are used

as a reliable teaching/learning tool (as cited in Aftab, 2017). Keeping this discussion

in view, it is but essential to evaluate language textbook used at grade VIII level.

Since 1970s learners have gained importance more than anything else;

teachers, curriculum and learning; this means that all actions and activities primarily

aim to facilitate learning. This research attempts to explore the present textbook used

at grade VIII level in public sector schools to make it more useful for teachers and

learners, with special reference to its relevance to face current challenges. Grade

VIII‟s textbook should be flexible to incorporate a variety of tasks to help learners to

use language independently.

2.5 Classroom Practice

In order to use language accurately, coherently and appropriately, learners

need motivation (Allen, Swain, Harley, & Cummins, 1990:77). Memorizing the rules

are not required for better language communication, therefore, frequent exposure is to

be planned by the language teacher to be imparted to the learners.

To teach English in EFL setting functional approach should be adapted by the

teachers where there is adequate exposure to meaningful exchange of utterances

(Collier, 2016). With practice, learners can improve their fluency (Celce-Murica,

2001).Teacher is the main actor in a language classroom and a teacher has multiple

roles. It could be found out easily from the given research that the most important

source of motivation in a class is teacher followed by the teaching methodology of the

17
concerned mentor. There is a great difference between teaching of language and

teaching of subject because major focus of teaching a subject is contents/concepts but

in language teaching, the focus is teaching of skills. Basic purpose behind teaching of

an English textbook (grade I-VIII) is not its contents but improvement of skills which

is forgotten by our teachers, curriculum designers, policy makers and at large,

material developers.

It is desirable that students are trained to focus on the meaning rather than on

the form; resultantly, using language receptively as well as productively. Whatever

teaching method is used, it may not bring the required results unless the activities are

not appropriate. Teachers will have to understand the relationship between language

learning and the role of activities. Interesting activities will create intrinsic motivation

which is one of the goals of communicative language teaching.

Classroom language exposure should aim to provide a rich exposure to the

target learners. Cook (2008) recommends role-play as one such classroom activity

which eventually enables the learners to improve a range of real life spoken language

in the classroom. Learners participate actively when involved in a rage of possible

situations to interact freely in the classroom. Brown (1994) stresses that learners can

communicate provided, they have adequate practice of any likely situation in the

classroom. He further, recommends practicing language without the strict control of

the teacher in the classroom (Brown, 1994, p.245).

In public sector schools in Pakistan (across Punjab), GTM has been in practice

for too long. This method involves teaching grammar structures and having students

use these structures in controlled activities (Heinz, 2013). Resultantly, for students to

attain grammatical accuracy is more important than anything else. If the learners are

to be more participative/ interactive in the classroom therefore, teacher-centered

approach should be replaced by learners‟ centered- approach. For that matter

18
teacher/textbook should incorporate activities where the learners have a chance for

exchange of idea, and opinions in the oral form.

2.6 Examination System in Pakistan

In Pakistani context, if students are not allocated adequate performance time in

the classroom such practice of language will not result in developing their language

proficiency (researchers‟ standpoint supported by Cuban, 1993; Ellis, 2003; Rico,

2008, Yilmaz, 2009 as cited in Saleh, 2013). Problem solving activities: find the

difference, guessing games, simulation activities, i.e. giving directions to each

other‟s‟ homes, jigsaw activities are highly interactive activities that require learners

to pool their information to complete a task, class discussions is an obvious way to

promote interaction; ranging from planning school trips to current events (the learners

should be aware of the benefits of all such activities for maximum

participation).Discussions provide a good opportunity to practice listening for the

main ideas and build vocabulary; teacher can debrief the entire group and play the

role of a monitor (Willis, 1996, Richards & Rodgers, 2001).

Examination system in Pakistan is predominantly structured that it only

focuses on writing but the writing which is the product of reproduction of the text

rather than the creative task which involves their reflective idea (Khan, 2006, see

appendix 7) Creative task/activities should be included in the paper pattern at grade

VIII level in local examination (this research has observed). Inclusion of

communicative competence should also be examined and awarded marks which will

also create motivation for learners as well as teachers to conduct such like activities in

the classroom. It is necessary to specify the full range of tasks in the development of

communicative competence, focusing on CC will result in learners‟ motivation which

will further facilitate foreign language learning (World Conference on Psychology

19
and Sociology, 2012). This study will attempt to bring to face such discussions to

provide necessary direction for future research in this area.

20
 Chapter 3

Methodology

This chapter reveals all the procedural details of the study. The research was a

qual/quant study by method. The purpose of the study was to determine the

effectiveness of the English language textbook taught at grade VIII level as to what

extent the textbook helps learners acquire English as a foreign language in Pakistan,

furthermore, how significantly the textbook influences the development of Oral

Communicative Competence among the target learners in public sector schools of

Pakistan.

3.1 Type of the study

As all interpretive researches attach great value to people‟ perception about a

particular phenomenon (Mahmood, Iqbal, & Saeed, 2009); likewise the present study

is principally a qualitative study giving value to the meaning what people bring to it

(Stein, Malmberg, Leach, Barnes, & Sylvia, 2012).

As for the present study, multiple sources and methods of data collection have

been employed by the researcher. By integrating the two approaches, the researcher

has best addressed the research questions and been able to draw on the strengths of

the two methods. To support and strengthen the phenomenon a researcher may

combine the two approaches for the best results (Yen, 2003).

In this study, the qualitative data helped the researcher gain an in-depth insight

into the perceptions specially about the textbook and generally about English

language teaching/learning in the public sector, and the effectiveness of the textbook

both theoretically and empirically (that is, how it is actually used in the classroom and

how it impacts learners „academic performance at grade VIII level).

21
 This study is a multi-phase study; the researcher has employed qual/quant

approach. Fundamentally being a qualitative study, the researcher has chosen only

one quantitative method and that is of survey questionnaire to highlight the breadth,

i.e. how widespread these beliefs and practices are with reference to the textbook.

Interpretive research relies heavily on qualitative data; however, quantitative data may

also be added to get maximum benefits. By combining quantitative with the

qualitative; data can best explain a social phenomenon which otherwise is not possible

(Bhattacherjee, 2012). As the present study seeks subjective interpretation of the

phenomenon from the viewpoint of the participants involved in the study, therefore,

the researcher thought it best to rely on interpretive research design (supported by

Denzin & Lincoln, 2000).

In order to get a clearer understanding of the research problem,

methodological triangulation is adopted for the present study. Campbell and Fiskel

(1959) approved using triangulation which was later extended by Denzin (1970) and

Web (1966 as cited in Yeasmin, 2012). Denzin (1979) presented 4 types of

triangulation, namely; data source triangulation (observing data in different contexts),

theory triangulation, investigator triangulation, and methodological triangulation. No

single approach can claim to be the ideal approach (Cohen & Manion, 2011). Instead

of using single technique, it is more useful if integrated.

Triangulated techniques are also used for confirmation of the collected data,

therefore the validity and credibility of the findings can be increased (Yeasmin, 2012,

Bryman, 2004, & Silverman, 2014). Data collected through teachers‟ questionnaire;

its findings‟ reliability was tested through Cronbach‟s alpha test, which indicated

.857 result; showing a high level internal consistency for the selected scale( Appendix

11).

22
 Olson (2004) believes that triangulation obtains several viewpoints about the

same phenomenon under focus and is used to validate the research findings (Wilson,

2016, Mertens & Hesse-Biber, 2012). Carter (2003 as cited in Olson, 2004) and some

others (Danermark, 2002, Sayer, 2000, as cited in Olsen, 2004) define methodological

triangulation as a qualitative method. It enables the researcher to use different

techniques to get access to different facets of the same social phenomenon.

Triangulation also helps reducing the bias (Anney, 2014, Walliman, 2016).

3.2 Conceptual Framework

Kumar (2010) is of the view that in a qualitative research, the researcher does

not have to develop instruments as such; instead, it is the Conceptual Framework

(CFW) which determines the tools. Therefore, the researcher in the present study

developed the following CFW to decide on the tools.

Table 3.1: Conceptual Framework

Research Method Instrument Phase Participants Expected Validity

Question outcome and
reliability
of the tools
Overview of
Q1. How far Survey Questionnaire Pilot
has the current
1 Subject
the beliefs and
testing/
practices of the
(revised) specialists teachers, expert
English (English) students and opinion
language policymakers
textbook been about the
implemented to Policymakers impact of the Pilot
achieve the selected testing/
desired Interview Interview expert
English
language protocol Members opinion
language
development curriculum textbook on
leading to (a) review language
Oral committee acquisition and
Communicative development of
Competence Communicative
(b) National Teachers Competence
Classroom Pilot testing
Curriculum,
observation Checklist / expert
2006?
opinion
Overview of
Q2. How far do Survey Questionnaire
the English
1 the beliefs of
the teachers
language about the
teachers find Interview Interview Teachers impact of the Pilot
the currently protocol selected testing/
used textbook English expert
an effective opinion

23
textbook in language
terms of skills textbook on
development? language
acquisition and
development of
Communicative
Competence
Overview of
Q3. What is the Survey Questionnaire Students Pilot
learners‟
1 the beliefs of
testing/
the students‟
perception about English expert
about English Interview Focus group language and opinion
language and discussion the impact of
English the selected
language English
Textbook? language
textbook on
language
acquisition and
development of
Communicative
Competence
Complete
Q4. . How does
the current
2 picture about
Content Researcher the current
English Criteria status of Expert
language analysis Checklist opinion
textbook in
textbook relation to
(Grade VIII) foreign
cater to the language
diverse needs acquisition and
of language development of Expert
learners in Communicative opinion
terms of Oral Competence
Communicative
Competence
and language
skills
development?
The proposed
Q5. To what Modification Focus group English Expert
extent the and discussion
3 language
model will be
opinion
used as
existing suggestions teachers(grade supplementary
English about the VIII) and material or
language existing subject incorporated in
textbook needs English specialists the existing
to be modified language textbook or at
to incorporate textbook least in-service
foreign teacher training
language institutions will
acquisition have a better
(activities) and direction
Oral
Communicative
Competence
among grade
VIII learners?

Table 3.1 presents Conceptual framework of the present study

24
3.3 Research Participants

There is no commonly accepted sample size for qualitative studies

(Burmeister, 2012); however, saturation of data may decide upon sample size

(Guthrie, Yongvanich, & Ricceri 2004, Sandelowski, 1995a). It is significant to

mention that during the data collection phase the researcher reached a point of data

saturation, where she realized that she is not getting any new information; and no

additional information is being added to the already collected data, therefore she

decided to stop collecting any further information(Kumar ,2011).This saturation of

data was experienced by the researcher after visiting 4 schools in Lahore.

For the qualitative portion of this study (class observations, 200 students, and

focus group discussions with 72 students) Lahore district was focused by the

researcher. The quantitative portion (questionnaire) consisted of a population of

English language teachers (40), students of grade VIII (300 each male and female) of

government schools where grade VIII is being taught (North, Center region),

curriculum developers, and policy makers. Subject specialists (English), who were

also working as members of curriculum review committee in Punjab (2017), 90% of

the respondents responded positively.

The researcher approached English language teachers, and personally

conducted their interviews. The researcher with the help of Executive (Education)

District Officer further administered questionnaires to grade VIII‟ learners and

teachers in their respective schools in North and Center Regions, (except for Lahore

district in Center region, where the researcher visited personally).

25
3.4 Selection of Schools

Table 3.2: School Education Department

Population Sample Sampling Total no. of

technique middle schools
Random sampling
in Punjab
Male teachers = 20 Questionnaires+ 6for Probability/ simple 14,734 in 3
32,677 Focus Group Random sampling regions (across
Discussion Punjab)
Teachers altogether= 26
Female teachers = 20 Cluster random 2 regions;
50,069 Questionnaires+10for sampling Center, North,
Focus Group were selected
Discussion
Teachers altogether= 30
F/M teachers
altogether= 56
Random selection of 36 districts across
Male enrollment = 300 Questionnaire+100
5 districts ( each
1,106,613 for class observation+ Punjab
region)
30 Focus Group
discussion
Students altogether=
430
From each district
Female 300 Questionnaire+ 100 20 schools
random selection of
enrollment for Class Observation+ selected
2 schools
=1,206,420 42 Focus group
discussion
Altogether= 442
F/M students altogether
= 872
Table 3.2 presents data obtained from school Education dept. 2017

The criteria as how schools were selected to conduct the present research, is

presented above (Table 3.2).As far as sampling is concerned, the researcher has

applied simple random sampling, because it is least biased; and the technique which is

used is cluster random sampling because when the population is homogeneous, and

spread over a vast region, it is most desirable to divide it in to clusters (Mackey &

Gass, 2007). The researcher believes that by employing this technique she has access

26
to sufficient numbers of schools (24). For class observations and focus group

discussions 4 schools in Lahore district were selected through convenient sampling.

Simple random sampling, especially when the population is spread over a

large area may not be feasible ( Bhattacherjee, 2012),In such a case (as in the case of

present research), it is reasonable to divide the population into “clusters”;

sampling a few clusters to measure every unit within it. In the present study the

researcher followed this formula (as discussed above) first numbered the clusters

within population and then randomly selected the districts and further selected (simple

random) the schools. With margin of error 3% the optimal sample size comes out to

be nearly the size (discussed above in the table 3.2).

3.5 Sample size

Flow chart 3.1

Cluster 1 Cluster 2

Center North

5 districts 5 districts

10 schools 10 schools

Flow chart 3.1

With 4 additional schools (in Lahore district for observations and student‟s

interviews) the total number of schools came to 24.

27
3.6 Theoretical background of the Research Instruments employed in

the present study

In the present research, the researcher has combined the qualitative and the

quantitative approaches; has used triangulation to arrive at the best results. The main

research instruments used in the present qual/quant study to collect data were

questionnaires, interviews and classroom observations, and document analysis; each

instrument enhances and strengthens the reliability and validity of the collected data.

The method used to evaluate English language textbook is that of a criteria checklist.

This checklist consisted of 5 different categories against which the English language

textbook was evaluated. This textbook also consisted of 6 open ended items to

generate a comprehensive response of the researcher.

Many researchers/linguists(Candlin & Breen ,1979, as cited in Nazeer, 2015,

Chastain ,1971, Daoud and Celce-Murcia,1979, Ansari & Babaii ,2002, Sheldon ,

1987,1988,Cunningsworth,1995) have recommended using checklist for the

evaluation purpose. However, in current study, in order to fully address the research

problem, it was considered best to use a checklist developed by the researcher; this

check-list was validated by the experts, and a second collaborative participant

(Assistant Professor of ELT) evaluated the target textbook with the help of the same

check list as used by the researcher to validate the findings.

In order to cater to the quantitative portion of the study; two questionnaires

were developed by the researcher. Questionnaire designed for the language teachers

intended to get their responses about the present textbooks as how much helpful the

present textbook is in teaching language to grade VIII learners. A pilot study was

conducted to improve/ modify the questionnaires. Finally the modified version of

questionnaires was used in collecting the final data.

28
 King and Horrocks (2010, Silverman & Spirduso, 2010, Creswell, 2009b;

Marshall & Rossman, 1999 as cited in Thomas et al., 2015) support using interviews

as an effective data collection tool in a qualitative study. Interviewing is the most

common feature of data collection in qualitative research. Interviews are the best

source to capture the true essence of the perception/intention of the interviews

(Oakley, 1998, as cited in Jamshed, 2014).

In-depth, semi structured interview is a popular way in qualitative studies to

engage participants, whether it be individually or collectively, likewise, in focus

group discussions, participants share some very innate information (Jamshed,2014).

Interviews simply reflect life; as things are felt or expressed in real life (Cohen,

Manion & Morrison, 2000). Another type of qualitative research technique employs

interviews on a specific topic with a small group of people in one session, is called a

focus group. Class observation is also employed in the present study to gather the first

hand information; field notes were taken throughout the observations and were

focused on what was seen and observed by the researcher.

The main research instruments used in a qual/quant study to collect data were

questionnaires(open/closed ended), interviews and classroom observations; each

instrument enhanced and strengthens the validity and reliability of the collected data;

with reference to questionnaires each item was developed keeping in view the

research questions and its objectives (Zohrabi, 2013).

Evaluation requires multiple tools (Brown & Rogers, 2002). Keeping that in

focus, and in order to increase the reliability and validity of the findings, more than

one instrument was employed to measure the same variables (Communicative

Competence (CC) and Foreign Language Acquisition (FLA)). The present study

employed four different types of elicitation instruments for this purpose. To collect

29
qualitative data, the researcher employed: a) Interview Protocols/ b) Focus group

discussions, c) class observations and a d) criteria check list, as for quantitative data,

survey questionnaires were used; interviews and questionnaires were widely used to

derive a wide range of data ( Kumar,2010,Bryman, 2008, Lodico, Spaulding, &

Voegtle,2010).

3.6.1 Criteria Checklist

For the textbook evaluation a criteria checklist was used to determine the oral

competency as proposed by the current English language textbook with the help of

different activities. In order to carry out the textbook evaluation ( content analysis)

through a check list method, the researcher studied several researchers‟ check lists

(McGrath, 2002, Sheldon,1998, Byrd, 2001, Ur,1996, CunningWorth, 1984,

Williams, 1983, Mukundan , 2010) who either relied on existent or self-made check

lists ( i.e. criteria) to rate the match of a given textbook with a particular purpose( in

the present study, it is the Foreign Language Acquisition(FLA) and development of

Oral Communicative Competence (CC).

The subject matter of this criteria check list was selected keeping in view the

objectives of the present study; it contained 5 different categories with a different set

of questions to measure the effectiveness of the English language textbook, as to what

extent it helps foreign language acquisition (skill development) and development of

communicative competence.

3.6.2 Semi- structured interviews

Interviews provide an access to find social realities (Silverman, 2016). In the

present study, semi structured interviews of the teachers, curriculum developers;

learners were conducted to get to insightful information about their vision and

30
measures to develop OCC among grade VIII learners. According to Blundell (2012,

Macky & Gass, 2007) in a structured interview questions are asked in a specific

(standardized) format and replies are codified to produce interpretations. However,

structured interviews are inflexible and lack in- depth probing as these are primarily

directive and may bar any grounded pattern. The unstructured interviews, on the other

hand, are more like a conversation, allowing participants to voice their opinions

freely, although,“…A researcher may have a pre- planned prompts to direct the

discussion” ( Polgar & Thomas,2013,Punch, 2009).

According to Mackey and Gass (2011) qualitative interviews tend to prefer a

semi structured style so that the researcher may ask any spontaneous question for a

spontaneous response (Polgar & Thomas, 2013, Friedman, 2011). In the present

study, the researcher opted for the third type of interviews, she had an interview

guide; a list of questions which kept her focused; thinking of different strategies

(probes) to enhance interviewees‟ participation during the process of interviews.

Wengraf (2001) admits the vigilance of the researcher, who simultaneously is

engaged both in listening and paying attention to the fact that s/he has obtained all

answers for the intended interview questions.

To maintain a steady record of non- verbal clues: facial expressions, gestures,

(could not be captured through audio-recording) the researcher maintained “field

notes” which proved to facilitate the interpretation of the audio taped data (a

technique suggested by Sutton, 2015).

3.6.3 Classroom Observations

Observing actual teaching/ learning behaviors and actions were important

concern of the present study as it was focusing on the product(textbook), an

31
process(teaching and learning). In this regard two types of observation practices are

common; participant and non-participant observation (Cohen & Morrison, 2011). Of

the two above mentioned types of observations, the latter suited to the purpose in the

present study. A classroom observation checklist was used for a better organized

work; as expected it was helpful in unfolding some very relevant information about

teaching/ learning behaviors and practices within an EFL class room in the selected

schools in Pakistan. Observation checklists help reducing bias of the researcher

(Lightbown & Spada, 1999, Nunan, 1992).

Chaudron (1988),Borg (2008), and Seedhouse ( 2004) acknowledge that by

using a highly structured scheme may fail to capture the unanticipated classroom

events and a practice, bearing this in mind, the researcher developed her own

observation criteria to best address the research questions and the prevalent teaching

learning situation in Pakistan (observation checklist is based on researcher‟s

perception and firsthand experience as a language practitioner).

3.6.4 Questionnaire

Survey helps to canvass the attitudes and perceptions of its respondents; it is

considered a reliable source for collecting data from a large number of participants

(Gu, 2016). In order to capture the true essence of any classroom practice in language

teaching; the researcher had two options; to observe the participants or ask them, and

the most appropriate/ typical way of asking the participants is through the

questionnaire (Broca, 2015, Bird, 2009). In his/her attempt to devise the questionnaire

the researcher ensured its validity, reliability and unambiguity by following various

steps as approved by (Richards & Schmidt, 2002, p.438).

In order to explore the perception of the English language teachers‟ and grade

VIII students‟ two separate questionnaires were developed and used. To develop these

32
questionnaires, the researcher‟s firsthand experience helped (as what is the present

teaching /learning situation in the country). The researcher drew on her own

experience as an educator to develop questionnaires that were in simple language, and

were translated to ensure that language was easy to understand by the native

speakers. Furthermore, she identified her target demographics; considered her

audience‟s age, and comprehension level and took special care to be as precise, and

use as simple a language as possible to reduce the anxiety among the participants (see

appendix1,2).Questionnaires can be either devised by the researcher or they can be

based upon some ready-made index (Mathers, Fox & Hunn ,2009). In the present

study‟s case the researcher preferred devising her own questionnaire to provide her

with the most relevant data.

The researcher had to decide on question response format (open- ended,

closed-ended, or both). The researcher opted for both for allowing “freedom and

spontaneity of answers” (Oppenheim, 1992). Questionnaire is cost effective and time

efficient especially if the sample is large and widely spread (Mathers, Fox & Hunn,

2009).

3.6.5 Validity and Reliability of the Research Instruments

The trustworthiness of the research findings, in a qualitative research is

ensured by incorporating methodological techniques. Methodological triangulation

guarantees more comprehensive findings (Noble & Smith, 2015). As for the research

tools, literature suggests that reliability can be attained by using a pilot test and

gathering data from 20 to 30 subjects not included in the sample and validity can be

established using a panel of experts. In qualitative research validity of the tools is

interpreted as appropriateness of the tools, processes, and data, and the reliability is all

about consistency (Leung, 2015). Reliability and validity ensure transparency and

33
reduce any bias of the researcher (Singh, 2014, Maxwell, 2010). Similarly, validity is

important to evaluate the quality of a research; reliability of the collected information

is one basic concern of any research (Burns, 1999, p. 160). For Nunan (1999,p.14)

reliability is a matter of consistency of results.

In the present study, data collected through observations and interviews serves

to validate the collected information with the help of other research tools as well. In

order to obtain information from different sources (students, English language subject

specialists, teachers, and members of curriculum review committees) and using

different types of procedures for collecting data can result in an increased reliability

and validity of the collected data and their interpretation.

The validity and reliability of the tools was ensured through pilot testing and

expert opinion. Cronbach‟s alpha reliability test was run on the teachers‟

questionnaire results through SSPS, showing.857 which indicates a high level of

internal consistency of the scale.

Criteria checklist‟s findings (used for document analysis, developed by the

researcher) were validated by a second evaluator, who evaluated the target English

language textbook on the same evaluation check list. To ensure the validity and

reliability of the research instruments, the researcher chose to conduct a pilot test;

pilot test can always help the researcher to revise/ edit or modify the research

instrument ( Mackey & Gass, 2007).

In the present study pilot test helped the researcher to improve upon the

questionnaire by removing any ambiguity that may result in misleading the

participants and affect their response to any item of the tool.

34
 Moreover, the researcher realized that teachers were not as expressive as they

tended to be at the time of the interview. In an attempt to make it respondent friendly,

the researcher decided to produce another translated (Urdu, see appendix 2B) version

of the same questionnaire which produced better responses and better participation of

the participants. As for the criteria checklist, class observation checklist, items/

questions of focus group discussions and interview protocols, each tool was

thoroughly reviewed, discussed with the researcher and approved by the concerned

experts( ELT experts from three leading universities of Lahore were consulted, and

the tools were modified accordingly). Content of class observation check list focused

on vocabulary, communication, pronunciation, fluency and grammar.

3.6.6 Data Collection

Walliman (2016) argues that there are four types of primary data collection

procedures; “observation, participation, measurement and interrogation”. In the

present study, the researcher has relied on the primary data collection methods.

Primary data is collected through questionnaires, interviews, document analysis

(micro analysis/ textbook evaluation) and classroom observations.

The data collection procedure consisted of three separate stages; in each stage

different stake holder was personally approached and interviewed by the researcher;

initially the researcher approached policy makers, curriculum developers, and subject

specialists, later the English language teachers and students were interviewed, in the

second stage of the study; information about the currently used textbook was collected

with the help of questionnaires. Finally, it was the content analysis by the researcher,

purposely; she chose to incorporate her views in the end so that it does not affect the

contributions made by the other contributors.

35
3.6.7 Data Analysis

Quantitative data was analyzed using descriptive statistics (percentages:

portion of people who answered in a certain way, frequency: number of people,

median: to find the average for data being on an ordinal scale) and presented through

tables and figures. The open responses were categorized using the key words;

participants‟ views were critically reviewed to draw inferences. For qualitative data

themes were coded and summarized, the key points were presented in descriptive

mode. Smith and Davies (2010) argue that in order to completely uncover the hidden

message a researcher is dependent on coding; making the findings cohesive and

coherent (Saldaña, 2013, 2016).There is no single or best way to code qualitative data,

however, for Saldana (2013,2016); central to a researcher in the process of coding is

objectives, questions and theoretical framework of the study. Saldana (2016) advises

to keep a limited number of themes for a coherent analysis.

3.6.8 Delimitations of the study

This research is limited to evaluate the textbook on Foreign Language

Acquisition (FLA) and to see to what degree it develops Oral Communicative

Competence and enables the target learners to use language communicatively. For this

purpose, the English language textbook of grade VIII prescribed by the Punjab

Textbook Board, based on National Curriculum 2006 and provided by the government

of Punjab to the public schools under free book distribution scheme, was selected.

The study was confined to grade VIII students‟ Foreign Language Acquisition and as

a result development of their Communicative Competence. This research focused on

the province of Punjab only as there are different English language textbooks being

taught in different provinces.

36
 This evaluation of the textbook was not concerned with general outlook of the

textbook; neither the research raised questions about the readability issues. The

prescribed textbook was only considered to evaluate the impact and role of the

different skills related activities as to what extent they contribute to language

acquisition and its independent usage (Communicative Competence). Of the three

regions into which the province of Punjab is divided, the researcher could only get an

access to two (North, Center) regions. The researcher adopted a realistic approach to

collect data, knowing her personal access; how far the researcher could stretch her

personal capacity, tried her best to include all the possible voices to give a

comprehensive understanding of the issues within the area and offered solutions.

Despite trying to collect data from the third region (South) also, the researcher failed

to get an access to this region. Intervening variables which were out of the

researchers‟ control; such as her gender, organizational affiliation, networking,

cultural limitations, security issues, it was an unknown territory, which affected the

selection of regions for data.

37
 Chapter 4

Analysis of Data

The present study focused on the evaluation of English language textbook,

English for class 8, taught at grade VIII level in public schools across Punjab, largest

province of Pakistan. The text book in question is comprised of 14 units; each of the

unit is evaluated by the researcher in order to determine the effectiveness of the

textbook (as listed in different categories) in practice.

Different research instruments were used to collect data. Research instruments

function as fact finding strategies. They included interviews, questionnaires,

observations, and document analysis. The validity and reliability of any research

project depends to a large extent on the appropriateness of the tools (Annum, 2017).

From a population spread across a vast region, questionnaires are considered to be one

effective tool to gather data in a quantitative study. The most appropriate data

collection technique employed in a qualitative study is face-to-face personal

interviews, and it best serves the purpose when the researcher has to interact face-to-

face with the respondent in order to elicit the oral response of the interviewee, in the

present study interview proved to be a reliable source to generate relevant

information.

Observation is also an important method for obtaining data in qualitative

research. By observation strategy the researcher was able to collect the first hand

information about the subject. Data collected using this technique is more reliable and

representative of what is actually happening. Annum (2017) asserts, “The possibility

of distorting the facts is reduced to the bare minimum”. Document analysis is another

popular method used in qualitative studies; the researcher simply by looking into the

subject being observed is able to develop a better understanding about the subject

being studied.

38
 4.1 Students‟ Questionnaire Response Analysis from Center and
North region of the Punjab
Statement 1. Write one sentence (in English) about your English textbook (TB).
Table 1: English language textbook
Themes Male Female
Center North Center North
F P F P F P F P
Interesting 70 47 60 40 45 30 30 20
Useful 30 20 25 16 50 33 25 17
Informative 10 07 15 10 10 07 20 13
Improves writing 05 03 20 13 10 07 35 23
Improves reading 10 07 10 07 20 13 10 07
Boring 05 03 10 07 05 03 15 10
Lengthy 20 13 10 07 10 07 15 10

Table 4.1.1 presents students response to the textbook

Based on Table 4.1.1 it can be clearly seen that for the first statement of the
questionnaire both male and female informants came up with a variety of responses.
The researcher developed multiple themes based on these responses. 47% of the male
participants found the current English language textbook interesting. For 20% it was
useful, seven percent claimed it” was informative”. Only three percent believed that it
“helped us to write better English language”. Seven percent were of the opinion” it
resulted in better reading” as reading the text is one frequent activity employed by
their language teacher. Three percent found it boring because they could not
“comprehend” it. Remaining 13% of the 150 students in the Center region described
the textbook as “lengthy, containing so many exercises/activities”.
In comparison to this, with an overwhelming majority the male respondents in
the North region described the current textbook as interesting; “it contains so many
stories, we have not read elsewhere, also the pictures make it so
interesting...”.Whereas a vast female respondents (33%) rated for textbook being
“useful”. Least (three percent) found it “boring”. Female respondents in the North
region of the province Punjab clearly rated (23%) the textbook an effective mean to
improve learners‟ “writing skill”.

39
Statement 2.Which language(s) do you like to speak?

Table 4.1.2: Language, learners like to speak

Themes Male Female

Center North Center North
F P F P F P F P
Urdu 50 33 50 33 60 40 45 30

English 10 07 05 03 25 17 20 14

Punjabi 40 27 30 20 20 13 30 20

Pashto 35 23 40 27 20 13 15 10

Persian 10 07 15 10 15 10 20 13

Sariaki 05 03 10 07 10 07 20 13

Table 4.1.2 presents what language(s) learners like to speak

Table 4.1.2 depicts that 33% of the respondents in the Center region mainly

use Urdu language as a language of communication, similarly, North region also

reflects the same ratio; they claimed to use it because” we are unable to express

ourselves in any other language”, “….our English is very poor”. Only three percent

like to speak the target language, though they are unable to communicate properly.

Punjabi seems to be a popular choice of the respondents from the Center region of

Punjab. A good number of learners speak Pashto and Persian, while only three percent

chose Saraiki as the language they prefer.

Similarly, maximum numbers of female respondents in the North region

preferred to communicate through Urdu language. Here, more learners expressed their

desire “to be able to speak good English”. After Urdu the choice of respondents is

Punjabi (30%).

40
Statement 3.Write about any English novel you have read.

Table 3: Novel reading

Themes Male Female

Center North Center North
F P F P F P F P
Read 20 13 15 10 40 26 30 20
Not read 60 40 55 37 10 07 50 33
Stories from text 70 47 80 53 100 67 70 47
Table 4.1.3 presents students‟ response about novel reading

The numbers of themes emerging from the third statement were comparatively

quite a few as reflected in the case of other questionnaire statements. The primary

reason which contributed to this response is that many (40%) respondents had

absolutely no exposure to English language other than their textbook. As some

participants expressed “we do not have any library to go to and read books

there….”.Some explained “we do not have any library period” (indicating a culture

where reading or writing is not given preference). Others said “our parents cannot

afford to buy us extra books to read” (indicating that that the school does not have

any book bank or a good library). Resultantly, 70% of them liked what the textbook

offered. They wrote names of different stories, “ Clever Mirchu”…”Tolerance of the

Rasool” … “Magic Show” and some others. Only 13% of these leaners had read

something beyond the textbooks; naming different early graded readers (story books

according to different level of comprehension of the readers).

41
 Statement 4.What are the benefits of learning English language?

Table 4.1.4: Benefits of learning English

Themes Male Female

Center North Center North
F P F P F P F P
To gain knowledge 05 03 15 10 30 20 30 20

To compete with the world 03 02 07 05 10 06 20 13

To speak better 12 08 30 20 25 17 20 13

To write better 10 07 30 20 25 17 30 20

To go abroad 30 20 40 27 05 03 03 02

For higher education 20 13 10 06 25 17 30 20

For better job prospects 70 47 18 12 30 20 17 12

Table 4.1.4 illustrates benefits of learning English

Statement 4 brought forth numerous responses. Many male respondents (47%

N.) shared that “…this will enable us to find better jobs in the market; same trend can
be seen among the female learners (20% Centre) who were positive to “find better
jobs and earn more”. Very few (three percent C. 10%) male respondents were aware
that textbook is a source of knowledge and this can equip them to compete with the
world (two percent C., five percent N.).

Some (13%C, seven percent N) were aware of its importance to acquire “higher
studies”. Some explained “it is a ticket to college studies….” More male respondents
(20% C., 27% N.) showed the tendency to go abroad; however, this tendency was not
a major concern among the female respondents in the Center (three percent C.) and
North (two percent N.) regions. Although female respondents in the Center (17%)
were surer than male respondents in the Center to be able to speak better English “our
spoken language will be improved”. Some shared that “textbook can teach us how to
write correct English”.

42
Statement 5.Do you find your textbook difficult, why or why not?

Table 4.1.5: Do learners find the textbook difficult?

Themes Male Female

Center North Center North
F P F P F P F P
Difficult 50 33 45 30 55 37 45 30

Difficult vocabulary 60 40 65 43 55 37 45 30

Easy 30 20 25 17 35 23 40 27

Teacher makes it easy 10 07 15 10 05 03 20 13

Table 4.1.5 presents if the learners find the textbook difficult

The researcher collected a varied response for the fifth statement in the

questionnaire as reflected in the table above. Those, for whom textbook was difficult,

explained “it contains difficult vocabulary”. Some suggested to “giving Urdu

translations for all the difficult words in the textbook”. Also, some claimed “we do not

get any help at home… so the textbook is very difficult”. For those who found it easy

they had different argument to write “stories are so short….” Some gave the credit to

their language teacher “s/he explains it so well… gives meaning of every word in

Urdu, we write these meanings in the textbook and learn from there”.

43
 Statement 6.If you can change anything to improve your textbook, what change will it

be?

Table 4.1.6: What change can be made to the textbook?

Themes Male Female

Center North Center North
F P F P F P F P
Interesting stories 40 27 40 27 20 13 30 20
Easy vocabulary 20 13 40 27 35 23 30 20

More pictures 15 10 10 08 05 04 10 07

Practical knowledge 05 03 15 10 20 13 05 03

Words‟ Urdu translation 10 07 05 04 10 07 05 03

No change 60 40 35 24 60 40 70 47

Table 4.1.6 presents changes suggested to the textbook

On being asked about suggestions to improve the textbook to change the

present both female (40% C) and male (40% C) declared that there is no need to

change the present textbook “it has everything; interesting stories, grammar

activities, funny pictures, revision plan….” Some respondents were afraid “we do not

want it to be more difficult”. The textbook “should not contain more teaching

units….” Those who were supporting the change were in favor of “adding more

pictures…colored pictures” as they believed this would facilitate their language

learning. Some could think of adding practical knowledge for example “IT topics”,

“general knowledge”. It is observed that male respondents (seven percent C. three

percent N.) as well female participants (seven percent C., three percent N.) expressed

their desire that Urdu translations (difficult vocabulary) should be supplied to

facilitate the target learners.

44
4.2 Analysis of Students‟ Interview (Focus Group Discussions)

Focus group discussions focused more on subjective responses of the

participant‟s. In order to conduct Focus Group Discussions (FGD); the researcher

approached four different schools (Female/Male) in the Center region (Lahore

district). From each selected school a group of 18 learners/pupils (grade VIII) were

selected to share their views about the English language textbook they were using.

Altogether 72 learners participated in these discussions (four schools). The response

of the learners (from four schools) on each question is recorded and presented below.

Coding helped to generate themes of the FGD which were “data-driven”. As Braun

and Clarke put it (2006, pp.88-89):

“Coding will, to some extent, depend on whether the themes are more

„data…driven „or „theory…driven‟ in the former the themes will depend on data, but

in the latter, you might approach the data with specific question in mind that you wish

to code around”. In the present study the researcher preferred “data driven” coding.

Q1. Which language (s) do you like?

Q2. Which language (s) do you speak at home?

The learners accepted that since they were unable to communicate in the target

language so they preferred other languages over English. Many of the participants in

the different groups claimed, “It is not us when we speak in English language”.

Nearly 50% of the learners opted for Punjabi, another half for Urdu, and very nominal

for Pashto.

Q3.Why are you learning English?

For question number three, 54% of the learners were distinctly aware as to why

they were learning English; remaining 26% only to impress others while 20%

remained indecisive. Those of the learners who were aware as why they are learning

45
this foreign language could relate it easily for better prospects in future; “We want

better earnings and better jobs”. For some, it was only to impress other, “….to show

off”.

Q4.Name any English story you have read?

Referring to question number four, it was difficult to believe that these learners

had interacted with such limited range of texts (stories); no wonder they could not go

beyond the textbook stories. Their reason for liking these stories was the simple fact

that they had not been introduced/ exposed to anything in the target language other

than the language textbook. There was no concept of library in these children‟ life,

some of them did not have television in their homes for any further reinforcement of

the target language nor they have this facility at school. The researcher is justified to

suggest that the language textbook should be interesting and comprehensive to cater

to the diverse language learning needs of the target learners.

Q5.Do you watch any English TV show?

Talking about their favorite television show the learners expressed that they

preferred Urdu programs on the television, as some of them were deprived of this

facility. 44% of the learners opted for cartoons on TV; the remaining 56% replied that

they do not like watching English programs.

Q6.Can you read and understand your English language textbook easily?

The researcher further asked grade VIII learners if they can read and

understand their English language textbook, 71% of them relied in an affirmative and

29% responded in the negative. “Reading” did not seem to be much of a problem but

understanding was for sure an uphill task for grade VIII learners. As the researcher

observed (during classroom observations) that the teacher had to translate every single

word for these learners to make them understand, however, they could “read” because

46
they used to take turns to read aloud the text in the classroom (as it was repeated so

many times, they knew well how to read it), and because they could read it they seem

to enjoy the “reading” activity. “Apart from, “writing”, the target learners are good at

reading” as claimed by the teachers.

Q7.Would you be able to write/ speak better English after studying this textbook?

For question seven, 54% of them were sure to be able to write better,

remaining 46% expressed that they would be able to speak better. They further

elaborated that because, “we are not encouraged by the teacher to use the target

language, and we feel shy and avoid using it as a way to communicate with each

other”. They continued, “We can write because there is so much practice of written

work, nearly everything we have to write”. The researcher also supports their claim as

during her classroom observations, she noticed that for oral development skills the

textbook had different “Dialogues” which instead of being practised orally were

written down.

Q8. Does your teacher encourage you to speak in English in the classroom?

Though the researcher did not have to ask them the next question on her list as

during this discussion they frequently made a reference as to how the teacher did not

take the initiative to encourage them to use/ practice the target language, yet in their

attempt to not to offend the teacher, 33% of them replied in affirmative while the

remaining 67% replied in negative.

47
 Q9. Do you get any help to complete your English language homework?

For the final question 25% replied in the affirmative, that they had bought

“key book”; for remaining 75% they did not get any help. Being irregular in

submission of their home assignments was a major complaint of the teachers against

grade VIII learners. Ironically, yet, true that only those students who could afford to

buy the “Key Book”, with the solved exercises were found to be regular in their work,

or those whose parents were giving them time and attention.

The researcher on the basis of these discussions realized that the grade VIII learners

were very keen to improve, and tried their best to contribute to these discussions.

4.3 Students‟ Oral Performance Classroom Observation check list

Results

Table 4.3.1 Students’ oral performance observed in four schools

School 1_4 Vocabulary Grammar Fluency Communication Pronunciation

Level 1 Uses only basic uses basic Hesitates too Purpose is not frequent
pronunciation Novice expressions/voc. structures with often clear; needs a lot
errors
frequent errors of help communicating
✓-✓- ✓ _________ ✓ - ✓ ✓-✓ ✓-✓
Level 2 Uses limited Uses variety of Speaks with Tries to communicate Some
pronunciation
Developing expressions/voc. structures with some hesitation appropriately errors
some errors which often interferes
✓ ✓- ✓ with communication
✓ ✓ ✓
Level 3 variety of Variety of structures Speaks with Generally accurate
Competent expression/voc. with no errors some responds pronunciation
with some hesitation but appropriately and
errors does not keeps trying to
✓-✓ interfere with develop the
communication interaction
________ ✓ ✓ ✓

Table 4.3.1 presents data as observed in the class rooms (4 selected schools)

Based on Table 4.3.1 the collected data clearly suggest that among 4 public

sector schools in Lahore (Center region) none of the schools achieved the

“competence” or level three of oral proficiency in terms of vocabulary. Three of the

four schools are at a stage where grade VIII learners are struggling with the basic

48
vocabulary (school one, two, three, see appendix 9) and clearly unable to use

language with ease, neither they possess the ability to use language to solve their

problems. On being asked by the researcher to “introduce each other in the target

language”, grade VIII learners failed to employ language to socialize. Only in one

school (school four), the target learners barely managed to achieve level two;

indicating their limited vocabulary and expression.

Grade VIII learners oral performance in using “grammar”, (the second

category of the checklist) was somewhat better than their performance in any other

category. The results indicate that two of the four schools (three, four, see appendix 9)

managed to achieve level three or “competent” level as they were clearly able to use

the grammatical structures correctly. Also, at the remaining two of the four schools

(one, two, see appendix 9), learners used variety of structures with some errors.

Learners‟ performance in this area speaks of their ability to be quite proficient

in language. Implying that one easy route to acquire language in Pakistan is grammar;

knowing and practicing language structures. Whatever little ability they possessed to

interact or participate in classroom activities, it was on the basis of their knowledge

about structure or form.

“Fluency” was another weak area of the oral performance as observed by the

researcher. Target learners at two of the schools were hesitant too often which

resulted in breakdown in communication. Those comparatively less hesitant still were

unable to take the charge of their conversation and could present the ideas without

prompts and support. However, performance of learners at school three (appendix

nine) was observed to be better than the rest, as here the learners were comparatively

less hesitant and did manage to say what they had to say.

49
 In the fourth category, learners were stuck at the “novice” level; where they

needed a lot of help for generating a discussion and present their view point. Some,

who try to make an effort sometimes, do not respond appropriately to an inquiry. Very

few of these learners (only school three), kept trying to generate the conversation and

tried to keep it going in their attempt to develop interaction.

The final category was that of “pronunciation” where there was again a variety

of responses; two schools (one, two, appendix nine) achieved level one, school four

level two, and school three reflected level three. In schools one and two, learners

made frequent pronunciation error, in school four learners made some errors, while

school three‟s students were able to pronounce the word accurately while they

interacted with the teacher and with each other in the classroom (details in appendix

nine).

A field diary was maintained to make sure that as a researcher she remained

focused and did not leave out on anything significant, and did not get affected by any

intervening variable such as noise/ commotion outside the classroom, and inside the

classroom telling students to maintain silence. Personal accounts and experiences

were very enriching as it helped to understand the primary data the researcher was

able to collect, for the researcher, her own point of reference is very important.

During and after the observation sessions, the researcher took field notes to record the

teaching behaviors that could help her to gain any relevant information other than

what was preplanned; she read the notes over again, summarized and coded the

information obtained by each observation session.

These classroom observations conducted in four different schools in Lahore

district (Center region) confirmed many of the doubts in researcher‟s mind (will be

discussed latter in this chapter). In order to conduct these observations special

50
permission was sought from the school authorities; in each of these four schools, a 45

minutes observation was arranged (teaching session would last for 45 minutes).

The sole area where grade VIII learners reflected their competency was their

ability to grammatically construct correct utterances. The researcher happened to

borrow one note book of an average learner and noticed that the only area where the

teacher had given her maximum input was grammar, probably for the reason that

unlike Communicative Competence the learners are expected to be tested in grammar;

resultantly the primary focus of the teacher was to teach grammar; on the board, in the

notebooks, everywhere there were grammatical items being taught / practiced.

The learners are not to be blamed for their failure to perform in this area as

there is no adequate exposure in or outside the class room. Whatever little effort has

been made in the textbook to create those opportunities where learners can practise

language was not fully utilized by the teachers. “Role plays” were considered an extra

burden on the teacher, as a means to entertain the audience.

These class observations served two purposes. Once, to assess the

communicative potential of the learners at this level, and two, to get an insight into

the teaching pedagogy and method. Before observing the teaching sessions, the

researcher had made a request to the concerned teacher to teach a portion of the text

where there is room for the learners to perform/participate orally. This request of the

researcher was accepted; however, in the entire process of enacting the “Role Play”, a

group of students would stand in front of the audience and repeat the memorized

dialogues, without paying any attention to intonation. And there was no correction of

the wrong pronunciation. The children enjoyed this activity as this was different from

what they would practise daily, at least this time there was no “writing” involved. For

oral production the textbook contains certain instructions guiding teachers to arrange

another similar activity ( role play) in a different situation (Grade VIII English

51
language textbook, pg.74) , however, these instructions are ignored conveniently due

to time restraint( teachers‟ stance).

The researcher observed that in order to familiarize the students with the

importance of English language, and to enhance the interest of the learners for

learning English language as suggested by the “foot notes” on page eight of the

English language textbook, in three schools, teachers did make an effort to explain all

this in Urdu. The same “foot note” (pg.eight) suggested conducting a dialogue in the

classroom by giving different topics to the learners, which was completely ignored by

the teachers. Even if the textbook is offering some oral support, by and large it was

not being employed by the teachers.

In school “three” (Lahore) the researcher observed a lesson being taught “A

Dialogue” (pg.six of the English language textbook); the teacher did spend quite a lot

of time and effort on” Pre- reading activity”, tried to explain it to the class, asking for

their opinions, and on being encouraged, and the learners did come up with short and

meaningful sentences.

While observing in school “one”, as far as the “exercise” (activities) was

concerned instead of involving the students (pair/ group activity) or inviting them to

think creatively in order to come up with answers to the questions (pg.nine English

language textbook) all the answers were teacher generated and written on the board to

be copied down, without leaving much room for the students‟ input. As far as the

teaching method was concerned, invariably, all the teachers (in all the 4 schools

observed) stuck to grammar translation method.

These class observations proved to be very helpful to the researcher to form

and state her opinion on the prevalent situation in most of the public sector schools

across Punjab. It enriched the researcher‟s knowledge about the area under focus and

helped generating the most relevant comments.

52
 4.4 Questionnaire Response Analysis of Male and Female Teachers
from Center and North Region of the Punjab
Statement 1 .Do you teach the entire textbook with all its activities/exercises?
Table 4.5.1: Do the teachers teach the entire textbook?
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 6 60 4 40 8 80 7 70 6.5
To some extent 4 40 4 40 2 20 2 20 3.0
To a small extent - - 2 20 - - 1 10 1.5
Not at all - - - - - - - - -
Not sure - - - - - - - - -
Total 10 100 10 100 10 100 10 100 -
Table 4.5.1 Teachers‟ response on teaching English language textbook

Figure 4.5.1 Teachers‟ response on teaching English language textbook

Teaching the entire textbook is very important for students as it is linked to the
next higher level and national examination. This research shows that 60% of male
teachers from Center region of the Punjab are able to do so to a great extent, 40% of
them could teach to some extent. In the North region 40% are performing it to a great
extent, 40% to some extent and 20% to a small extent. On the female side of Center
region 80% are able to finish the textbook to a great extent and 20% are doing so to
some extent. In the North region 70% are completing the entire textbook teaching,
20% could finish textbook to some extent and 10% to a small extent. The above
picture clearly shows that female teachers from Center and North region are
performing better than their male colleagues in the respective regions.
Model Response: Teachers teach the entire textbook with all its
activities/exercises to a great extent.

53
 Statement 2.To what extent are you satisfied with the prescribed textbook in terms of
developing “listening skills”?
Table 4.5.2: Developing Listening skills
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 2 20 4 40 - - 2 20 2
To some extent 3 30 2 20 10 100 6 60 4.5
To a small extent 1 10 2 20 - - 1 10 1
Not at all - - - - - - - - -
Not sure 4 40 2 20 - - 1 10 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.2 Teacher‟ response on developing listening skills

Figure 4.5.2 Teacher‟ response on developing listening skills

Only 20% of the male teachers from Center region, 40% from North region,
and 20% of the female teachers from North region said that the textbook helped
students to develop their listening skills to a great extent.30% of male teachers from
Center region, 20% from North region, 100% of the female teachers from Center
region, 60% from North region said that textbook helped to improve listening skills
to some extent.10% of male teachers from Center region, 20% from North region and
10% of female teachers from North region believed that it did help improve listening
skills to a small extent.40% of male teachers from Center region, 20% from North
region, 10% of female teachers from North region said they are not sure of any role of
the textbook in developing listening skills.
Model Response: Teachers opinion is that they are satisfied with the
prescribed textbook in terms of developing listening skills to some extent.

54
 Statement 3.To what extent are you satisfied with the prescribed textbook in terms
Of developing speaking skills?
Table 4.5.3: Speaking skills
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 4 40 3 30 1 10 2 20 2.5
To some extent 3 30 5 50 4 40 4 40 4
To a small extent 1 10 2 20 - - 2 20 2
Not at all - - - - - - 2 20 2
Not sure 2 10 - - 5 50 - - 3.5
Total 10 100 10 100 10 100 10 100 -
Table 4.5.3 Teachers‟ response on developing speaking skills

Figure 4.5.3 Teachers‟ response on developing speaking skills

Forty percent of male teachers from center, 30% from North, 10% of female
teachers from Center and 20% from North region believed that textbook helped to
develop speaking skills to a great extent. 30% of male teachers from Center, 50%
from North, 40% of female teachers from Center and 40% from North region
reflected that textbook did so to some extent. 10% of male teachers from Center, 20%
from North, none of the female teachers from Center and 20% from North region
were of the opinion that textbook was useful in developing speaking skills to a small
extent. 20% Female teachers from North region were the only one who thought that
textbook was not helpful at all in developing speaking skills. 20% of male teachers
and 50% of female teachers from Center region showed that they were not sure about
the textbook helping students to develop speaking skills.
Model Response: Teachers say that they are satisfied with the prescribed
textbook in terms of developing speaking skills to some extent.

55
 Statement 4.To what extent are you satisfied with the prescribed textbook in terms of
developing reading skills?
Table 4.5.4: Reading skills
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 3 30 - - 2 20 2
To some extent 6 60 4 40 8 80 7 70 6.5
To a small extent 1 10 1 10 1 10 1 10 1
Not at all - - - - - - - - -
Not sure 2 20 2 20 1 10 - - 2
Total 10 100 10 100 10 100 10 100 -

Table 4.5.4 Teachers‟ response on developing reading skills

Figure 4.5.4 Teachers‟ response on developing reading skills

Ten percent of male teachers from Center, 30% from North and 20% of female
teachers from North region recorded their opinion that textbook was helpful in
developing reading skills to a great extent. 60% of male teachers from Center, 40%
from North, 80% of female teachers from Center and 70% from North region said the
textbook was useful in developing reading skills to some extent. 10% of male and
female teachers from both regions said that textbook is helpful in developing reading
skills to a small extent. 20% of male teachers from each region and 10% of female
teachers from Center region said that they were not sure about its benefit for
developing reading skills.
Model Response: Teachers believe that the prescribed textbook helps in
developing reading skills to some extent.

56
 Statement 5.To what extent are you satisfied with the prescribed textbook in terms of
developing writing skills?
Table 4.5.5: Writing skills
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 2 20 5 50 4 40 3 30 3.5
To some extent 6 60 3 30 6 60 5 50 5.5
To a small extent 2 20 2 20 - - 2 20 2
Not at all - - - - - - - - -
Not sure - - - - - - - - -
Total 10 100 10 100 10 100 10 100 -
Table 4.5.5 Teachers‟ response on developing writing skills

Figure 4.5.5 Teachers‟ response on developing writing skills

Twenty percent of male teachers from Center, 50% from North, 40% of
female teachers from Center and 30% from North region believed the textbook to be
good for improving writing skills to a great extent. 60% of male teachers from Center,
30% from North, 60% of female teachers from Center and 50% from North region
reflected that textbook was helpful in developing writing skills to some extent. 20% of
male teachers from each region and 20% of female teachers from north region say that
textbook is useful for developing writing skills to a small extent.
Model Response: Teachers say that the prescribed textbook help in developing
writing skills to some extent.

57
 Statement 6.To what extent the topics used in the textbook are age appropriate
(according to learner‟s age)?
Table 4.5.6: Topic appropriateness
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 4 40 - - 5 50 4
To some extent 3 30 3 30 7 70 3 30 3
To a small extent 1 10 2 20 - - 2 20 2
Not at all - - - - - - - - -
Not sure 5 50 1 10 3 30 - - 3
Total 10 100 10 100 10 100 10 100 -
________________________________________________________________________
Table 4.5.6 Teachers response on topic appropriateness

Figure 4.5.6 Teachers response on topic appropriateness

Ten percent of the participating male teachers from Center, 40% from North
and 50% of the female teachers from North region said that textbook topics were age
appropriate to a great extent. 30% of male teachers from Center and North each, 70%
of female teachers from Center and 30% from North region said that textbook topics
were age appropriate to some extent. 10% of male teachers from Center, 20% from
North and 20% of female teachers from North region thought that topics were so to a
small extent while 50% of male teachers from center, 10% from North and 30% of
female teachers from Center region said they were not sure about topics of the
textbook being age appropriate or not.
Model Response: Topics used in the prescribed textbook are age appropriate
to a great extent.

58
 Statement 7.To what extent vocabulary used in the textbook is age appropriate?
Table 4.5.7: Vocabulary
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent - - 3 30 1 10 3 30 3
To some extent 5 50 5 50 3 30 5 50 5
To a small extent 1 10 1 10 - - 2 20 1
Not at all 1 10 1 10 - - - - 1
Not sure 3 30 - - 6 60 - - 4.5
Total 10 100 10 100 10 100 10 100 -
Table 4.5.7 Teachers‟ response on vocabulary development

Figure 4.5.7 Teachers‟ response on vocabulary development

Thirty percent of male teachers from North, 10% of female teachers from
Center and 30% from North region said that textbook vocabulary was age appropriate
to a great extent. 50% of the male teachers from Center, 50% from North, 30% of
female teachers from Center and 50% from North region reflected that vocabulary
used in the textbook was age appropriate to some extent. 10% of male teachers from
Center, North and 20% of female teachers from North regions said it was so to a small
extent. 30% of male teachers from Center and 60% of female teachers from Center
region were not sure about this.
Model Response: The vocabulary used in the textbook is age appropriate to
some extent.

59
 Statement 8.To what extent do the activities help learners pronounce words
accurately?
Table 4.5.8: Pronunciation
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 3 30 2 20 4 40 4 40 3.5
To some extent 2 20 3 30 5 50 3 30 3
To a small extent 5 50 4 40 1 10 2 20 3
Not at all - - 1 10 - - - - 1
Not sure - - - - - - 1 10 1
Total 10 100 10 100 10 100 10 100 -
Table 4.5.8 Teachers‟ response on pronunciation

Figure 4.5.8 Teachers‟ response on pronunciation

Thirty percent of male teachers from Center, 20% from North, 40% of female
teachers from Center and North region each believed that activities in the textbook
helped learners pronounce words accurately to a great extent. 20% of male teachers
from Center, 30% from North, 50% of female teachers from Center and 30% from
North region had opinion that activities in the textbook help learners pronounce words
accurately to some extent. 50% of male teachers from Center, 40% from North, 10%
of female teachers from Center and 20% from North region said activities in the
textbook help learners pronounce words accurately to a small extent. 10% of male
teachers from North region say activities in the textbook not at all help learners
pronounce words accurately. 10% of the female teachers from North region said that
they are not sure whether activities help learners pronounce words accurately or not.
Model Response: Activities in the textbook help learners to pronounce words
accurately to a great extent.

60
 Statement 9.To what extent the textbook is based on the learner‟s needs?
Table 4.5.9: Learners’ needs
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 3 30 2 20 3 30 2.5
To some extent 5 50 3 30 7 70 5 50 5
To a small extent 1 10 2 20 - - - - 1.5
Not at all - - - - - - - - -
Not sure 3 30 2 20 1 10 2 20 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.9 Teachers‟ response on learners‟ needs

Figure 4.5.9 Teachers‟ response on learners‟ needs

Ten percent of male teachers from Center, 30% from North, 20% of female
teachers from Center and 30% from North region recorded that textbook was based on
the learner‟s needs to a great extent. 50% of male teachers from Center, 30% from
North, 70% of female teachers from center and 50% from North region said that
textbook catered needs of learners to some extent. 10% of male teachers from Center
and 20% from North region said that textbook was according to the learners needs to
a small extent. 30% of male teachers from Center, 20% from North, 10% of female
teachers from Center and 20% from North region said that they are not sure about it.
Model Response: The textbook is based on learner‟s needs to some extent.

61
 Statement 10.How far do the activities help students to think creatively?
Table 4.5.10: Creative thinking
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 5 50 3 30 - - - - 4
To some extent 3 30 4 40 7 70 4 40 4
To a small extent 1 10 2 20 - - 3 30 2
Not at all - - - - - - 2 20 2
Not sure 1 10 1 10 3 30 1 10 1
Total 10 100 10 100 10 100 10 100 -
Table 4.5.10 Teachers‟ response on developing creative thinking

Figure 4.5.10 Teachers‟ response on developing creative thinking

Fifty percent of male teachers from Center and 30% from North region said
that activities in the textbook did help students think creatively to a great extent while
female teachers from both regions disagreed with them. 30% of male teachers from
Center, 40% from North, 70% of female teachers from Center and 40% from North
region said that activities in the textbook did help students to think creatively to some
extent. 10% of male teachers from Center, 20% from North and 30% of female
teachers from North region had opinion that it is so to a small extent. Only 20% of
female teachers from North think that activities in the textbook did not at all help
students to think creatively. 10% of male teachers from Center, 10% from North, 30%
of female teachers from Center and 10% from North said they were not sure about it.
Model Response: Majority of teachers have opted that activities in the
textbook help students to think creatively to some extent.

62
 Statement 11.Does the textbook contain a variety of tasks to help improve learner‟s
communicative competence?
Table 4.5.11: Communicative competence
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 1 10 1 10 2 20 1
To some extent 2 20 3 30 5 50 4 40 3.5
To a small extent 5 50 4 40 2 20 2 20 3
Not at all - - - - - - 2 20 2
Not sure 2 20 2 20 2 20 - - 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.11 Teachers‟ response on Communicative Competence

Figure 4.5.11 Teachers‟ response on Communicative Competence

Ten percent of male teachers from Center, North, 10% of female teachers from
Center and 20% from North region said textbook did improve learner‟s
Communicative Competence to a great extent. 20% of male teachers from Center,
30% from North, 50% of female teachers from Center and 40% from North region
said it was so to some extent. 50% of male teachers from Center, 40% from North,
20% of female teachers from Center and North region each said that it was so to a
small extent. Only 20% of female teachers from North region said that tasks given in
the textbook did not improve learner‟s Communicative Competence at all. 20% of
male teachers from Center, North each and 20% of female teachers from Center
region said they are not sure about it.
Model Response: The textbook contains a variety of tasks to help improve
learner‟s Communicative Competence to some extent.

63
 Statement 12.To what extent do the learners find the prescribed textbook easy to
understand (teacher does not have to translate in Urdu)?
Table 4.5.12: Is the textbook easy?
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent - - 4 40 4 40 6 60 4
To some extent 7 70 6 60 4 40 2 20 5
To a small extent - - - - 1 10 2 20 1.5
Not at all - - - - - - - - -
Not sure 3 30 - - 1 10 - - 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.12 Teachers‟ response on textbook being easy for learners

Figure 4.5.12 Teachers‟ response on textbook being easy for learners

Forty percent of male and female teachers from North, Center respectively and
60% of female teachers from North region said that learners found textbook easy to
understand to a great extent. 70% of male teachers from Center, 60% from North,
40% of female teachers from Center and 20% from North region felt that it was so to
some extent. Only 10% of female teachers from Center and 20% from North region
reflected the opinion that it is so to a small extent while 30% of male teachers from
Center region said they were not sure about it.
Model Response: Learners find the prescribed textbook easy to understand to
some extent.

64
 Statement 13.To what extent has the level of English of your students improved after
using the prescribed textbook?
Table 4.5.13: Students’ improvement
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 2 20 3 30 4 40 2.5
To some extent 3 30 4 4 6 60 5 50 4.5
To a small extent 5 50 3 30 - - 1 10 3
Not at all - - - - - - - - -
Not sure 1 10 1 10 1 10 - - 1
Total 10 100 10 100 10 100 10 100 -
Table 4.5.13 Teachers‟ response on learners‟ English being improved

Figure 4.5.13 Teachers‟ response on learners‟ English being improved

Ten percent of male teachers from Center, 20% from North, 30% of female
teachers from Center and 40% from North region said that because of the prescribed
textbook, level of English had been improved to a great extent. 30% of male teachers
from Center, 40% from north, 60% of female teachers from Center and 50% from
North region said that it is so to some extent. 50% of male teachers from Center, 30%
from North and 10% of female teachers from North region believed that it was so to a
small extent. 10% of male teachers from Center, North each and 10% of female
teachers from Center region said that they were not sure about it.
Model Response: The level of English of students improved after using the
prescribed textbook to some extent.

65
 Statement 14.To what extent does the textbook promote learners to speak in English?
Table 4.5.14: Learners speaking ability
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 5 50 2 20 - - - - 3.5
To some extent 4 40 3 30 7 70 5 50 4.5
To a small extent - - 3 30 1 10 3 30 3
Not at all - - 2 20 - - - - -
Not sure 1 10 - - 2 20 2 20 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.14 Teachers‟ response on learners speaking ability

Figure 4.5.14 Teachers‟ response on learners speaking ability

This research reveals that 50% of male teachers from Center and 20% from
North region believed that textbook promoted learners to speak in English to a great
extent while all the female teachers disagreed with them. 40% of male teachers from
Center, 30% from North, 70% of female teachers from Center and 50% from North
region said that it is so to some extent. 30% of male teachers from North, 10% of
female teachers from Center and 30% from North region had opinion that it was so to
a small extent. Only 20% of male teachers from North region said textbook not at all
promote learners to speak in English. 10% of male teachers from Center, 20% of
female teachers from Center and North region each said that they are not sure about it.
Model Response: Textbook promotes learners to speak in English to some
extent.

66
 Statement 15.To what extent do activities (offered in textbook) provide an opportunity
to learners to interact with each other in English?
Table 4.5.15: Interaction
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 1 10 2 20 - - - - 1.5
To some extent - - 3 30 2 20 3 30 3
To a small extent 4 40 3 30 3 30 4 40 3.5
Not at all - - - - 3 30 2 20 2.5
Not sure 5 50 2 20 2 20 1 10 2
Total 10 100 10 100 10 100 10 100 -
Table 4.5.15 Teachers views on providing opportunities for interaction

Figure 4.5.15 Teachers views on providing opportunities for interaction

Ten percent of male teachers from Center and 20% from North region had
opinion as activities in textbook did provide an opportunity to learners to interact with
each other in English to a great extent while female teachers did not opt for this
option. 30% of male teachers from North, 20% of female teachers from Center and
30% from North region said it was so to some extent. 40% of male teachers from
Center, 30% from North, and 30% of female teachers from Center and 40% from
North region believed it was so to a small extent. 30% of female teachers from Center
and 20% from North region said it was not so at all. 50% of male teachers from
Center, 20% from North, 20% of female teachers from Center and 10% from North
region said they were not sure about this.
Model Response: Activities provided in the textbook help learners to interact
with each other in English to a small extent.

67
 Statement 16.To what extent does the textbook promote active participation of the
learners?
Table 4.5.16: Active participation
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 3 30 5 50 5 50 4 40 4.5
To some extent 6 60 3 30 3 30 3 30 3
To a small extent - - 1 10 1 10 3 30 2
Not at all - - - - - - - - -
Not sure 1 10 1 10 1 10 - - 1
Total 10 100 10 100 10 100 10 100 -
Table 4.5.16 Teachers‟ views on learners‟ active participation

Figure 4.5.16 Teachers‟ views on learners‟ active participation

Above data reveals that 30% of male teachers from Center, 50% from North,
50% of the female teachers from Center and 40% from North region are of the
opinion that textbook promote active participation of the learners to a great extent.
60% of male teachers from Center, 30% from North, 30% of female teachers from
Center and North region each said it was so to some extent. 20% of male teachers
from North, 10% of female teachers from Center and 30% from North region said it
was so to a small extent. 10% of male and female teachers each from Center region
were not sure about this.
Model Response: The textbook promote active participation of the learners to
a great extent.

68
 Statement 17.To what extent does the textbook fulfill the objectives of the
curriculum?
Table 4.5.17: Curriculum objectives
Response Male Female
Center North Center North
F P F P F P F P Median
To a great extent 3 30 4 40 6 60 7 70 5
To some extent 2 20 3 30 3 30 3 30 3
To a small extent - - 3 30 1 10 - - 2
Not at all - - - - - - - - -
Not sure 5 50 - - - - - - -
Total 10 100 10 100 10 100 10 100 -
Table 4.5.17 Teachers‟ views on curriculum objectives

80
70

60
To a great extent
50
To some extent
40
To a small extent
30 Not at all
20 Not sure
10

0
M Center M North F Center F North

Figure 4.5.17 Teachers‟ views on curriculum objectives

Thirty percent of male teachers from Center, 40% from North, 60% of female
teachers from Center and 70% from North region believed that textbook fulfilled
objectives of the curriculum to a great extent. 20% of male teachers from Center, 30%
each of male teachers from North, female teachers from Center and North regions said
that it was so to some extent. 30% of male teachers from North and 10% of female
teachers from Center regions said it was so to a small extent where as 50% of male
teachers from Center region say they are not sure about this.
Model Response: The textbook fulfill the objectives of the curriculum to a
great extent.

69
4.5 Open ended (section I) Questionnaire Response Analysis of Male

and Female Teachers from Center (C) and North (N) Region of the

Punjab

Q1. How much of your teaching is based on the textbook (Do you use any

supplementary material)?

In response to the first statement of the open ended section of the

questionnaire, both male and female teachers in the north and the Center region of the

Punjab (70%) reflected that most of their teaching is based on the textbook, “I fully

base my teaching on the textbook”, and “I mostly use the textbook for classroom

teaching”. Some teachers declared “If I use supplementary material children will not

understand it”. Also, “We do not enough have time to use supplementary material”.

Teachers were of the opinion “if I use extra work sheets, syllabus would never finish

on time”. However, 10% of the teachers remarked “I use dictionary”, “….use

reference books for grammar topics and comprehension”, “….composition topics

other than the textbook”. Remaining 20% suggested that “there is no need for any

supplementary material as the textbook is quite lengthy and contains variety of

topics”. “Honestly, who has time for extra topics?” Thus, for majority of the teachers,

textbook was the only dependable teaching/learning material.

Q2. What is your teaching methodology in the classroom (Grammar translation,

Direct, or Communicative method)?

Most of the teachers (80% N. and C.), responded that “I use Grammar

translation method…as it makes things easier for the students for their better

comprehension”. They said “I cannot use any other method even if I want to because

it be a problem for my class”. Some recorded “…translation makes teaching/learning

easy”, a few added “Grammar translation method is the only method which can work

70
in public sector schools”. Remaining of the 20% were of the opinion that “we use

both; Grammar translation method as well as Direct method, depending on the

situation…” One popular method used by the target respondents was that of Grammar

translation method due to many factors.

Q3. How long does it take to finish the textbook?

A clear majority of teachers (C.N 80%) shared “we finish it on due time”,

They further exclaimed “In one full academic year”…” I have to complete it in a

limited time”… “During the session, it is complete”. Only 20% were not very sure as

how much time it will take “I try to complete it but the textbook is too lengthy”. The

experienced teachers were positive as some of them had been teaching for quite some

time, so, they were not hesitant in calculating the time needed to complete the

textbook. However, the inexperienced teachers some said” it takes me 6 months”. For

some it may take a little longer. By and large teachers agreed that they do manage to

complete the prescribed textbook well within time.

Q4. What extra (supplementary materials) do you use to improve learners‟ speaking

skills?

A number of responses were observed for this statement. A clear majority

(50% C.N) expressed “English grammar and compositions”, “We use all the speaking

activities in the textbook to improve students’ speaking”. Some realized “though the

textbook contains less activities for speech improvement but we make full use of the

given activities”. Also, “role-plays are quite effective in developing students’ oral

performance”. Teachers said “I ask question answers in my English class just to let

them speak in English”. Remaining 50% (C.N.) were quite sure that more than

speaking students need to write better because “Examination is all about writing

skill…, no one is tested in speaking skill”. For such teachers, they believe that “…

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primarily students need to be good writers so they pass the exam”, and for them’… it

was only possible if we emphasize on grammar”. Both categories (for and against)

had their own reasons to come up with their respective opinions.

Q5. What exercises/ activities can be added to the present textbook to enhance

communicative competence help them to speak in English) of the learners?

Though a large number (60% C.N.) were aware of the fact that the textbook

did not contain a large variety of activities to help learners to improve their speaking

skill, yet they practically were not very sure as what activities can be added to the

current textbook in this regard. These teachers vaguely suggested “…such activities

are needed to be added in which speaking skills are used, creativity should be

allowed”. 20% of them reported “Oral communication; group discussions, short

question/answers, picture discussions”. Few (10% N.C) said “teacher him/herself

should speak in English to encourage their students”. 10% of the teachers (N.C)

explained that considering their workload, “there is no need to add anything to the

current textbook at all, as it contains everything…”

Q6. Which activity of the textbook is the most effective in helping students to learn

English and speak accurately?

Interestingly, 100% of the teachers agreed upon the fact that “Role-plays” and

“Dialogue practice” can serve the purpose. Though teachers were precise in their

response to this question yet they were quite confident and sure about what they were

reporting. Some added that if the opportunities provided in the textbook are utilized

properly “we can expect for better results”.

72
Q7. What would you like to change in the present English language textbook in order

to make it more effective?

Those teachers who wanted to change the current textbook (30%.N. C.),

Suggested to reduce the length of the textbook; “If poems can be removed because no

students is interested to read them, also, they are very difficult”. Also, “…include

some lessons based on ethics”. For these teachers “more activities in which children

can participate as a group”, also, “participation of the children can be improved”.

While 70% of the informants did not see any reason to change/add anything to the

existing textbook; teachers reported “present textbook is already changed and

improved; old version of the textbook did not contain as many activities as the revised

version, glossary list is also added to facilitate the students”. Further they said “I am

satisfied with the current book”. In this regard, some were brief in their response “no

change is needed”.

Q8.Quote any error, which you came across while using the prescribed textbook.

The teachers in the North and Center region of the Punjab (90%) reported that

they did not come across any error whatsoever in the textbook under focus. They

expressed “no errors….nothing”. Remaining 10% of the teachers were silent for this

item and left this item on the questionnaire as blank, indicating not very sure as what

to quote, they simply preferred keeping silent for this item.

Q9.For any other comment you may use Urdu to explain your point of view.

The intension of the researcher, to ask this question as a final item in section I,

was simply to encourage the teachers to come up with anything relevant or what they

think can contribute to understand their stance on the issue. They were offered to be

candid and open in their response without any hesitation or language barrier.

However, they (100%) chose to express their views in English language saying “…no

73
need this textbook is according to the students’ needs”. “I think it is a complete book

for grade VIII learners”. Overall response declared the textbook “effective and good”.

4.6 Analysis of English language Teachers‟, English Language

Subject Specialists, Policy Makers‟, and Curriculum Developers‟

Interviews

4.6.1 Protocol 1 addressed to teachers

In order to gather the information, the researcher developed separate interview

protocols, each protocol with a total number of 4 questions. In the Center region, 16

teachers from 4 different schools (female/male) were involved in the interviews to

know their perceptions about the textbook they were using. Most of the interviewees

expressed that they were teaching the current English language textbook for more

than two years, which implied that they were aware of the changes made in the

current textbook. A number of teachers exclaimed that though they were teaching

English yet, “they were not language teachers”, and we are teaching the subject for

the simple fact we have studied it at graduation level”. They unanimously complained

about being overworked and being kept busy in numerous official duties other than

teaching, “it certainly distracts us from performing our duty (teaching) diligently,

hampers our efficiency”. Some of the most relevant and honest information, came

from the experienced teachers, who had been working in this profession for more than

20 years.

Q1.To what extent are you satisfied with the currently used English language

textbook?

In their response the teachers fully supported the textbook; declared it error

free textbook considering it a far better textbook than the version put in practice

74
before 2015, yet at the same time they expressed that the “ activities contain a lot of

details, which consumes a lot of time…..”.

Most respondents(teachers) appreciated the effort to revise the textbook to

make it more comprehensive for language input; “detailed exercises help us to teach

better and children to participate more”, they made an honest confession and were

able to comment, “ it(language acquisition and skill development) is a continuous

process starting from grade I. And at this level (grade VIII) children should be able to

speak a little, however, unfortunately they are not able to do so, one reason is that we

(teachers) feel shy to speak in English in front of our students…... because we were

never encouraged to speak this language”.

Q2.Is there a teacher‟s manual to help them operate the textbook?

For this question the teachers‟ response was that since the textbook comprised

of detailed activities, it is mandatory to supply teachers with the teacher‟s resource

book, in the absence of such support they do face challenges. Concerned authorities

claimed, “foot notes, learning outcomes, and glossary” are added to the textbook

(each teaching unit) with the intention to facilitate the teachers, also trainings of these

teachers is arranged (at DSD) to equip them with the required techniques and

strategies.

75
Q3. Is the textbook supported sufficiently with essentials like audio/video materials?

There are no supplementary materials; audio or video assistance to make this

textbook more interesting/ interactive. Teachers found this facility as inadequate,

complaining that it will consume much of their teaching time, also, except for very

few schools multimedia facility is virtually non-existent (in the North and Center

region).

Q4.How does the textbook support oral production?

The final question brought forth the information that since speaking and listening

skills are not formally assessed in the examination, less time and space is allocated to

these two areas respectively. By implication it is left to the discretion of the language

teachers, how they plan oral activity in the classroom. In this regard “Dialogues” is

the only activity to develop oral skills; it is practised in the classroom because it is

assessed in the examination. Teachers claimed that on a scale of 10 the prevalent

textbook supports 5% of oral production.

4.6.2 Protocol 2 addressed to Subject Specialists

Q1. After reviewing the textbook, what changes/improvements have been made?

According to the subject specialists presently used English language textbook

has been in practice for quite a long time (before NC 2006), and interestingly not

based on NC (2006), no wonder the SLOs are “more ambitious than being realistic”,

(Authorities PCTBB, 2017). Reason being, these SLOs are “taken from the borrowed

curriculums (Bangladesh, Singapore) and they do not fit into the local setting and

context in terms of textbook users” (teaches/ students (subject specialists, 2017)). The

overall impression these interviewees triggered was that improvements have been

attempted in terms of progression and societal needs; redundant topics (computer

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related, “Horse and cattle show”) were removed and interactive situations have been

incorporated for language development.

Q2. There is an equal distribution of skill development activities across the textbook?

On being asked whether there is an equal distribution of skills development

activities across textbook, they agreed that there is still room for improvements;

formal and lexical items are there, implying “reading” and “writing” is given

preference over “listening” and “speaking” skills. In their response to Q4. ( protocol

2) ,they commented clearly and quoted examples ( mentioned above) how efforts

have been made to make the prevailing situation better; how learners were provided

interactive situations to converse in the target language, how students/teachers were

encouraged to ask short questions/answers in the process of “Pre and While reading”

activity. For a probe, on a scale of 10 the subject specialists rated this textbook as

scoring 5 in terms of foreign language acquisition and CC development.

Q3. Language of the textbook is authentic?

In their response the subject specialists admitted that the language used in the

current English language textbook is contrived, and special care has been taken to

keep the text “simple” and understandable for the target learners. Keeping in line with

the comprehension level of grade VIII‟ learners “it would not be a good idea to

introduce authentic material as a teaching/ learning resource.

Q4. Does the textbook promote interactive meaningful situations in the classroom?

Development of CC had been completely ignored before 2015, and there was no

needs assessment before developing the SLOs (NC 2006).However, it has been

realized and the task has been taken up by the concerned agencies to remedy the

situation. Resultantly, this gap was addressed and the textbook was reviewed and

revised to make the alignment better (Textbook and NC 2006) and to achieve the

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curriculum (2006) objectives in 2015. In their attempt, the authorities tried to make

teacher/ student interaction better by incorporating certain activities which

encouraged learners to communicate in the target language (Role- Plays), “Pre-

Reading” activity is another example to promote oral competence (CC).Opportunities

to grade VIII‟s learners to experiment with the language and use it productively,

instead of imitating the fixed dialogue, and fixed language pattern, is virtually non-

existent in the current textbook.

4.6.3 Protocol 3 addressed to Policy Makers

Q1. Do you consider it important to develop Communicative Competence (being able

to interact in the target language) among target learners?

Addressing the questions on NC (2006) the Director of the Institute shared that

most of the SLOs mentioned in the NC are addressed in the textbook, however, he

admitted that SLOs are more ambitious rather than being realistic, so the process to

make adequate changes in the SLOs has been initiated, nevertheless, it will take a

considerable time to be applied in developing English language textbook, “from

policy to practice, the cascading effect will take some time to be fully implemented”

(Director, PCTBB, 2017).

He continued that NC (2006) has been developed on the pattern of first language

acquisition; however, in 2015 measures have been taken to revise these SLOs and

make them more realistic, SLOs are rearranged which implies that they are made

slightly more challenging for higher classes and less challenging for lower classes, at

the same time some of the SLOs have been removed from the Curriculum to localize

the document. The currently revised English language textbook (2015) is the result of

this effort being made by the concerned authorities. In 2015, the process of

rationalizing the SLOs had set in which aimed to develop textbooks up till grade V in

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different phases. Textbooks are developed according to the assessment scheme and

listening and speaking is not part of that scheme; and to develop CC is not the priority

from assessment‟s view point. Up to grade IV teachers‟ guide is also developed (in

Urdu). In order to improve the quality of teachers, in 2017 new induction of teachers

in public sector (80 thousand) has been completed which is expected to yield the

desired results.

In a response to a probe (if the teachers are well versed in NC 2006) these

officials shared that teachers were not aware of the requirements of the NC; and the

skills which they were expected to develop, moreover, they do not have any access to

the document as there are tens and thousands of teachers teaching at grade VIII level

in the public sector schools in the Punjab province, and in comparison with this

number only 3-4 hundred copies of the curriculum were printed.

The concerned authorities considered it important to develop Communicative

Competence amongst the target learners (being able to interact in the target language)

which is why improvements have been made in order to make the present textbook

more effective for language acquisition, the concerned authorities certainly have

expectations from the revised version that it will prove to be a fruitful exercise, and to

some extent will enable the target population to improve their CC, or at least provide

a platform to them to practice/ use English language. Although the content of the

textbook is in alignment with the curriculum, and to some extent it fulfills the

objective of the NC, yet in terms of developing language CC, “We have to go a long

way” (Authorities PCTBB, 2017). These respondents continued that developing CC

does not only involve the textbook but also the teacher who delivers this textbook

and the given content, teacher‟s teaching methodology and pedagogy is also a

significant factor to make this textbook effective, in terms of teaching/ learning a

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foreign language and developing CC, “Textbook is a teacher’s tool( to develop CC),

and how effectively or ineffectively she/ he utilizes the provided teaching/ learning

material is entirely up to her/ his individual skills (Authorities PCTBB,2017).

Q2. Do the activities develop meaningful communication (correct utterances,

understanding and accurate responses)?

Finally, they expressed that they have made a sincere effort; whatever

improvements/ changes they thought necessary to make the present grade VIII

English language textbook being taught in public sector schools in the Punjab

province more effective for foreign language acquisition and communicative

competence development, they have tried to incorporate these revisions in the

curriculum/textbooks.

Q3. What improvements do you suggest to make the present textbook more effective

in terms of language acquisition and communicative competence development?

Q4. What are your expectations from the revised version?

The policy maker and Curriculum developers claimed and expected that the

revised version of the textbook will help to develop CC among the target learners. In

terms of opportunities/ situations provided to the learners to practice the target

language, meaningful and contextualized activities are developed to encourage

meaningful communication (correct utterances, understanding and accurate

responses).

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4.6.4 Protocol 4 addressed to Curriculum Developers

Q1. How far does the currently used English language textbook (grade VIII) fulfill the

objectives of the curriculum?

Q2. Are all SLOs addressed in the textbook?

In response to the above mentioned questions the Curriculum Developers

responded “As far as fulfillment of the objectives of Curriculum (2006) is concerned

we acknowledge that it is a borrowed Curriculum, therefore, there is a possibility that

all objectives may not have been fully achieved by the English language textbook in

practice……, objectives are a bit far from reality…..,In the classroom the teachers do

not face an ideal situation…, however, while designing the revised version of the

textbook efforts have been made to meet these objective. Also, the revised textbook

contains activities such as “Dialogues” and many other similar activities to address

the maximum SLOs stated in the Curriculum to equip the target learners with lifelong

language skills.”

Q3. Is the content of the textbook in alignment with the curriculum?

Q4. How do you rate the current English language textbook in terms of developing

language acquisition?

The Director and the Deputy Director of the Curriculum Wing claimed “Yes, the

content has been developed on the guidelines provided by the NC (2006). We made

sure that in terms of themes and concepts, the current English language textbook

should keep in touch with the previous Textbooks in the series (Grade I-VII) and what

these textbooks had to offer to the learners. The textbooks move in a smooth

progression, introducing a complete concept to the learners.

See, textbook is not the only factor we should hold responsible for language

acquisition in our local setting, there are factors beyond our control…., teachers for

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instance and how they apply/use the given content is altogether a different debate. No

textbook can claim to be the best and the final product….,improvements have to be

made from time to time in order to supply a fine product( textbook)to the textbook

users. It is in this regard that the current English language textbook was revised in

2015 to cater to the diverse needs of the language learners. We are hopeful that the

current English language textbook will prove to be an effective tool to develop

language acquisition in Pakistan.

4.6.5 Textbook‟s Evaluation according to the Checklist (Per Category)

Each of these 14 units has clearly defined students‟ learning objectives

(SLOs), stated explicitly to facilitate the language teachers. For example, chapter 1,

“Tolerance of the Rasool”, focuses on nouns, formation of verbs from noun, and

changing simple sentences into negative and interrogative forms. Each teaching unit

(chapters) within the textbook primarily focuses on developing thinking skills;

reading for comprehension, recognition and usage of new words also receive a great

deal of attention.

Unlike the previously used textbook (before 2015) the revised edition has

incorporated “pre, while, and post reading”, activities, resultantly, making it more

interesting and interactive for the learners. Apart from this, formal and lexical aspects

of language have also been paid a little more than due attention. For example, learners

are expected to practice a suffix, use of have and has, similes, tenses, and punctuation.

They also get an exposure and practice synonyms, antonyms, and thesaurus usage etc.

In fact, along with teaching language skills, teaching of grammatical items constitutes

a major portion of the textbook and teaching pedagogy.

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 Category A, “Quality of Content”

This category consists of 12 questions, ranging from learners‟ compatibility

and comprehension level to the equal distribution of the language skills, important to

acquire the target language. The following table will help understand researcher‟s

response on a Likert scale to different questions set in this category.

Scale codes:

0 = to a great extent 1 = to some extent

2 = to a small extent 3 = not at all

Table 4.6.1: Content Quality

Quality of Content To a To To a Not at

great some limited all
extent extent extent

1.Topic‟s relevance to the activities ✓

2.Subject was of interest to learners ✓
3.Basic skills present in activities ✓
4.Learener could immediately apply the learnt ✓
skills
5.Learners could easily apply the learnt skills ✓

6.social realities accurately reflected ✓

7. Learners could relate to their values ✓
8.Correct factual material ✓
9.Ideas presented without bias ✓
10.Learners could easily use the language ✓
11.Cultural shock to Learners ✓
12.Content compatible to learners background ✓
Knowledge

In this category out of 12 statements 7 fall into the category of “to a great

extent”, implying that this is somewhat a positive feature of the textbook fulfilling the

maximum requirements in this category. Topics are not only relevant to the activities

but simultaneously, learners showed interest in reading them. Different topics in the

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textbook accurately reflected social realities. The textbook did not contain correct

factual material with any bias; nor there was any cultural shock to the target learners.

Resultantly learners could relate to their values. Finally, content was found to be

compatible to grade VIII‟ ‟background knowledge. However, learners failed to apply

the learnt skills.

It is justified to mention that the prescribed English language textbook does

not cater to the target learners‟ future academic and professional language needs

because tasks/activities do not focus on sociolinguistic and discourse- level of the

target language. Besides, many activities present in the textbook offer meaningless

and discrete-point exercises which do not contribute to any skill development. There

is limited oral interaction presented in the form of “oral skill development”; which to

a great extent is oral drill of contrived language. The prescribed textbook should aim

for an equal division between group and pair work to support language learning, also,

the textbook should contain engaging and inventive speech tasks to help develop

OCC.

Category B, “Potential Effectiveness as a Teaching/ Learning Tool”

Unlike the previous category, this category contains 14 questions

encompassing English language textbook and its potential effectiveness. The

researcher‟s response is reflected in the following table.

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Table 4.6.2: Effectiveness of the textbook

Potential Effectiveness To a To some To a Not at

great extent limited all
extent extent
1.Material lets the learners use target language ✓
2.Room for alternative activities ✓
3.Supplimentary materials(audio) ✓
4.Supplimentary materials(video) ✓
5.Teacher‟s guide offered ✓
6.Activities offer diverse learning Style ✓
7. Activities offer diverse teaching style ✓
8.Self-directed learning encouraged ✓
9.Tasks move from simple to complex ✓
10. Tasks help under achievers ✓
11.Tasks objectives achievable ✓
12.Authentic language ✓
13.Variety of topics ✓
14.Enjoyable learning experience for learners. ✓

Table 4.6.2 Illustrates “potential effectiveness” of the textbook as a tool

This category contained 14 statements. Potential effectiveness of the textbook

as a teaching/ learning tool was found to be quite weak and ineffective area. With a

singular exception, “Tasks move from simple to complex” 6 statements (3, 4, 6, 7, 8,

and 10) were altogether absent in the offered activities. 4 statements (1, 2, 5, 12)

barely managed to reach the “to some extent level”. For the last statement (14)

researcher believes that learning from the prescribed textbook must have been an

enjoyable experience but only “ to a small extent” because the target learners do not

have access to any other learning material other than the textbook.

Dialogues which are supposed to enhance learners‟ oral proficiency are

virtually ineffective as they fail to offer more than reading out activity (Dialogues

“oral communication skill”) rather than being a genuine speaking and listening

activity. The textbook under focus is primarily divided in to writing and reading and

the given exercise move in progressive manner (Grade I- VIII).

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 It would clearly not be desirable to study English language without speaking

it, even if the skill (OCC) is not geared up towards an oral examination/assessment.

The textbook should strike a balance between pair and group activities to learn and

speak better English.

Category C, “Skills Development---- Speaking, Listening, Reading,

Writing”
The textbook used for grade VIII‟ learners tends to give more importance to grammar

study and grammar practice than to practice concerning the four communicative

skills.

Table 4.6.3: Skills Development

Skills Development To a To some To Not at

great extent limited all
extent extent
1.Activities initiate meaningful ✓
communication
2.Balanced activities ✓
3.Students are motivated to talk ✓
4.Activities promote discussions ✓
5.Equal distribution Of skill development ✓
6.Tasks are authentic ✓
7.All SLOs are addressed ✓
8.Pronunciationcontextualized ✓
9.Pronunciationtasks not ✓
Complex
10.Equal distribution ✓
Of free and controlled tasks
11. Activities focus on ✓
fluent oral production
12. Accurate written ✓
production of language
13. Activities promote creative, original, ✓
and independent responses
Table 4.6.3 Researcher‟s response to textbooks‟ “skills development”

Kumaravadivelu (2003) suggests integration of four language skills for better

language learning; therefore it is most desirable to keep a balance of skills developing

activities in the current textbook. The textbook under focus does ignore this essential

86
area, the texts, consisting of dialogues, poems and factual paragraphs have been

prepared for the classroom, the textbook includes tasks like reading out the dialogues,

completing the gapped sentences, answering questions, making short sentences,

composing paragraphs, changing narration, identifying grammatical items, and

sequencing the events. The major focus of the textbook is on form and not on

function, the activities do not involve integration of 4 skills, and more importantly,

there is no integration of skills or language practice at discourse level, which can lead

to the development of OCC, and that, is considered a major weakness of the present

textbook by the researcher. However, a few activities do allow students to participate

orally if the teacher uses the foot notes (chapter 1-14) effectively.

By and large, the textbook offers mechanical form-based exercises which do

not lead to independent language usage or skills development. The provided dialogues

are very limited and too contrived to be used in real life situation (Learners are not

provided any decision making opportunities). Listening skill is completely overlooked

and a few speaking activities offered in the textbook are more like oral drills aiming

at teaching language structure. Reading skill activities mostly require the learners to

copy from the source text. Grade VIII learners lack the skills to apply, analyze,

evaluate and create implying there is very little skills development. Overall

impression of the textbook is such that it lacks the effective integration of the

language learning skills, thus failing to achieve the desired level of oral proficiency

(OCC).

Category D, “Communicative Competence Potential of the Textbook

users (grade VIII learners)

The textbook in question focuses on filling in the blanks, drilling, repetition,

multiple choices, and matching, among other exercises, it is fair to suggest to be

87
complemented (textbook) with other possibly meaningful and memorable tasks that

are part of what speakers do in real life.

The category under focus evaluates the learners‟ ability to communicate in

target language as they are expected to do so in any real life situation in different

social contexts. The textbook does not include enough communicative activities and

lean heavily towards mechanical and meaningful practice. Social communicative

interaction and meaning negotiation through real, contextualized activities is limited

to “role plays” and “dialogue writing”.

Table 4.6.4: Communicative Competence

Communicative Competence To a To To a Not at
great some limited all
extent extent extent
1.Opportunities to use basic social language ✓
2. Learners ask appropriately for assistance ✓
(in target language)
3.Learners can develop appropriate answers ✓
4. Learners interpret appropriately ✓
5.Activities encourage learners. to share ide ✓
6. Learners ask questions to get answers ✓
7. Learners .are able to offer an opinion ✓
8. Tasks let the learners maintain a ✓
conversation
9. Learners can interject in to a ✓
conversation
10. Learners can ask for clarification ✓
11. Learners can disagree with others ✓
12. Learners can correctly retell a story ✓
13. Learners can create a story ✓
14.Learners can describe a situation ✓
Table 4.6.4 Researcher‟s response to „Communicative Competence”

Mechanical practice refers to controlled activities that involve repetition and

substitution drills. They are designed to practice the use of particular grammatical

items (Richards, 2006: p.15). In many textbooks, this practice demands sentence

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completion (usually with grammar activities in isolation), but lacks authentic

language negotiation.

Meaningful practice refers to activities in which language still is controlled and

"students are required to make meaningful choices when carrying out practice"

(Richards, 2006).

Communicative practice embodies those activities in which language "is not totally

predictable." Language production at this level is more spontaneous and authentic,

because meaning negotiation takes place "within a real communicative context" and

"real information is exchanged" (Richards, 2006). Richards further asserts that it is

wise to maintain the same sequence as suggested by him better language learning.

The current textbook incorporates “mechanical to meaningful” practice of

language, however, communicative practice is lacking. If the three language practices

previously listed are well-balanced in a language textbook, CC is sure to be

developed.

Furthermore, textbook is not supported by any supplementary material (audio,

and video). If such material had been provided, it would have been of a great support

for correct pronunciation (an area which is completely ignored in the textbook). The

textbook does not contain any manual for the teachers to support them in focusing on

this area. Though some input in terms of foot notes “for the teachers” (chapter 1-14) is

made available to the teachers .As far as the activities are concerned they most

certainly do not cater to the diverse learning styles.

Most of the time the learners are engaged in non- communicative activities ;

for example passive listening, passive reading; reading aloud, passive writing;

grammar and vocabulary drills( chapter 1-14), it is a matter of concern that whatever

the textbook has offered in terms of communicative task has not been fully utilized by

89
the teachers. The material presents opportunities using target language; that is

conducting an interview, visiting a doctor (role plays) and it does support self-

directed learning.

Category E, “Vocabulary and Grammar”

This category contains the minimum number of questions, and the table below

will assist to comprehend the researcher‟s response.

Table 4.6.5 Vocabulary and Grammar

Vocabulary and Grammar To a To To a Not at
great some limited al
extent extent extent
1.Grammar introduced inductively ✓
2.Contextualized grammar items ✓
3.Appropriate load of new words ✓
4.Simple to difficult load of ✓
vocabulary
5. Vocabulary appropriately ✓
recycled
6.Words are contextualized ✓

Table 4.6.5Researcher‟s response to “vocabulary and Grammar”

By and large the textbook is centered on mechanical activities. Grammar

teaching is an easy route for language teaching learning, however, it ideally refers to

such classroom activities which requires active participation of the teachers and

learners and not a mere display of form and rules. The textbook focuses on accurate

sentence patterns, it is more concerned with the form of the language. These grammar

activities are not meaningful and restricted to form and not to function.

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Figure 4.6.1

100%
90%
80%
70%
60%
50%
40%
Response 3
30%
20% Response 2
10% Response 1
0%
Response 0

Figure 4.6.1 presents comparison of the above mentioned characteristics of

Grade 8 English language textbook. 58% of the textbook activities satisfy the

researcher to a great extent, where as 42% activities don not comply with the “Quality

of Content”. Only 7% of the activities are “Potentially Effective” to a great extent,

14% to some extent, 36% to a limited and 43% not at all effective for foreign

language acquisition in Pakistan. 8% to a great, 38% to a limited, and 54% do not at

all develop the “Language Skills”. In terms of developing “Communicative

Competence”, the textbook is helpful 29% to a limited and 71% it is not at all.

Regarding “Vocabulary and Grammar” activities 33% to great extent, 17% to

some,33% to a limited, and 17% are not at all helpful in developing OCC.

4.6.6 Findings from the Open ended questions of the check list (per question)

Q1.What is the understanding level of the textbook content for teacher and students?

This portion of the check list is based on researcher‟s opinion as a language

practitioner for quite a long time. Researcher‟s experience in the field has enabled her

to come up with a relevant response on the proposed questions. In the absence of any

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teachers‟ resource book, the teachers find it difficult and resultantly the students also

find it difficult, however, the researcher‟s perspective on this is different altogether.

Keeping in view the previous English language textbooks (grade I-VII) in this series,

the textbook in focus (grade VIII) brings forth a gradual developments of the

concepts/skills, vocabulary, and grammatical items with almost the same number of

teaching units, and the same variety of activities spread across the textbook, there is

nothing new or shocking for the learner/teacher to comprehend and relate to. The

linguistic level is appropriate for the target learners, the sentence structure is simple

and generally very easy vocabulary is used. Inadequate oral language production

activities cannot possibly help learners to become independent users of the target

language. Grade VIII‟ English language textbook primarily deal with grammatical

structures; a limited language functions are handled in dialogues.

Q2.Is there any Conceptual and content error (if any) in the textbook?

In order to engage the learners the textbook maintains a methodological

procedure that includes “learning objectives, pre, while and post reading activities.

Furthermore, for oral skill development (CC) instead of practicing (speaking) the

dialogue it is suggested in the textbook to “write a dialogue” (for example p.46, 51,

54, 60). Activities like, “Here is a mixed group of words. Take out the rhyming words

and write them down separately” (activity “F”, p.59) is a futile exercise; contributing

nothing to the learner‟s knowledge or skill development, instead such activities are

more appropriate for beginner‟s level and should find no room in a textbook taught at

grade VIII level. According to Nunan (1989) those materials which have a certain

goal to achieve, which considers teacher‟s and learners‟ role can for sure contribute to

CC development.

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Q3.Is the textbook in alignment with Curriculum?

The textbook is in alignment with the NC (2006); however, some of the skills

(speaking, listening) are not fully developed (neither in the present book nor in the

past books in this series) and practiced adequately.

Q4. Suggest; how can the present textbook be improved, and made more learner

friendly?

The present textbook can definitely be improved by making it more activity

based. Interactive activities where there is ample room for the learners to engage

themselves in meaningful interactive activities. Moreover, leaners learn the skills by

experiential learning (learning by doing).Grammar based activities should be taught

inductively.

Q5.What supplementary materials can possibly be used to enhance the Oral

Communicative Competence of grade VIII learners?

Model Lesson

In order to promote Oral Communicative Competence (OCC) grammar based

syllabus should give way to communicative syllabus involving activities based on

function rather the form of the language (Richards, 2009). The contents of a language

textbook are to be based on social communicative functions and not merely on

linguistic structures. Communicative activities should be purposeful; for example to

find information. Research on ESL/EFL proves that whenever the learners interact

within in a meaningful context/ activities the chances of language learning have

always proved to be better (Moss & Ross-Feldman, 2003).

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In Jack Richard‟s words:

Textbooks must create opportunities for interaction and the negotiation

of meaning through the use of information sharing, problem solving,

and role-play activities. Textbooks should link the different skills of

speaking, reading, listening, and writing, and ought to link the

learning of grammar to communicative tasks (as cited in Ramzloo,

2007, p.134).

Learners in Pakistani context in order to develop CC among grade VIII

learners the following communicative activities are suggested to be integrated into the

lesson. The fun element has been taken into consideration while developing these

activities; as observed by the researcher learners perform better if their stress/anxiety

level is reduced. These activities generate language which is not totally predictable,

because it allows learners to make their own decisions. Also, language production is

more spontaneous and authentic.

“Clever Mirchu” (Text adopted from grade VIII‟ English language textbook, pg.38,

(see appendix nine)

Learning Outcomes

After completing the lesson, the students are expected to develop

 Correct pronunciation

 Reading with intonation

 Gather main summary points

 Reconstruct the story (orally) in learners‟ own words

 Identify beginning, middle, and ending of the story

Warm- up Activity

 Teacher asks the students if they have read any other similar story

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Listening comprehension Activity:

 The teacher will read the story bit by bit and ask questions to assess students‟

comprehension

Open-ended Listening/Speaking Activity

Teacher divides the class in to two equal number of students , asks one group

to form questions based on the provided text( “Clever Mirchu”) and invites other

group to orally respond to the questions( providing students a chance to build on their

existing knowledge/vocabulary/language structures)

Pre-reading Activity

 Write one sentence on a strip of paper (from different segments of the text

“Clever Mirchu”

 let the students randomly pick any strip, now teacher asks the learners to sit

together and sequence the story (Group activity)

 What does the title of the story suggest? (Group Discussion)

 Look at the picture and narrate your own story? (Group Presentation)

 Using a picture from newspaper to ask students to find the difference

 Maintaining bulletin board for the forth- coming topic; depicting the

unfamiliar words from “Clever Mirchu ”and suggest/ predict their meanings

while interacting with the text

 Present a skit on the similar topic/theme

Prediction

 Read the beginning paragraphs of the story till the decision made by Mirchu‟s

parents. What do think will happen in the story?

While-reading Activity

 “A woodcutter and his wife lived in a village……..”

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 Using this” prompt” develop your own story and share. (Pair activity)

 “We can no longer feed our children”.

 “Being full of sorrow”

 What do you infer by these phrases? (Pair discussion)

 Play the game “cross words puzzles” for vocabulary in put

 Predict the meaning (group discussion)

 Take up the role of one of the characters. Then narrate what happened in the story

from the point of view of the selected character. (Oral individual work)

 Suggest a different ending to the story. (Group work)

 Play a game, “name, place, thing” guessing different characters in the story

Short Drama

 Make groups of seven students. Each member should take up the role of each

character of the story. Prepare a short drama based on the story. Add new events

and prepare a short dialogue between the seven characters. Act out the drama in

front of the class.

News Item

 In pairs prepare a short news item for your local newspaper based on the events of

this story. Share the news item with your class.

Post-reading Activity

 Identifying, discussing and analyzing qualities of characters in the given text,

and of those qualities which students would like to see in themselves and their

friends

 Give another title of the story (Individual activity)

 Summarise the story maintaining the sequence of events (pair activity)

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  Who is your favourite character in the story? Why? (Group discussion and

presentation)

 Divide class in to groups, each group is given a strip of paper with one

sentence written on it (from the selected text, “Clever Mirchu”). The teacher

asks the class to rotate in the class and pool in their strips to create a story in

perfect sequence and share.

Interview

Make pairs. Member 1 will be Mirchu and Member 2 will be the interviewer.

Member 2: Ask questions based on the events of the story from Mirchu.

Member 1: Give suitable replies to the interviewer‟s questions. (Relate the events

described in the story in your own words when asked; describe your feelings and/or

opinions if the questions require you to do so)

First prepare the questions and answers. Practice the interview and finally act out the

interview in front of your class.

Story Completion

Provide a different ending to the story. Share your ending with your class fellows.

Q6. Compare the previous and the present (revised) textbook and state how far do you

find it an improved replacement?

Unlike the previously used textbook (before 2015) the revised edition has

incorporated “pre, while, and post reading”, activities, resultantly, making it more

interesting and interactive for the learners. Apart from this, formal and lexical aspects

of language have also been paid more than due attention. For example, a learner is

expected to practice a suffix, use of have and has similes, tenses, and punctuation.

They also get an exposure to and practice synonyms, antonyms, and thesaurus usage

97
etc. In fact, along with teaching language skills, teaching of grammatical items

constitutes a major portion of the textbook and teaching pedagogy.

A significant feature of this textbook is that it is the 8th book in the series,

reinforcing the same concepts and themes learners have interacted with in the past

(class I-VII). Another significant feature of this textbook is that after every 4 chapters

there is a “Review” unit to reinforce the previously taught units (a feature common in

all the textbooks- grade I-VIII). The two language strands overemphasized and

repeated at regular intervals are that of reading and writing, however, little attention

and space have been allocated to develop and practice speaking and listening skills.

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 Chapter 5

Summary, Findings, Discussion, Recommendations and Conclusion

5.1 Summary

This chapter presents discussion and exposition of the findings of the present

study which intended to ascertain the definite influence of English language textbook

(grade VIII) on Foreign Language Acquisition and its role to support the development

of Oral Communicative Competence in Pakistan at grade VIII level in the province of

Punjab. . The Oral Communicative Competence (OCC) is essential to be included in

the overall design of the textbook especially in Pakistani context, where textbook is

the sole source for EFL acquisition in public sector schools across Pakistan.

Therefore, it is important to create interactive situations for the learners to participate

and practice language for better output.

The present study also attempted to substantiate the notion that teachers

heavily rely on the textbook to teach English in Pakistan, being aware of the fact that

target learners do not have any other exposure to the target language; therefore; it is

most desirable to design a textbook which is a comprehensive document imparting

skills development (OCC).

Post- use / reflective evaluation of the textbook was attempted from different

perspectives: that of teachers‟, learners‟, policy makers‟, curriculum developers‟,

textbook review committee members, subject specialists‟ and the researcher‟s. The

evaluation (researcher‟s perspective) carried out a macro level research, focusing on

five different categories. While collecting data, to procure the qualitative data

(interviews and class observations) it was decided to focus on Lahore district (4

schools) as it would address larger schools with larger population of respondents,

whereas for the collection of quantitative data the questionnaires were sent to 20

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schools (Center and North regions of Punjab). It is expected that the present research

will contribute to English language textbook development theory, teaching

pedagogy/approach, and enrich the literature not only in Pakistan but also elsewhere

where English is not considered as the first language.

Using the research questions as a framework the following section discusses

the findings of the data analyses.

5.2 Findings

Research Question 1

How far has the current English language textbook been implemented to

achieve the desired language development leading to Oral Communicative

competence?

National Curriculum‟s (NC, 2006) SLOs are far more ambitious than being

realistic. English language teachers neither have access to NC (2006) nor are they

aware of its requirements. However, attempts have been made to revise the textbook

to help to develop Oral Communicative Competence among the target learners. Grade

VIII learners are struggling with the basic vocabulary and clearly unable to use

language with ease, neither they possess the ability to use language to solve their

problems nor the learners can employ language to socialize. Learners‟ oral

performance in their English language classroom reflects their limited vocabulary and

expression. “Fluency” and “pronunciation “was another weak area of the oral

performance as observed by the researcher.

Learners are hesitant too often which result in breakdown in communication.

Those comparatively less hesitant still are unable to take the charge of their

conversation and could present the ideas without prompts and support. The sole area

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where Grade VIII learners reflect their competency is their ability to grammatically

construct correct utterances.

Keeping the learners‟ weak oral performance in view, and to achieve the

desired language development leading to Oral Communicative Competence as

suggested in the SLOs of the NC(2006) ,the current English language textbook (Grade

VIII) has incorporated certain activities (role –plays) providing the learners

opportunities to participate orally and the teacher and the students find themselves in

a variety of interactive roles, however, the researcher finds these activities very

insufficient; the textbook should allocate more time and effort to make activities more

effective.

Research Question 2

How far do the English language teachers find the currently used textbook an

effective textbook in terms of skills development?

In order to well equip the English language teachers to use the prescribed

textbook effectively in terms of skills development, it is mandatory to supply teachers

with the teacher‟s resource book, in the absence of such support they do face

challenges. Although the current textbook is in alignment with the NC (2006);

however, some of the skills (speaking, listening) are not fully developed (neither in

the present book nor in the past books in this series) and practiced adequately.

The revised edition (2015) has incorporated “pre, while, and post reading”,

activities, resultantly, making it more interesting and interactive for the learners. A

significant feature of this textbook is that it is the 8th book in the series, reinforcing

the same concepts and themes learners have interacted with in the past (class I-VII).

Teacher/Student website can also be maintained and utilized effectively for the

overall improvement in the teaching/learning process. The textbook under focus is

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primarily divided in to writing and reading and the given exercises move in

progressive manner (Grade I- VIII). With regard to the evaluated textbook, the

findings revealed that English language textbook at grade VII level, is more difficult/

challenging than that of grade VIII.

Sometimes, the students were reportedly unwilling to undertake the

tasks/activities. This has also, affected adversely the overall motivation and interest of

the students towards the course. Additional activities reinforcing students to interact

in meaningful contexts and providing more practice of language should be

incorporated in to language teaching/learning materials. Regarding activities, the

textbook fails to provide activities where there is appoint of interconnection between

the language users; that requires students to experiment with new vocabulary and

grammatical structures to communicate by creating situations in which these lexis

rules were needed, besides, activities do not provide communicative practice that can

train the learners to carry out communicative tasks outside the classroom. The

evaluated textbook reflects lack of audio/video support important for integrated

language skills development.

Research Question 3

What is the learners‟ perception about English language and English language

Textbook?

Apart from teaching techniques and pedagogy, the role of a language teacher

can never be ignored to develop OCC. They can immerse the learners in English,

promote acquisition of English, build confidence and help learners in order to

overcome shyness to speak more fluently.

Keeping in view the limited resources available, teachers can contribute by

taking the initiative to create opportunities to help students to practice speaking

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English in a supportive environment. Peer correction should be practiced, errors can

also be written on the board for learners to correct. Better time management between

receptive and productive activities should be maintained for effective integration of

the skills. For vocabulary building teachers can ask the students to rearrange the

jumbled letters to create a meaningful word, and then use these words in oral speech.

The content of the textbook did not cover a wide range of topics; it can further be

improved. Learners are not given language exposure which they can apply in the real

life situation beyond the school/classroom experience.

Research Question 4

How far does the current English language textbook (Grade VIII) caters to the

diverse needs of language learners in terms of Oral Communicative Competence and

language skills development?

There are no supplementary materials; audio or video assistance to make this

textbook more interesting/ interactive. Since Speaking and listening skills are not

formally assessed in the examination, therefore, less time and space is allocated to

these two areas respectively.

Formal and lexical items; “reading” and “writing” is given preference over

“listening” and “speaking” skills in the prescribed English language textbook.

Language used in the current English language textbook is contrived, giving little

opportunity to the target learners to develop Oral Communicative Competence.

Opportunities to Grade VIII‟s learners, to experiment with the language and use it

productively, are virtually non-existent in the current textbook ,instead learners are

imitating the fixed dialogue, and fixed language pattern.

Different topics in the textbook accurately reflect social realities. Resultantly,

learners could relate to their values. Finally, content was found to be compatible to

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Grade VIII‟ ‟background knowledge. The prescribed English language textbook does

not prepare the target learners as to fulfill their future professional and academic

language needs because tasks/activities do not offer such situations which the learners

may come across outside the classroom and use language at discourse- level .There is

limited oral interaction presented in the form of “oral skill development” in the

prescribed textbook; which to a great extent is oral drill of contrived language.

Dialogues which are supposed to enhance learners‟ oral proficiency are virtually

ineffective as they fail to offer more than reading out activity (Dialogues “Oral

Communication Skill”) rather than being a genuine speaking and listening activity.

The textbook used for grade VIII‟ learners tends to attach more importance to

grammar study and grammar practice .The major focus of the textbook is on form and

not on function, the activities do not involve integration of 4 language skills, and more

importantly, there is no integration of skills or language practice at discourse level,

which can lead to the development of OCC.

By and large, the textbook offers mechanical form-based exercises which do

not lead to independent language usage or skills development. Grade VIII learners

lack the skills to apply, analyze, evaluate and create implying there is very little skills

development. The current textbook incorporates “mechanical to meaningful” practice

of language, however, communicative practice is lacking. English language textbook

is not supported by any supplementary material (audio, and video). Inadequate oral

language production activities cannot possibly help learners to become independent

users of the target language. There is a “Review “unit (revised ed.) to reinforce the

previously taught units (a feature common in all the textbooks- grade I-VIII). The

objectives of the textbook do not recognize individual differences and different

learning styles.

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 The “oral skills development” sections are limited with no emphasis on

independent language use. Concerning skills development; the activities are not

designed to equip learners for functional/ real life interaction.

Writing activities are controlled and guided, giving fewer opportunities to

learners to be creative and innovative. The reading passages are divided in to pre,

while and post reading activities, and this was one positive aspect regarding the

textbook. Higher order skills; such as critical thinking, inference, and problem solving

are not catered for in the textbook.

Research Question 5

To what extent the existing English language textbook needs to be modified to

incorporate foreign language acquisition (activities) and Oral Communicative

Competence among grade VIII learners?

The findings of the research questions 1-4 reveal that there are several factors

contributing to students‟ poor performance in English language at grade VIII level in

public sector schools across the province of Punjab. The results obtained from the

study highlighted that apart from the English language textbook taught at grade VIII

level the traditional, poor method of teaching, inadequate language exposure to the

target language, and lack of professional growth and development of teachers are

major factors responsible for learners‟ low performance in the target language and a

big hindrance in acquisition of foreign language and OCC development.

The information gained from this study can help teachers using the textbook to

try to address these weaknesses as far as possible. Language teachers can also

supplement the English language textbook with other related tasks/activities (as

discussed in Chapter 4, “Model Lesson”) which do not have the weaknesses

highlighted in the evaluated material. It is hoped that these kinds of studies will result

105
in better understanding of the textbooks in use). Furthermore, making effective use

of visuals, realia, practicing matching pictures with their possible meanings are some

other meaningful activities. “Picture cued stories”, arranging and sequencing the

story, and presenting the story orally are some other effective activities. Giving a

“theme” (for example celebrating a birthday) to the students and asking them to

decorate the classroom accordingly, learners will be actively engaged through task

based activity for effective learning. Therefore, the textbook in practice needs to shift

its focus from developing “reading and writing skill” alone, and pay an equal attention

to the remaining two skills (listening, and speaking) for developing OCC. Language

learning is not confined to be able to read and write only as listening precedes

speaking and reading precedes writing.

For interactive competence (OCC) the textbook offers a model conversation

(dialogue) which the learners are supposed to enact. Strategic competence requires the

learners to create a dialogue and act it out to keep the communication going, as

suggested in the textbook. Neither the teacher nor the textbook is interested in the

issue of developing OCC. Teachers have their own notions; they believe that working

on grammatical structures will support developing the OCC.

By and large, the performance of the learners is not up to the desired level( as

stated in National Curriculum,2006) and if the revealed areas are not addressed it will

cause a drastic decline in the standard of education in Pakistan. The process of

evaluation revealed that by evaluating teaching/learning material (grade VIII

textbook) teachers can develop a better understanding as what and more importantly

how to pass on the knowledge/skills to the learners.

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 Keeping in line with the following language teaching techniques it is hoped

that the existing textbook materials can possibly be used to enhance the Oral

Communicative Competence (OCC) of grade VIII learners.

Using authentic materials

One addition that can contribute to foreign language acquisition and skill

development, leading to effective acquisition of CC in Pakistani context, is the use of

authentic materials. Many have supported (Guariento, & Morley, 2001, Wilcox,

Morrison, & Oaks, 1999) the use of authentic material (AM) to develop CC among

the target learners. AM are the texts which are used for non- pedagogical purposes

(Bacon, Finneman, 1990) and they lead to develop oral proficiency ( Miller,2005, &

Thanajaro,2000). Roger and Medley (1988) have supported the same idea by adding

that for using language communicatively and to improve its functional proficiency in

the class room AM are of great value. The researcher believes that learners need to

practice language in the class room to cope with any situation outside the classroom.

To develop and improve the listening skills among the learners, Meyer (1984),

Richard and Renandya (1983) are of the opinion that providing “simple texts” can be

of immense help. Using authentic materials in the class room can result in

understanding texts outside the classroom (in the real world); mostly the language

used in the classroom does not illustrate the language in the real world (Ur, 1996).

Hadley (2001) proposed to use hotel registration forms, train/ plane schedules,

labels, signs, newspapers, magazines, which will acquaint the learners more directly

with the real language. Also, to expose the learners to AM at the earliest stage is

recommended (McNeil, 1994 & Miller, 2005). Any content which is appropriate to

learners‟ needs and abilities should be selected (Berardo, 2006). To conclude this

107
argument the researcher suggests (based on her field experience) that English

language should be taught as language and not as a subject.

Drama oriented activities

By enactment of different likely situations and characters in the classroom

enables the learners to improve a range of real life spoken language (Cook, 2001). In

order to develop OCC among the target learners the textbook should provide the

students certain contexts/situations which require practice in oral communication. In

Pakistani context, the students possess knowledge about the language but they lack

opportunities to use the acquired knowledge for real communication. However, as

suggested by Pierto (1982, 1987) “the drama oriented activities” can prove to

encourage students to participate in oral activities.

Communicative (CLT) Language Teaching

Today, English language teaching is more of a communicative nature. This

approach makes the language practitioners (teachers/ students) aware of language‟s

functional aspect .A number of language teachers and researchers (Canale & Swain,

1980; Rivers, 1987; Savignon, 1983; Well, 1981) assert that learners can use language

spontaneously and communicatively provided there is an active interaction in the

target language in meaningful contexts. Communicative language teaching implies

that four language skills should be taught and practiced simultaneously; without being

separated ( Stevick ,1980) Nunan (1989) expounds that while designing productive

language activities, language teachers have to pay an equal attention to all the four

skills involved.

Richards and Rodgers (2001) view CLT as system which allows interaction

among the target learners. The structure of language reflects its functional and

communicative uses the primary units of language are not merely its grammatical and

108
structural features, but categories of functional and communicative meaning”

.Learners‟ communicative skills can be enhanced by involving them in to role-plays,

games and problem solving, pair and group work. Literature also advocates task-

based language teaching to promote Communicative Competence (Willis, 1996).

Cooperative learning

Literature demonstrates that cooperative learning increases the efficiency of

the learners. In the local context (Pakistan) teachers mostly interact with mixed ability

large-size classes. In such a situation, cooperative learning can be a good strategy for

improved learning (grouping less proficient students with more proficient ones) .In

addition, group discussion is a main part of in-class activities that supports active

learning of students. In this way, students can learn from the act of teaching others

(Allwright, 2014). Group interaction can best teach speaking (Celce-Murica, 2001,

Oradee, 2012).

To comprehensively answer the research questions, the study also investigated

some related aspects to the research questions (See Chapter one). The study found

that it is only to a limited extent that useful activities ,engaging learners in

communicative situations have been used by the existing English language textbook

.Language teachers‟ motivation can play a significant role in foreign language

acquisition. As observed in the present stud, learners responded better where their

language teachers played an active role. As far as the language teaching method(s)/

approach (es) is concerned, in Pakistani language classroom grammar translation

method is being implemented. Both the teachers as well as learners find the

translation/ code switching an easy way for better comprehension. The current

English language textbook (grade VIII) does not help much to bring learners to a

position where they can produce/use language effectively.

109
According to the analysis of the findings, it can be concluded:

 Textbook designing requires an elaborated and comprehensive need analysis;

allowing learners and teachers‟ voices/opinions to be incorporated in to the

entire process.

 Syllabus has to be developed in the light of the curriculum. Course books

should reflect on what the learners want and the objectives of the curriculum

(CunnigsWorth, 1995).

 The answers and responses for many of the activities are predictable and the

pattern of such activities tends to be repetitive, which makes the textbook less

thought provoking:

…it is always the case that language teaching/learning requires more

than one skill; If we teach the students learn the skills as separate

entities, the communicative purpose can never be achieved

(CunnigsWorth, 1984, p.20).

5.3 Discussion

As Ladnier (2010, as cited by Shah, has (2015 suggested that the education

ministry should never compromise on the quality of the textbook. No textbook can be

totally reliable/suitable for a particular teaching situation; the teacher will have to be

resourceful enough to adapt and modify it if necessary (CunnigsWorth, 1984).

Here is a brief overview of textbook evaluation in Pakistan, Iran, China,

Indonesia, and Saudi Arabia. In this regard, Naseem, Kazim & Tabassum (2015)

evaluated the English language textbook (Punjab Textbook Board, PTBB) used at

grade IX level to look in to its suitability to the target learners. This study was aimed

to impart improvement to English language programs in Pakistani public schools.

110
This study brings forth more or less the same findings as proposed by the present

research.

The relevant textbook did not fulfill the general objectives of target language. The

problematic areas divulged integration of skills, nature of activities and some general

attributes of the textbook. The results indicated that more attention needs to be devoted to

the English language textbooks that are being utilized in language programs (Naseem, et

al., 2015).

Similarly, Perveen (2011), in the light of the education policies prevalent in

Pakistan, evaluated curriculum at primary level; her research indicated that curriculum

objectives of curriculum were not fully addressed. Mahmood (2011) discusses the

characteristics of quality textbooks and investigates their presence or absence in his study.

Likewise, Aftab (2012) evaluated English language textbooks used at grade VII and

recommended certain improvements/additions.

Furthermore, Zohrabi,Sabouri, Behroozian (2012) by taking in to consideration

the perception of teachers and students evaluated the English for high school freshmen in

Iran “textbook was grammar oriented and more emphasis was placed on reading more

than three other skills, insufficient practice was provided for pronunciation with respect to

target culture.”

Kazim ,Majeed, Waheed, &Anjum (2013) attempted to examine the

effectiveness of the English language textbook used at higher secondary level in Pakistan

and reported “there is no direct involvement of the learners in improving the basic

language skills like speaking, listening and reading”. Aftab, Sheikh and William (2014)

analyzed and evaluated the textbook “Prose and Heroes” and explored the degree it

benefited both the learners and the teachers. The purpose was to suggest ways as how to

improve the quality of English language programs in local colleges. The results of the

study revealed that the textbook does not cater to the needs of Pakistani learners.

111
 Mohammadi and Abidi (2014) evaluated English textbook in Iranian context to

determine textbook‟s suitability to the learners‟ needs and reported that apart from

having certain shortcomings the textbook was capable to produce good results ;if

placed in a good teacher‟s hand.

In 2015, another study aiming to evaluate English language textbooks for

grade VII and VIII was conducted by Fatima, Kazim and Sultan (2015), and the

results were no different from the present study; the results suggested focusing on

better integration of the four skills and representation of culture. There is an exposure

of only foreign culture and basic skills are not emphasized equally”. Ali, Tauseem and

Kazim (2015) evaluated three English language textbooks endorsed by PTBB at

elementary level (VI, VII, VIII) and he proposed, “the revision and the alternative

adaptable additional materials”.Handayani (2016) evaluated the textbook used for

grade VII in Indonesia and reported that in terms of real life/ authentic teaching

materials the textbook needed to be revised. In order to develop communicative

competence, Derakhshan et al., (2016) in her study proposed some activities; role

plays, videos, and flashcards to improve the learners‟ oral proficiency. Also,

Mehmood and Zafar (2016) evaluated intermediate level English language textbook

for cultural contents and suggested to incorporate international culture in to the

textbook for better teaching/learning of EFL in Pakistan.

Zhang (2017) conducted a post-use evaluation of textbook in China to

measure the effect of the textbook on students‟ academic development and suggested

certain improvements. Similarly, Harbi (2017) evaluated EFL textbook for secondary

stage in Saudi Public schools. The results showed that the textbook for Saudi

secondary schools needs to be more effective in teaching/learning EFL.

112
 The researchers in Pakistan have evaluated English language textbooks at

different levels ( public and private) with different perspectives; however, no one has

solely focused on the existing issue (OCC development) and offered a Textbook

Model or a Model lesson to be incorporated in to the existing English language

textbook at grade VIII level to develop OCC.

5.3.1 Direction for Future Research

Based on the above listed limitations, it is proposed that further research

projects should be undertaken to present a more complete picture of the English

language teaching materials in Pakistan. The future research projects can follow the

following guidelines:

 To widen the scope of this study; evaluation of the remaining textbooks in the

series (grade IX-XII) is required.

 A future investigation into the second/ foreign language learning in Pakistan.

 A country wide research, involving more schools and an even larger

population is required.

 Language acquisition is dependent on various factors, among these factors the

quality of teaching/ teacher training is the most important factor. The current

research did not focus on this area; however, future studies can address this

major area and explore in detail.

 Also, a comparative analysis between the English language textbooks being

used in public and private schools can lead to valuable insights.

5.4 Recommendations

The recommendations are made with the intention to reduce the existing problems

faced by the student body regarding, Oral Communicative Competence and Foreign

113
Language Acquisition in the target language. Based on the data obtained from the

study the following guidelines are recommended:

 Magazines articles, comics, literary pieces and advertisements can be

incorporated in to the textbook for providing opportunities to the learners to

practice language.

 Textbook should be provided with adequate visual materials, such as

CDs,flash cards,posters,video cassettes to help learners to learn English

language in motivating atmosphere

 Textbook should be supplemented with reasonable number of quizzes and

tests.

 An appropriate environment should be created in side schools. Background

and individual differences among students should be taken in to consideration

while developing English language textbooks. Books that complement the

textbooks should be available in sufficient number in the library to augment

students‟ efforts.

 English language textbook is a major and the only tool being used in Pakistani

public school classrooms, so this textbook should facilitate language

acquisition and serve the purpose of OCC development.

 Teaching language through literature can also be beneficial to grade VIII

learners.

 Materials which are slightly higher in their difficulty level than the learners‟

existing level of language proficiency, results in learning new grammatical

structures and vocabulary.

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  Having discovered that the use of mother tongue in classroom influences

learners‟ performance in the target language; medium of communication both

in and outside of class room should be English.

 Students should be given the opportunity (in the textbook) to express their

views in class discussions.

 Provision of good/ well stocked libraries should be made available to learners.

 Schools should organize debates competitions, and errors of students should

be corrected by teachers without any discouraging them.

 To upgrade teachers‟ knowledge/pedagogy pre and in-service trainings should

be conducted.

 An easy access to National Curriculum (2006) should be provided to language

teachers to make language teaching more meaningful.

 Punjab Textbook and Curriculum development Board must devise a criterion

for assessment of textbooks to ensure quality textbooks, and it should be

shared with teachers.

 It is imperative, therefore, to include teachers in the evaluation process to

identify issues related to its effectiveness and suggesting strategies for

improvement.

5.5 Conclusion

By and large the presently used English language textbook (grade VIII)

contains a variety of useful activities, keeping in view the learners‟ prior knowledge

about the topics (introduced earlier in previous textbooks I-VII), and their interest. It

has been made sure that the content is age and culture appropriate.

These activities most certainly prepare the learners to write cohesively,

construct grammatically accurate sentences (the researcher reviewed some of the

115
written assignments of grade VIII learners), and develop their interest in reading.

However, all at the same time the textbook does not match with the distinct needs of

the learners to enable them to be proficient in their oral production, and importantly

develop their OCC.

Moreover, the language teacher‟s role is a major factor to develop OCC

among the target learners. If only the teachers would make an effective use of what

the textbook has to offer in terms of OCC development, much of the problem is

already resolved. The principal component of the Communicative Competence

emphasized by the current textbook is the linguistic competence with an

overemphasis on grammatical competence. Discourse competence and interactional

competence are poorly dealt with in the textbook

Data collected through questionnaires, class observations, focus group

discussions/ interview protocols, and finally the researchers‟ input (content analysis)

all point to one direction that the efforts to develop more appropriate English

textbooks should not stop. Consequently, in addition to textbooks, English teachers

and examination system should adopt way and means to develop and assess learners‟

OCC.

In this regard the present research has contributed to develop model activities

(chapter four “Model Lesson”) for the English language textbook for grade VIII. It is

expected that by incorporating the suggested techniques/ activities the target learners

will improve their foreign language acquisition, and more importantly their Oral

Communicative Competence (OCC) not only in Pakistan but also in international

contexts where English is not the first language.

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Table 5.1 Communicative Language Teaching Model/Strategies to develop

OCC

Collaborative Discussion Drama oriented

learning activities activites

No grammar
Interactive small Maintain
activity taught in
group work conversation
isolation

Using language in Using authentic

Role-Plays
different setting materials

Table 5.1 presents visual illustration of the strategies to develop OCC among the

target learners (supported by Richards, 2006).

The quoted studies (chapter five, “Discussion”) portray as how English

language both in its ESL and EFL context is taught and learnt around the world.

These studies discuss various factors contributing to poor language skills

development. These studies are relevant to the present study and suggest valuable

techniques/strategies to improve the current language teaching/ learning scenario

faced by learners in their countries respectively. However, they do not present any

clear “Textbook Development Model” or a mini “Model Teaching Unit “as presented

by the current study. The present research has contributed by expanding on the

existing English language textbook development theory (Richards, 2006) by

incorporating different interactive activities (chapter 4, “Model Lesson”).

This study should interest elementary and secondary level school teachers,

administrators, policy makers, curriculum developers and textbook writers in

117
countries where English is taught in ESL/EFL context, it is important for curriculum

developers to understand that language curriculum should be communicative in nature

because target language is best learned when target learners have the opportunities to

practice/ use it ( also supported by Svab &Miltenberger, 1995, as cited in Duquette,

1995) .

118
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 Appendix 1

Questionnaire for Students

Name: Class:

Gender: (Female/ Male) Date:

Name of the School:

Briefly answer the following questions, they mostly ask for your opinions about

the English language textbook that you are using.

Q1. Write one sentence (in English) about your textbook.

Q2. Which language (s) do you like to speak?

Q3. Write about any English novel you have read and liked.

Q4. What are the benefits of learning English language?

Q5. Do you find your Textbook difficult, why or why not?

Q6. If you can change anything to improve your textbook, what change will it

be?

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 Appendix 2A

Teachers‟ Questionnaire
Name:

School‟s Name

Teaching Experience: Qualification:

Any training received:

Contact No.

Instructions:

Briefly answer the following questions, they mostly ask for your opinion about the
English language textbook that you are using:

Section I:

Q1. How much of your teaching is based on the textbook (Do you use any
supplementary material)?

Q2. What is your teaching methodology in the classroom (Grammar translation,

Direct, or Communicative method)?

Q3. How long does it take to finish the prescribed textbook?

Q4. What extra (supplementary materials) activities do you use to improve learners‟
speaking skill?

Q5. What exercises/ activities can be added to the present textbook to enhance
communicative competence (help them to speak in English) of the learners?

Q6. Which activity of the textbook is the most effective in helping students to learn
English and speak accurately?

Q7. What would you like to change in the present English language textbook in order
to make it more effective?

Q8. Quote any error which you came across while using the prescribed textbook.

Q9. For any other comment you may use Urdu to explain your point of view.

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Section II:

Give your response about the quality of the prescribed English language textbook;
please put a tick in the appropriate column to the right of each statement.

0 = to a great extent

1= to some extent

2= to a small extent

3= not at all

4= not sure

Sr.No. Statements 0 1 2 3 4

Sr.No. Statements 0 1 2 3 4
1. Do you teach the entire textbook with
all its activities/exercises?
2. To what extent are you satisfied with
the prescribed textbook in terms of
developing “listening skill”?
3. To what extent are you satisfied with
the prescribed textbook in terms of
developing speaking skill?
4. To what extent are you satisfied with
the prescribed textbook in terms of
developing reading skill?
5. To what extent are you satisfied with
the prescribed textbook in terms of
developing writing skill?
6. To what extent the topics used in the
textbook are age appropriate
(according to learners‟ age)?
7. To what extent vocabulary used in the
textbook is age appropriate?
8. To what extent do the activities help
learns pronounce accurate words?
9. To what extent the textbook is based
on the learner‟s need?
10. How far do the activities help the
students to think creatively?
11. Does the textbook contain a variety of
tasks to help improve learners‟
Communicative Competence?
12. To what extent do the learners find
the prescribed textbook easy to
understand (teachers do not have to
translate in Urdu)?

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13. To what extent has the level of
English of your student improved
after using the prescribed textbook?
14. To what extent does the textbook
promote learners to speak in English?
15. To what extent do the activities
(offered in the textbook) provide an
opportunity to the learners to interact
with each other in English?

16. To what extent does the textbook

promote active participation of the
learners?
17. To what extent does the textbook
fulfill the objectives of the
curriculum?

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 Appendix 2B

Urdu Translation of Teachers‟ Questionnaire

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 Appendix 3

Researcher‟s Check list for Textbook Evaluation

0= to a great extent

1= to some extent

2= to a limited extent

3= not at all

A. Quality of Content
0 1 2 3
A1. The topic was relevant to activities in which learners
would participate
A2. The subject was of interest to learners
A3. Basic skills(Listening ,Speaking ,Reading Writing))
were presented in activities
A4. Learners could immediately apply the
skills(Reading,Writing,Speaking,Listening) they had
learnt
A5. While attempting the “activities” learners could apply
the learnt skills easily
(Reading,Writing,Listening,Speaking)
A6. The themes, concepts accurately reflected social
realities
A7. Learners could relate to their values through the themes
taught to them
A8. Factual material was correct
A9. Ideas were presented without bias
A10. The learners could easily use the language ( Speak)
what they practiced in the classroom
A11. The content contained cultural shock to learners
A12. The content was compatible to background knowledge,
and level of comprehension of learners
B. Potential Effectiveness as a Teaching-Learning Tool
B1. The material offers opportunities using target
language (i.e. conducting an interview, visiting a
doctor-role play)
B2. The material provides suggestions for alternative
activities
B3. The textbook is supported by supplementary
material ( audio aid)
B4. The textbook is supported by supplementary
material( video aid)
B5. There is a teacher‟s guide to facilitate them
B6 Activities cater to diverse learning style
B7 Activities cater to diverse teaching styles

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B8. The material supports self- directed learning
B9. Tasks set in the textbook move from simple to
complex
B10. The tasks help under-achievers
B11. Task objectives are achievable
B12. The language used in the textbook is real( as used
in real life situation)
B.13. Textbook covers a variety of topics
B14. Activities prove to be an enjoyable learning
experience for the learners
C. Skills development- Speaking, Listening, Reading, writing
C1. Activities are developed to initiate meaningful
communication( what learners can understand
and practice outside the classroom
C2. Activities are balanced between individual
response, pair work, and group work
C3. Activities motivate student to talk
C4. Activities promote generating a discussion
C5. Activities focus on an equal distribution of skill
development
C6. Tasks are authentic(i.e. visiting an ailing friend,
going shopping)
C7. All SLOs are addressed in the activities
C8. Pronunciation practice is contextualized
C9. Pronunciation tasks are not very complex for the
learners
C10. Textbook provides balanced activities( an even
distribution between free vs. Controlled tasks
C11. Activities focus on fluent oral production of
language
C12. Activities promote an accurate written production
of language
C13. The activities promote creative ,original, and
independent responses
D. Communicative competence potential of the textbook

D1. Textbook provides learners opportunities to use

basic social language (Please, thanks you, excuse
me etc.)
D2. Activities encourage learners to ask appropriately
for assistance, permission etc.( target language)
D3. Textbook provides the learners opportunities
where they can come up with relevant answers to
the questions( understanding and responding
correctly)
D4. Textbook offers activities which helps learners to
interrupt appropriately
D5. Activities engage learners where they can share
ideas and opinions in a socially appropriate

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 manner( target language)
D6. Textbook creates opportunities to let the learners
interact with others in a polite manner
D7. Textbook encourages learners to ask questions to
get more information( target language)
D8. Activities provide learners opportunities to offer
an opinion with support( target language)
D9. Tasks let the learners maintains a conversation(
target language)
D10. Textbook trains the learners to interject
appropriately into an already established
conversation with others
D11. Activities train the learners to request
clarification
D12. Textbook teaches learners to disagree with others
D13. Textbook includes activities where learners can
correctly re-tell a story
D14. With the textbook‟s training learners are able to
creates an original story with a beginning, logical
events, and an end
D15. Textbook provides activities with a description
of a situation
E. Vocabulary and Grammar
E1. Grammar is introduced inductively
E2. Grammatical items are contextualized
E3. The load of new words is appropriate to the level
E4. There is a good distribution of(simple to
complex) vocabulary load across the textbook
E5. Words are efficiently recycled across the
textbook
E6. The presented words are contextualized
State your opinion
1. Understanding level of the textbook content for teacher and students
2. Conceptual and content errors( if any) in the textbook
3. Textbook‟s alignment with curriculum
4. Suggest; how can the present textbook be improved, and made more
learner friendly?
5. What supplementary materials can possibly be used to enhance the Oral
Communicative Competence of Grade VIII learners?
6. Compare the previous and the present (revised) textbook and state how
far do you find it an improved replacement?

xxxii
 Appendix 4

Classroom Observation Checklist

School (District) _______________ Teacher

Period of Evaluation _________________________________

Level of Competency

Skills Under Review Level 1 Level 2 Level 3

Novice Developing Competent
1. Vocabulary
Uses only basic Uses limited Uses variety of
expressions/vocabular expressions/vocabular expressions/vocabular
y y y but make some
errors in word choice
2. Grammar Uses basic structures Uses variety of Uses variety of
with frequent errors structure with some structures with no
errors errors
7. Fluency Hesitates too often Speaks with some Speaks with some
hesitation which often hesitation but it does
interferes with not interfere with
communication communication
8. Communication Purpose is not clear; Tries to communicate Generally responds
needs a lot of help but sometimes does appropriately
communicating not respond and keeps trying to
appropriately develop the
interaction
9. Pronunciation Frequent Some pronunciation Accurate
pronunciation errors errors pronunciation

Researcher‟s Notes:-------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

xxxiii
 Appendix 5

Students „Focus Group Discussion

Q1. Which language (s) do you like?

Q2. Which language (s) do you speak at home?

Q3. Why are you learning English?

Q4. Name any English story you have read?

Q5. Do you watch any English TV show ?

Q6. Can you read and understand your English language textbook easily?

Q7. Would you be able to write/ speak better English after studying this textbook?

Q8. Does your teacher encourage you to speak in English in the classroom?

Q9. Do you get any help to complete your English language homework?

xxxiv
 Appendix 6

English language Teachers‟, Subject Specialists‟ Policy

makers and Curriculum Developers‟ Interview

 Protocol 1 addressed to teachers:

Q1.To what extent are you satisfied with the currently used English language

textbook?

Q2.Is there a teacher‟s manual to help them operate the textbook?

Q3. Is the textbook supported sufficiently with essentials like audio/video

materials?

Q4.How does the textbook support oral production?

 Protocol 2 addressed to Subject Specialists:

Q1. After reviewing the textbook, what changes/improvements have been made?

Q2. There is an equal distribution of skill development activities across the

textbook?

Q3. Language of the textbook is authentic?

Q4. Does the textbook promote interactive meaningful situations in the

classroom?

 Protocol 3 addressed to Policy makers

Q1. Do you consider it important to develop communicative competence (being

able to interact in the target language) among target learners?

Q2.Do the activities develop meaningful communication (correct utterances,

understanding and accurate responses)?

xxxv
Q3. What improvements do you suggest to make the present textbook more

effective in terms of language acquisition and communicative competence

development?

Q4.What are your expectations from the revised version?

 Protocol 4 addressed to Curriculum Developers

Q1. How far does the currently used English language textbook (grade VIII)

fulfill the objectives of the curriculum?

Q2. Are all SLOs addressed in the textbook?

Q3. Is the content of the textbook in alignment with the curriculum?

Q4. How do you rate the current English language textbook in terms of

developing language acquisition?

xxxvi
 Appendix 7

(Grade VIII English Language Examination Paper)

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 Appendix 8

Students‟ (Grade VIII) English Language Note-Book

xli
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 Appendix 9

“Clever Mirchu” Text

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 Appendix 10

Grade VIII‟s English Language Textbook Extracts

liii
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 Appendix 11

Cronbach‟ alpha Test Result

lxiv
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