INVESTIGATING THE EFFECTIVENESS OF ENGLISH LANGUAGE TEACHING METHODS IN PAKISTANI CLASSROOMS: A COMPARATIVE STUDY

Abstract

The research evaluates English as a second language education in Pakistani educational settings while analyzing student success rates through communicative language instruction and teacher training practices. Researchers combined quantitative and qualitative data collection procedures in order to utilize a mixed-methods research approach. Results show that communicative language teaching surpasses traditional methods for English proficiency improvement and that teacher training directly affects English education success. The study establishes fundamental insights which require policymakers and both educators and researchers to implement systematic teacher training programs focusing on communicative language teaching approaches and continuous professional development support for educators. The research adds to existing English language teaching scholarship while unveiling critical issues English language teachers encounter in Pakistan. The study data demonstrates educational and policy leaders must concentrate on developing communicative language educational resources while offering instruction in these specific teaching strategies. The study underscores both the need for continuous teacher support through professional development and regular teaching practice assessment together with sustained educational opportunities. This research study established an in-depth analysis of Pakistani classroom English language education by demonstrating the necessity to base teaching approaches on evidence and maintaining teacher professional growth programs.

Keywords: English language teaching, communicative language teaching, teacher training, Pakistan, educational effectiveness.