Abstract
This study aims to explore the relationship between English language
teachers’ beliefs and their actual classroom practices about teaching of
Englishin the government secondary schools of Khyber Pakhtunkhwa,
Pakistan. The study undertakes the null hypothesis: “There is no
relationship between Govt. English language teachers’ beliefs and their
practices about teaching of English at secondary level in Khyber
Pakhtunkhwa.”English language teachers who teach English as a
subject to secondary classes in Khyber Pakhtunkhwa, constituted the
population of the study. Khyber Pakhtunkhwa is a large province with
25 districts (at the time of the study) and it was not easy to collect data
from each district therefore, the province as a whole, was divided into
three main regions; the Northern, the Central and the Southern and
one district was chosen for the collection of data from the
aforementioned regions. In total, data was collected from 120 Govt.
secondary teachers (male) 40 each from one district, by employing
multi-stage cluster stratified sampling technique. Questionnaire was
used as the only tool for data collection. The data was interpreted
through Gamma coefficient correlation. The results show that although
teachers had strong beliefs about teaching of English; yet, their beliefs
often did not correspond to their actual classroom practices.
Izaz Ali, Arshad Ali. (2018) INTERPLAY BETWEEN TEACHERS’ BELIEFS AND THEIR PRACTICES: A STUDY OF THE GOVT. ENGLISH LANGUAGE TEACHERS IN KHYBER PAKHTUNKHWA, PAKISTAN, Pakistan , Volume 54, Issue 1.
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