Abstract
The aim of this empirical study is to explore O level English language
teachers’ perceptions regarding teaching practices and methods used in teaching English
essay writing. The population of study comprised O Level English language teachers
(N=131) schools of Karachi. Through simple random sampling technique, data were
collected from (n=58) participant schools which forms approximately 44% of the targeted population. Total sample size was n=73 (n=22 male and n=51 female) teachers. To carry out the cross sectional survey of the chosen sample, two instruments
i.e., Factors Affecting English Essay Writing for Teachers (FAEWT) and teachers’
structured interviews were developed to collect the quantitative and qualitative data
respectively. Data were tabulated, calculated, analyzed, and interpreted through SPSS
Version 20, in the light of objectives of the study, and the research hypotheses. Central
tendency i.e. mean and measures of dispersions i.e. Standard Deviation and t-test
were used for testing hypotheses. Results revealed that students were lacking in understanding the principles of English grammar, difficulty in word spelling and use of
punctuation marks in writing essays. On the basis of these findings, it is recommended
that Cambridge-affiliated schools’ management should provide Cambridge professional
development training to teachers continually and also provide well-furnished library,
language laboratory and classrooms so that teachers can provide quality input to develop students’ written discourse. This study plays an important role in contributing
to researchers, policy makers, curriculum developers, teachers and students to enhance
students’ skills of writing an essay with no errors and coherently.
Mansoor Ali, Imran Khan. (2015) Teachers’ Perceptions Regarding the Factors Affecting English Essay Writing of O Level Students, Journal of Education & Social Sciences, Volume 3, Issue 1.
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