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The present study tends to explore the teaching of the second language from the lens of College Instructors’ perception. The main objectives of this research are following; to trace out college instructors’ perception of their ability to teach the second language, and to explore college instructors’ perception about their language ability to shape their classroom teaching. This study is exploratory and qualitative research methodology is used. Data are collected in the form of interviews from 60 participants. Participants are both male and female English Language college instructors and recruited through purposive and snowball sampling. Findings of the research indicated that college instructors perceived themselves highly capable to teach SL but their classroom teaching is shaped according to the students’ caliber not according to their own language ability as they reported that students don’t understand through direct method teaching, moreover, curriculum supports cramming and GTM method. This research provides the deeper insight and concern about the quality and challenges of teaching the second language and it is recommended that the English language curriculum should be updated and developed with the consultation of English language instructors. [ABSTRACT FROM AUTHOR]

The focal objective of this study is to explore the effectiveness of group work in enhancing the oral communication skills of undergraduate students. Possessing proficient command on speaking skill in English has undoubtedly emerged as a prerequisite for academic and professional excellence. However, the researcher being a teacher observed that most of teaching-learning time was spent on developing reading and writing skills undermining the practicality of enhancing communicative competency. This negligence results in grave deficiency of using English for conversational purposes at the part of the learners. Making the Vygotskian theory of social interaction base for this study, the research aimed at evaluating the role group work can play in developing oral communication of the learners by participating in collaborative tasks. It also strived to highlight the limitations of applying group activity based learning of English within our contextual constraints. The data was collected through questionnaire and observation checklist and interpreted qualitatively to elaborate the results. The findings of the study substantiated the advisability of group work in enhancing the speaking skill of the learners with increased vocabulary and decreased hesitation mainly. These findings can endorse including group work in the mainstream teaching of English with an objective to develop speaking skill of undergraduate learners within Pakistani context. [ABSTRACT FROM AUTHOR]

The purpose of the article is to understand and evaluate the importance of feedback on students' written work and its implications for their academic progress. The article takes into account various feedback related issues and ends with a conclusion that in Pakistani universities teachers are generally not conscious of the impact of their written words on their students' progress and are quite oblivious of its psychological implications as well. The writers point out that if feedback is not carefully worded it can be counterproductive. There is also a need to consider individual factors while feeding back to learners as each individual possesses unique set of qualities and learning styles. It is also observed that an immediate need to train university teachers in particular to draft feedback in a way that it encourages students to be creative and prevents fossilization of mistakes by following a strategy of being 'positively critical'. [ABSTRACT FROM AUTHOR]