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This paper investigates the various roles found in the EFL classroom, such as native English-speaking teachers, learners' parents, and study habits outside of the classroom. During the study, the development of learners' reading comprehension, vocabulary, and writing ability was measured over the course of one semester in a weekly 2-hour English class taught by a native English speaker. Results of the change in the twenty learners' performance on reading comprehension, vocabulary, and writing ability, are drawn from pre-tests and post-tests. In both the pre and post-tests, the frequently occurring errors included articles, spelling errors, the use of fragments and run-on sentences, as well as a lack of overall coherence in the writing portion of the pre and post-tests. The study finds the learner's struggled to express their ideas properly in and academic way in both the pre and post-tests writing ability section. Based on the findings in the pre and post-tests performance of the learners, it is concluded that the role of a native English-speaking teacher in the development of learners' reading comprehension, vocabulary, and writing skills may not be as important a factor as perceived by students and parents of English language in China.

In the modern world of today, English language is frequently used as a medium of communication at the international level and among the multilingual speakers. The grand significance of the English language in the global village stresses all the stakeholders and policymakers in Pakistan to initiate and execute appropriate teaching methods for successful learning of English language. In view of the demands of the modern world, the provincial government of Khyber Pakhtunkhwa (KPK), Pakistan implemented the revised English curriculum and inducted new teachers with better qualification to ensure its desired outcomes. Revised English curriculum, handed over to the newly inducted teachers to implement was supposed to pose a variety of challenges. The current study investigated those challenges faced by these newly inducted teachers implementing revised English curriculum. The study was limited to the newly inducted teachers teaching English at secondary level in district Abbottabad (KPK), Pakistan. Employing a mixed-method research based on purposeful sampling, the data was initially collected through semi structured interviews of the focussed group of the research participants and further validated by means of survey questionnaire filled by the entire research population. The findings of the study revealed that inappropriate classrooms with deficient resources posed major challenges for the teachers to effectively communicate the revised curriculum. Moreover, lack of students' involvement in the lessons and teachers' insufficient awareness to curriculum impeded the curriculum implementation as desired. The current study stressed on the remedial measures to be taken on part of the government officials and the school administration to ensure the availability of resources required for English language learning and encouragement of learners' involvement in the lessons. Moreover, teachers should be provided with appropriate training to meticulously implement the revised English curriculum.

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.