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This study aim is to use role play as a means evaluation of speaking skills for Managerial Communication for graduates of a local Technical University in Karachi, Pakistan. English is the medium of instruction for Managerial Communication; however, many students do not have a solid linguistic spoken background, and English is their third or fourth language. The effectiveness of teaching spoken skills pedagogy was measured in two phases with (n=30) mixed-gender university of communication students. In phase I, students' basic skills, and proficiency, fluency and confidence were evaluated using a standardized rubric, scores were recorded. Feedback was given to the students and for next assignment the rules of role play were explained. In phase II role play was used as a means of measuring proficiency, fluency and confidence, along with problem solving skills in a task driven role play. A simple marks comparison projected the effectiveness of the method. Written responses from students were also counted and the responses showed positive feedback for role play and from the teacher as an evaluative tool. The findings of this study indicate a favorable response of university graduate students for the use of role play as a means of evaluation. This study adds to the literature on speaking skills in second language evaluation and its effectiveness. Future studies on a large scale can increase the generality of the results. It is recommended to explore particular methods and classroom practices of using role plays as a means of speaking skills, cognitive flexibility, and evaluations in second language classroom. [ABSTRACT FROM AUTHOR]

Teaching English language through literature has never been an easy task. Teachers have to have special skills to draw a picturesque description of the images, events, characters, personalities, events, emotions, meaning of dialogues (both under and above the surface), the plot, etc. in front of the students. Sometimes this colorful description makes the piece of text worth reading and sometimes it just draws a greyish, blurry diagram of something that is merely visible but not intelligible. This papers investigated the impact of teaching literature through visual aids. The research was carried out in a private school on two sections of 5th grade students, who were selected based on purposive sampling technique. Each class comprised of twenty students and the groups were divided into experimental and controlled. The controlled group was taught a piece of literature using the conventional method i.e. reading, explanation of the text, meanings of difficult words and written assessment of the students to check the comprehension of the text. The experimental group, besides going through the same process, after going through the pre-interventions assessment phase, watched a video of the same text. The teachers ensured to select a video which did not have variations from the plot. The assessment was on the standard questions given in the text book. It comprised of explanation of difficult words, MCQs, True and False statements and questions and answers. The pre-test analysis of the received data revealed that the mean score of Group A was 26.05 where the range remained from 16-32 and pretest results of the treatment group and the mean score of this group was recorded as 25.7 which was closer to the mean score of the controlled group whereas the range of Group B was recorded from 17-30. The scores of the Controlled group in the post test achieved by both the groups were raised from 26.05 to 26.30 with the marginal difference of 0.25 marks. However, in the posttest results the mean score of the treatment group was over 33 as compared to their pretest mean score of 25.7. The difference after the treatment in the mean score around 8 which shows that the overall performance of the group increased significantly. The research concluded that teaching literature using visual aids has a positive impact on the students. The researcher also recommended to apply this research on other levels as well to achieve the generalizability of the research. [ABSTRACT FROM AUTHOR]