The researcher thoroughly studied literatures, books and visited IELTS and TOEFL ..... of these aspects, articulation, vocabulary, and collocations are considered ...
DEVELOPMENT OF LANGUAGE SKILLS THROUGH ACTIVITY BASED LEARNING AT GRADE-VI IN KHYBER PAKHTUNKHWA
By Zahoor-ul-Haq (Registration No: 111-NUN-0119)
Submitted in partial fulfillment of the requirements of the Degree of Doctor of Philosophy in Education
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA PAKISTAN 2016
DECLARATION
I hereby declare that the material presented in my thesis, titled, “Development of Language Skills Through Activity Based Learning at Grade-VI in Khyber Pakhtunkhwa” completed under the supervision of Prof. Dr. Rabia Tabassum, is my own work and nothing is plagiarized.
_________________________ Zahoor-ul-Haq
CERTIFICATION
I certify that that the contents and format of the thesis submitted by Zahoor-ul-Haq have been found satisfactory and the work is original to the best of my knowledge. I recommend it to be processed for evaluation by External Examiners for the award of the degree.
____________________________ (Prof. Dr. Rabia Tabassum)
APPROVAL SHEET
It is certified that the contents and format of the thesis, titled, “Development of Language Skills Through Activity Based Learning at Grade-VI in Khyber Pakhtunkhwa ”, submitted by Zahoor-ul-Haq has been found satisfactory for the requirements of the degree, hence, approved for the award of Ph. D. degree in Education.
Supervisor: ____________________________ (Prof. Dr. Rabia Tabassum)
Member: ______________________________ (Prof. Dr. R. A. Farooq)
Member: ______________________________ (Dr.Muhammad Nasir )
External Examiner: ____________________ (Prof. Dr. Riasat Ali) Date: 18-02-2016
Dean
Director
Faculty of Arts and Social Sciences
Board of Advanced Studies and Research
Dedicated to
TABLE OF CONTENTS Acknowledgements
ix
List of abbreviations
xi
Abstract
xii
Chapter 1:
Chapter 2:
INTRODUCTION
01
1.1
STATEMENT OF THE PROBLEM
08
1.2
OBJECTIVES OF THE STUDY
08
1.3
SIGNIFICANCE OF THE STUDY
08
1.4
HYPOTHESES
09
1.5
METHOD AND PROCEDURE
09
1.5.1
Population
09
1.5.2
Sample
09
1.5.3
Research Instrument
10
1.5.4
Collection of Data
10
1.5.5
Analysis of Data
11
REVIEW OF RELATED LITERATURE
12
2.1
WHAT IS LANGUAGE?
12
2.2
SECOND LANGUAGE ACQUISITION AND LEARNING
13
2.2.1
15
2.3
Direct and Indirect Learning Strategies
WHAT ARE LANGUAGE SKILLS?
17
2.3.1
Listening
18
2.3.2
Speaking
20
2.3.2.1 Speaking skill improvement activities
25
2.3.2.2 Interactions in performance assessment of speaking skill
34
Reading
34
2.3.3.1 The reading process
36
2.3.3.2 Reading strategies
38
2.3.3
2.3.4 2.4
Chapter 3:
Writing
42
ACTIVITY BASED LEARNING
44
2.4.1
Greater Retention of Material
49
2.4.2
Enhance Creativity
49
2.4.3
More Enjoyable
49
2.4.4
Develops a Sense of Achievement
49
2.4.5
Develops Critical Thinking
49
2.4.6
Principles of Activity Based Teaching and Learning
50
2.4.6.1 Active engagement
50
2.4.6.2 Cultural relevance
50
2.4.6.3 Collaboration
51
2.4.6.4 Learning strategies
52
2.4.6.5 Differentiation
52
2.4.6.6 Comprehensible input with scaffolding
53
2.4.6.7 Prior knowledge
53
2.4.6.8 Content integration
54
2.5
PERFORMANCE ASSESSMENT AND ENGLISH LANGUAGE LEARNERS
59
2.6
LEARNING STYLE
63
2.7
PREVIOUS RESEARCHES ON ACTIVIY BASED LEARNING
64
METHOD AND PROCEDURE
70
3.1
POPULATION
70
3.2
SAMPLE
70
3.3
RESEARCH INSTRUMENT
70
3.3.1
Validity
71
3.3.2
Reliability
3.4
RESEARCH DESIGN
71
Chapter 4:
3.5
TREATMENT
72
3.6
COLLECTION OF DATA
73
3.7
ANALYSIS OF DATA
74
ANALYSIS AND INTERPRETATION OF DATA 4.1
Chapter 5:
DISCUSSION
76 101
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
108
5.1
SUMMARY
108
5.2
CONCLUSIONS
109
5.3
RECOMMENDATIONS
110
BIBLIOGRAPHY
112
APPENDICES
126
Appendix-I
126
Appendix-II
135
Appendix-III
144
Appendix-IV
145
Appendix-V
146
Appendix-VI
147
Appendix-VII
148
Appendix-VIII
149
Appendix-IX
150
Appendix-X
151
Appendix-XI
152
Appendix-XII
153
Appendix-XIII
154
Appendix-XIV
155
Appendix-XV
156
Appendix-XVI
157
Appendix -XVII
170
LIST OF TABLES Table No:
Page No:
1.
Significance of difference between the mean scores of experimental and control groups on pre-test with respect to achievement in listening. 77
2.
Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in listening. 78
3.
Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in listening.
79
4.
Significance of difference between the mean scores of experimental and control groups on pre-test with respect to achievement in speaking. 80
5.
Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in speaking. 81 Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in speaking. 82
6.
7.
Significance of difference between the mean scores of experimental and control groups on pre-test with respect to achievement in reading. 83
8.
Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in reading.
84
Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in reading.
85
9.
10.
Significance of difference between the mean scores of experimental and control groups on pre-test with respect to achievement in writing. 86
11.
Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in writing.
87
Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in writing.
88
12.
13. 14.
Significance of difference between the mean scores of experimental and control groups on post-test with respect to achievement in listening
89
Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in listening.
90
15.
Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in listening. 91
16.
Significance of difference between the mean scores of experimental and control groups on pos-test with respect to achievement in speaking.
92
Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in speaking.
93
Significance of difference between the mean scores of high achiever of the experimental and control groups on post-test with respect to achievement in speaking.
94
Significance of difference between the mean scores of experimental and control groups on post-test with respect to achievement in reading.
95
Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in reading.
96
17.
18.
19. 20.
21.
Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in reading. 97
22.
Significance of difference between the mean scores of experimental and control groups on post-test with respect to achievement in writing. 98
23.
Significance of difference between the mean scores of the low achievers of the experimental and control groups on post-test with respect to achievement in writing. 99
24.
Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in writing.
100
ACKNOWLEDGEMENTS In the name of Allah, The Most Gracious, and Beneficent. The researcher is greatly honored to complete this thesis in the guidance and supervision of his supervisor, Professor Dr. R. A. Farooq, Dean, Faculty of Arts and Social Sciences, Northern University Nowshera. The researcher presents humble gratitude to his wise supervision, suggestions in the process of research till its completion. The researcher is highly obliged to him for his pedagogic and supportive approach during this laborious task. The investigator is extremely obliged to Professor Dr. Rabia Tabassum, who is the member of the Supervisory Committee. She provided scholastic and intellectual assistance, co-operation, professional opinion and encouragement for the timely completion of this research work. The researcher presents gratefulness to Dr. Jamil Sawar, who is the honorable member of Research Committee, Northern University Nowshera, for his significant and highly precious ideas that evidently proved helpful in the completion of the research work. The investigator pays high regards to Dr. Eid Akbar Mohib for his co-operation, continuous feedback. His guidance and motivating behavior made this research work possible to complete it in time. The investigator is highly obliged for his friendly and brotherly relationship in the process of this work. Test development task was very important and decisive for this research and it won’t be possible without the critical view of language expert, Madam Bushra Ahmad Khuram, who is a lecturer at linguistic department at Karachi University and worked with British Council. The researcher pays tribute to her for the great support and guidance.
The researcher is very thankful to Dr. Hafiz Muhammad Irshadullah, who is an assistant Professor at Abdul Wali khan University Mardan. His expert opinion and encouragement was splendid. Further, the investigator is highly obliged to Mr. Maqsood Ahmad, the research assistant at Northern University Nowshera for his guidance and co-operation. The researcher is highly obliged to the kind support in statistical analysis of Mr. Abdul Salam Khan, principal at, Government Shaheed Waseem Iqbal High School Tarkha, Nowshera and the librarian of Northern University Nowshera. In general, the research could not come to conclusion without the absolute support and self-denial of my beloved wife, Mrs. Zahoor-ul-Haq. It is also acknowledged that the research overtook the precious time that could not be spent in the company of the researcher’s loving children, Areesha Zahoor , Muhammad Arshiyan-ul-Haq and Muhammad Rayyan-ul-Haq. Acknowledgments will be incomplete without due regard to the following great helping personalities, without their co-operative vision, technical assistance, scholarly guidance and prayers, the research could not be accomplished. Special thanks to my beloved late grandfather Moulana Ihsan-ul-Haq and my beloved parents (Haji Ikram-ul-Haq and Mrs. Haji Ikram-ul-Haq), My father- in- law Haji Mir-Rehman, Mrs Haji Mir Rehman , Mr. Izazul-haq, Mr Ihtisham-ul-Haq,Mr.Khalil, Mr. Saif ullah Khan, Mr. Sardar Muhammad, Muhammad Khalil ,Mr Amin Khan ,Sajid Ullah and Mr Dyar Ali.
Zahoor–ul-Haq
List of Abbreviations ABL
Activity Based Learning
ESL
English as a Second Language
EFL
English as a Foreign Language
SLA
Second Language Acquisition
L1
First Language
L2
Second Language
TL
Target Language
TBL
Tasked Based Learning
SDS
Students
SD
Student
TT
Teacher
NRP
National Reading Panel
RAN
Rapid Automatized Naming
EQAO
Education Quality Accountability Office
LAD
Language Acquisition Device
CDS
Child Directed Speech
ELs’
English Learners
SQ3R
Survey Question Read Recite Review
ELD
English Language Development
WIDA
World-Class Instructional Design and Assessment
PAT
Performance Assessment Task
IELTS
International English Language Testing System
TOEFL
Teaching of English as a Foreign Language
ELLs’
English Language Learners
TBLAs
Task-Based Language Assessments
ABSTRACT ‘‘Development of language skills through activity based learning at Grade-VI in Khyber Pakhtunkhwa’’ was a new study. The study was designed to investigate the effectiveness of activity based learning method while teaching English as a second language. The study had an experimental design. The objectives of the study were: (1) to study the effects of ABL in listening; (2) speaking; (3) reading, and (4) in writing skills. To achieve the above objectives null hypotheses were tested. All the 295,575 students of Grade-VI in Khyber Pakhtunkhwa were the population of the study. Fifty male students of Grade-VI of G.H.S Tarkha, Nowshera were selected as sample for the study. The sample of students was divided equally, 25 each into experimental and control groups through pair random sampling technique on the source of teacher-made pre-test scores. Low achievers, high achievers students were divided in both groups equally. Pre-test, post-test equivalent group design was used. The experimental group was treated with the designed ‘activity based learning method’ while control group was taught through conventional/traditional language learning method for a period of seven weeks. When the treatment was over, a teacher made post-test was administered to compute the success of the students in language skills. To find out the effects of ‘activity based learning’ method on the educational achievements in language skills, the significance of difference between the mean scores of groups at 0.05 level was tested by applying t-test. Data analysis revealed that the experimental group outscored appreciably the control group on post-test, showing the dominance of activity based learning method over the conventional language learning method. On the basis of findings, it has been recommended that teachers should develop interesting and challenging activities. For this purpose, teachers need to be properly trained. It is also recommended that curriculum should also be supportive for ABL method.
Chapter 1
INTRODUCTION Development of language skills through activity based learning at Grade-VI was a new study for the teaching of English as a foreign language. Language is regarded as the ability or capacity of human beings which they attain with the use of intricate scheme of interaction. According to Paik (2008) the demand and value of English language has made it a compulsion and significant for learners to acquire it in the recent scenario because it is supposed to be a crucial instrument, to stay alive in the international market. As English language has retained its importance and it is increasing day by day in the context of Pakistan. Students get admission in high secondary schools and in universities with the help of command over English language. Further, to win a competition in exams or higher position at any office, competencies in English language are considered very important. On the other hand, it is not wrong to say that the command over English language for learners is a mean of employments and income to support their families. However, without a continued and organized effort, students in the process of learning English; have almost no hope of acquiring the kinds and amounts of cultural, social, and academic capital that they need to move into higher education or meaningful work (Jimenez and Rose, 2010).Resultantly, English language is considered a mean of both success and failure. This explanation is supported by Zeegers (2005) who is of opinion that language helps in facilitating the entire learning and the entire learning failure is actually language failure. Since teaching is considered very vital in the development and to smooth the progress of English language learning. Therefore, how to teach English is always a matter of disquiet among many teachers, researchers, and curriculum developers. The main focus of English language teaching is not only to transmit information, to students but to make them competent and confident in all language skill (Patil, 2008).It has been observed in Pakistan
that majority of students who have studied in government institutions lack specialty and command over English language skills. Watkins (2007) says that the student can get command and competency over the language skills if they are given chances and exposures, to develop activities of a language. An important question arises here whether in government schools, the teachers are focusing on strategies which are helpful in the development of language skills. This study aimed at exploring the development of language skills through activity based learning at Grade-VI in Khyber. As every person approve the statement that without any aim or objective of any task, one cannot achieve the results desired. Therefore, it is necessary to make learning process more scientific and successful. Further, teachers need to be aware and crystal clear regarding long term targets and their specific aim of ‘‘English language teaching’’ (James, 2001). The main aim of ‘‘English language teaching’’ at Grade-VI was to develop student’s language skills i.e. a. listening, b. reading, c. speaking and d. writing. The very first and important language skill is ‘‘listening’. It is regarded as a prerequisite for the enhancement of other language skills. According to the study of Brown and Yule (1999), they argue that listening is a procedure that entails, understanding of a message which is methodical, in a constant sound stream. After that, the listener conceives it in his/her mind and recognizes its elements inside this stream which is new for the listener and this structure is not heard by him/her. It proposes that a deep acquaintance with phonology/sound system of a language is the pre-requisite for the improvement of listening skill. Hence, in the normal way of language-learning, the first step in acquiring a language, would be listening and the exercises based on it, must be watchfully and step-wisely prepared. Studies reflect that learners should be given more time in practicing listening skill before introducing them to complex and difficult oral practices (Barton, 2006). On the part of the teachers, it is necessary to ensure that the pupils are familiar with the words using in the
procedure following in listening. The pupils need to know the purpose and aim of the task like doing what afterwards listening, and also to know the objectives of receiving this training. The second of the language skills is ‘‘speaking’’, which comes after ‘‘listening’’ and it needs the accurate usage of vocabulary, the capacity to recollect words accordingly and grammatically correct. On the other hand, speaking requires accurate pronunciation, fluency, intonation and stress. It makes learning of the spoken language a very challenging task both for tutor and pupil, to get command over all these things (Brown and Yule, 1999). Communication and communal interaction are considered as the chief aims of speaking. That’s why, if a person is acquiring a language for the purpose of communication, speaking is considered as a foremost source of communication. It is therefore; very important for the learners to acquire this skill (oral or speaking) because it is productive skill and the main goal of teaching is, to develop verbal smoothness. It is considered very essential that teachers ought to be acquainted with their individual past and of the class, as a user of the language, and to oppose the lure, to inflict their individual communal criterion on the student’s continuing language growth (Wyse and Jones, 2001). The educator has to recognize the course of speaking of a language and attempt to implement the identical procedure in a language class. According to Mercer (1998), the key responsibilities of an instructor is guiding and controlling student’s tasks: such as, what to do, when to do and how to do it. Teacher’s behavior should be motivating and encouraging for the students and their errors should be ignored while speaking. According to the opinion of (Baker and Westrup, 2000), learners learn while committing mistakes in an assigned task or when assisting other fellows in correcting errors in their assigned works. According to the study of Watkins (2007) who states that reading is very essential among language skills because all fresh knowledge comes through reading. The schooling of
a learner is defective if his/her capacity of reading is not enhanced or he/she is not able to give details regarding material and cannot grasp the subject matter of reading resources. During the process of reading, the main objective of the reader is to comprehend and take up the purpose of the writer. As learners are required reasons for reading and it can be accomplished by setting meaningful and attractive activities/ tasks. Reading, in second language learning, may not be successful if the person, who reads, does not know the process and techniques of reading. Therefore, teacher should apply different teaching strategies during reading and pupils ought to be given fitting chances for drill. The procedure of reading should be logical simple to complex. Kropp (1993) is of the opinion that several students have exactly by no means listen to the expressions or thoughts which they are being inquired to read in the manuscripts. On the other hand, it makes reading further annoying. Therefore, the expressions which are familiar to students, which are related to their experiences, or known to them by listening and conversational activities, be used first in reading. At the start, use of text book should be avoided, writing board and flashcards be used. Slowly, step by step, the strategies of reading ought to be introduced like (skimming, scanning, predicting, guessing the meaning of unfamiliar words etc). Which will help learners to develop their reading skill; smoothness and fluency of learners in reading will also be enhanced. The fourth skill is writing, which means converting thoughts into a language. In the perspective of a reader writing should be attractive which can catch the attention of a reader. It should be logical, simple, clear and understandable without any help because readers and writers are not personally intact. One can ignore mistakes in speaking or not noticing it but the same is different in writing. Teachers should acquaint learners slowly with different writing techniques and strategies. On the part of teacher more motivation, guidance, facilitation, and continuous practice to learners are required, to make them good writers.
However, if a person wants to be a good writer for that he/she must be eager to redraft frequently and takes time in his/her writing, usually never pleased unless, he/she produces his/her best work. A successful writing may not be produced unless and until strategies of writing are learnt and practiced. As language to language, the systems of writing vary from one language to another. Therefore, personally, a teacher requires, to be aware of these dissimilarities, and in this regard learners should be trained properly (Czerniewska, 1998). According to Beck (2009), Instructors not only introduce texts to their students which are the features of different types of disciplines but they also introduce them with the system of thoughts which gives growth, to this kind. Hence, students need to know about different forms of written work because different strategies and procedures are required to write these forms. As practice plays a key role in enhancing language skills, so writing skill can be developed with continuous practice and to make it perfect. Learners need to be given opportunities, to express their ideas such as: likes/dislikes, interests etc in the written form. Learners are required to write freely and should be encouraged by the teacher with positive reinforcement. Knowledge of grammar is important for writing skill. Similarly, difficult spellings of words makes student reluctant to write, which creates a hurdle in the development of writing skill. There is no writing without reading and wide-ranging reading practices and regular writing activities will overcome the difficulties of spelling mistakes. A teacher has to recognize the usual phases that students surpass in their writing, are very essential (Wyse and Jones, 2001). Prince (2004) viewed ‘‘Activity Based Learning’’ as a method where pupils are actively involved in the process of ‘‘learning’’. Harfield et al. (2007) mentioned that in activity based learning; learners keenly take part in the activity but not as inactive listeners. If these educational tasks are comprised of actual life incidents, it will assist students to
transform information into their personal acquaintance, and it can be applied in diverse situations (Edward, 2001). Harfield et al. (2007) quoted (Prince, 2004), who states that ‘‘Active Learning Method’’ differs from the conventional way of instruction by two reasons i.e. (vigorous part of the learner and teamwork with learners). Activity-based learning or ABL demonstrates various educational approaches to teaching. Its main focus is on learning by doing with some practical experiences and activities. According to a general view, in activity-based learning students are active learners rather than inactive receivers of information. If the student is given an opportunity to do a task by his own experience, with best and suitable learning environment provided, this makes the learning enjoyable and durable. Furthermore, Suydam et al. (1997) express ‘‘Activity Based Learning’’ in their study, the process of learning process where learners are vigorously participating when doing or seeing anything. Demirezen (2011) reflects that language is not just the incorporation of acquaintances or knowledge but is to gain lively communicative competence. Therefore, Communicative approach is developed on the basis of this reason in language. It facilitates learners in grasping the application of target language such as to converse aptly, smoothly and efficiently. Further, this approach facilitates learners; to be inventive and participative while teacher centered direction is totally discouraged here. Communicative approach helps in language learning through teacher competence and motivation of the learner, makes the teaching and learning process effective. Patil (2008) opines that in the context of Asian countries, the investigations reflect that in majority of states, learners feel shyness, hesitancy and nervousness in the usage of English language. Therefore, to encourage students and remove shyness of students in order to listen, speak, read and write English effectively. He further adds that the teacher needs to give English language learners maximum chances, to use English in practical, realistic and in
relevant circumstances. Many language activities such as: brain storming/warm activities, role play activities, language games, information gap tasks, cartoons, rhymes, anecdotes, jokes, and other easily accessible teaching resources are useful. Students take pleasure in playing and experimenting with the language, and slowly their confidence with the language will increase. After getting rid of fear complexity, learners use creative English. As learners are not afraid of making errors, they strive to utilize more language and during the process the learners will be able build rich vocabulary and word patterns (Patil, 2008). According to Farooq (2001), there are always connections between teacher and learner, learner to learner, and learner and material in the classroom. These relations raise many questions to be resolved through research. Classroom lectures and discussions suggest many rousing problems need to be solved. The researcher further states that a well balanced method of teaching will work as a stimulus for many pupils to get engaged in the learning setting. According to the study of Stofflett (1998), the traditional/conventional classroom, time and again appears to be like a one-man demonstration with a mostly detached students. These classrooms are frequently dominated by undeviating and straight instruction. The admirers of traditional approach are of the view about rigid information, which the learners ought to know. Learners accept information blindly from the teacher without asking any question. According to a report VAST (1998), mentioned that in this way, a tutors tries; to transmit ideas and senses among the inactive students, neither allowing them to ask queries nor free thinking or students-students interaction. Further, Yore (2001), states although, those subjects that need activities to be conduct, are taught by conducting tasks in a group but this strategy does not encourage explorations and discussions of the concepts. It inclined to ignore the critical thoughts and unite ideas which are fundamental for factual science education and
positive reception. Lord (1999) argues that conventional/teacher-centered method also deduces that the entire learners possess the equal intensity of understanding in the content, be capable to comprehend the substance at equal speed.
1.1
STATEMENT OF THE PROBLEM ‘‘Development of Language Skills through Activity Based Learning at Grade-VI in
Khyber Pakhtunkhwa’’ was a new study. English is a compulsory subject at Grade-VI and it is taught as a ‘‘Foreign language’’ in Khyber Pakhtunkhwa Pakistan. Teachers use to teach this subject with conventional / traditional teaching method at government schools. This has ignored almost all the language skills because of teacher centered approach. Activity based learning method may be used as a teaching strategy for the improvement of language skills such as: (listening, speaking, reading and writing). For that purpose, the investigator focused on a new aspect ‘‘Development of language skill through Activity Based Learning at Elementary level’’.
1.2
OBJECTIVES OF THE STUDY The study was designed on the following objectives: a) To study the effects of ABL in: (i) Listening; (ii) Speaking; (iii) Reading, (iv) and writing.
1.3
SIGNIFICANCE OF THE STUDY This study will open new doors for effective teaching and learning in the classrooms.
It will provide support both to learners and teachers for utilizing this way of teaching. Language skill can be enhanced through activity based learning. This study was focused on English language skills but it may also be applied on other disciplines particularly on
languages. Curriculum developers and policy planners may also consider activity based learning in planning.
1.4
HYPOTHESES To achieve the above objectives the following null hypotheses were tested: (i) There is no significant difference between the mean scores of experimental and control groups with respect to achievement in listening, speaking, reading and writing. (ii) There is no significant difference between mean scores of high achievers and low achievers of experimental and control groups with respect to achievement in language skills.
1.5
METHOD AND PROCEDURE. Development of language skills through activity based learning at Grade-VI in
Khyber Pakhtunkhwa was experimental in nature. Pre-test post-test equivalent group design was used. 1.5.1 Population All the 295,575 students of Grade-VI in Khyber Pakhtunkhwa were the population for this study (EMIS, 2013) 1.5.2 Sample A sample of fifty male students from two sections (A, B) of Grade-VI of G.H.S Tarkha, Nowshera was selected. The sample students were separated evenly into experimental and control groups through pair random sampling techniques on the basis of pre-test scores. Each group consisted of 25 students. Further the students who scored above the mean were placed in the high achievers group and those who scored below the mean were placed in the low achievers group.
1.5.3 Research Instrument The development of research instrument plays a vital role in any study but in experimental study, its importance grows further. Therefore, a teacher-made (Pre-test) and (Post-test) were developed for this study. The pre-test (Appendix-I) was used to distribute sample students into experimental and control groups, equally before the start of the experiment, while post-test was given to the sample after the treatment. The main aim of this test was to determine the accomplishment of the sample students. Both pre-test and post-test were based on forty items related to four skills i.e. (listening, speaking, reading and writing). Each skill had separate section having ten items related to Grade-VI English text book, five lessons according to Khyber Pakhtunkhwa Text Book Board were: (a) Ibn-e-Seena; (b) Over Crowding in the Cities; (c) The Wolf Cub; (d) Electricity, and (e) The Qissa Khwani Bazar selected. The researcher thoroughly studied literatures, books and visited IELTS and TOEFL sites for the development of test items. Further, the test was developed in the consultation with honorable supervisor, supervisory committee and language experts. Some of the test items were changed according to the advice of honorable supervisor and language experts 1.5.4 Collection of Data Data collection played an important role in this study. Therefore, a teacher-made pretest (Appendix-I) and post-test (Appendix-II) were designed for the collection of data. The pre-test was used before the start of experiment, in order to judge the achievements of sample students. Further, it was used to distribute the sample students equally into the experimental and control groups on the basis of pre-test scores data. The treatment continued for seven week. The experimental group was taught through ‘activity based learning’ while control group learned through conventional way of language
teaching. When the treatment was over the post-test was administered to the sample students of both groups in order to know their achievements as an outcome of the treatment. 1.5.5
Analysis of Data
`
The collected data was analyzed in order to assess the hypotheses. Therefore, Mean,
Standard deviation and difference of means were calculated for each group. The significance of difference between the means of the two groups was measured by applying independent sample t-test. Significance of difference between the mean scores of experimental and control groups on the variable of (pre-test and post-test) scores was analyzed at 0.05 level. The statistical package for social sciences (SPSS) program was used for the collected data feeding. Data were analyzed by applying t-test for independent sample by using the following formula:
Where: t =
x1 - x 2 sp 1 / n1 1 / n2
Where x1 x1 / n1
x2 x2 / n2 Sp =
n
(n1-1)
s21 =
1
1s 21 n 2 1s 2 2 n1 n 2 2
( x1 ) 2 x n1 2 1
(n2-1) s22 = x 2 2
and
( x2 ) 2 n2
Here v = n1 + n2 – 2 (degrees of freedom)
Chapter 2
REVIEW OF RELATED LITERATURE 2.1
WHAT IS LANGUAGE? Language is considered as a tool of communication and social interaction. Being a
tool, English language helps to enhance our knowledge and makes us to interact across the world. English language learning has its own beauty, especially the methods of teaching through which it is learnt. It is the mean of transportation in which all subjects travel. Nowadays, learners require proficiency in English Language and communication skills. These communication skills are interwoven in listening, speaking, reading, and writing skills. Globally, English language has importance and it is now a necessity to get command over English language skills to compete with the world. The word ‘innovation’ is derived from Latin word ‘innovare’ means changing something new. Further, it can be assumed that ‘innovation’ involves the practical accomplishment of new ideas (Banu, 2012). The systematic study of a language is called linguistics. There are about 6000 to 7000 different languages across the world. Nevertheless, any accurate guess depends partly on arbitrary variation in ‘‘dialect’’ and ‘‘language’’. Natural-languages are signed or else spoken. Further, one can encode a language into secondary media such as: by means of aural, image, and concrete stimuli. It can be explained with the instances graphic writing, whistling and Braille. It is the view of majority that human language is modality independent. If language is exercised in wide-ranging notion, it possibly will direct to the mental capability of learning by using complex system of interaction. It can also be described, as laws which govern the following complex organizations, in other words the speech which could be created of such set of laws. Semiosis is an important process in all languages which means to relate signs with specific meanings. Phonological system exists in sign and oral language. This shows learners the rules of application of symbols form sequences called ‘‘words /
morphemes’’. Further, it also elaborates the syntactical system, specifying rules how words and morphemes are united, to shape expression, and speech. Productivity, recursively, and displacement are the characteristics of human language. It depends wholly on social principles and learning. Their multifaceted structures afford a broader variety of language compare to a recognized structure of interaction of the animal’s communication (Wikipedia, 2012). 2.2
SECOND LANGUAGE ACQUISITION AND LEARNING Acquiring or knowledge of a second language is multifaceted for the most learners.
Second language achievement and second language learning engage different processes. The former process refers to selecting up a second language through disclosure. The latter process deals with the awareness for a second language (Ellis, 2010). To a certain degree, it is difficult to decide what elements of a language; learner’s capability or presentation have been acquired or learned. Ellis (2010) claimed that he wished to keep an open mind about whether this acquisition/learning is a real distinction or not and under this trust, he defined second language acquisition (SLA) as the unconscious or conscious processes by which a language other than the mother tongue is learnt in an ordinary or tutored setting. He also measured the learning process as the internalization of policy and formulas which are then used to be in touch with the L2. Both processes demand intellectual processing of the language. It means that learners have to perform some actions in order to internalize the language patterns. The discrepancy between acquisition and learning lies, thereby, in the degree of awareness while indulging the target language. Selinkier (2009) was worried about the means, in which people in fact learn second languages. He brought into being that only five percent of the matured second language learners do not struggle in the SLA process; he remarked that those adults who succeed in learning a second language so that they accomplish native-speaker competence, have
somehow reactivated that concealed language makeup. This complete success in a second language affects, as we know from annotations a small proportion of learners, perhaps a mere 5%. It follows from this hypothesis that this 5% go through very different psycholinguist process than do most second language learners. In other terms, most learners of a second language (95%) go through a multifaceted learning process. Language learners vary not only in the rate at which they learn or attain the target language but also in the learning strategies used throughout the route. The huge masses of EFL learners, who challenge to be proficient in a target language, therefore, have to take benefit of learning strategies to reach such goal (Selinker, 2009). However, the approaches in ‘‘SLA’’ Language learning are dominant in SLA because these help ESL/ EFL pupils, to get triumph over complicatedness in the acquisition of (L2). Such strategies and its features aid students and it gives feed backs regarding the L2 learning and also show the way and the extent of learning of the learners (Oxford, 2001).On the other hand, when students are able to contract with the details of the L2 successfully, they concurrently develop the linguistic capability that enables them to make appropriate use of the object language. In this sense, learning strategies can be distinct like explicit proceeding, manner, phase or procedure like looking for associates for discussion and to encourage them, to undertake a hard language assignment employed by student for the enlargement of their own learning capacities (Oxford, 2001). Grounded on such idea, these strategies aim at to facilitate the language learning process, and the learners return to distinct means, to internalize the target language (TL) more proficiently. Learning strategies, hence, need to be calculated in SLA, since they sustain students when facing linguistic challenges in the learning process. The abovementioned strategies are frequently confidential as either direct or indirect. 2.2.1 Direct and Indirect Learning Strategies
Oxford (1990) projected a learning strategies taxonomy that is broadly considered amongst language teaching scholars. She supports the thought that these strategies are helpful to relieve the language learning process, but they can gather the learners’ needs more reasonably if they, as EFL learners, are qualified to use them moreover directly or indirectly. Concerning direct strategies, learners straightforwardly involve the target language (Oxford, 1990). Such strategies involve rational processing of the language, but the three groups of strategies (memory, cognitive, and compensation) deal with the linguistic in sequence differently. Nevertheless, not only are these strategies appropriate to increase the psycholinguistic processes concerned in language learning, but also they are valuable to pay compensation to the lack of capability in negotiating meaning. Direct strategies, in significance, smooth the progress of the learning of a second language (L2) through techniques that increase the learner’s presentation. Indirect strategies take a key responsibility in the language learning process but in an individual way. In this case, these strategies are called indirect’ because they sustain and handle language learning without (in many instances) directly concerning the target language. Such means are well-designed in SLA because it contributes the students with ideas, to contract with the language learning process lacking essentially making use of the linguistic system. Indirect strategies can be separated into meta-cognitive, sentimental, and social strategies. These strategies are useful, practically all language learning situations and are appropriate for listening, reading, speaking, and writing. Indirect approach thus reduces the load of learning a language, by offering solutions, to bond with meta-cognitive, affective, and social barriers. Conversely, in the case of writing skills, students normally take an alternative, to strategies that undertake their linguistic difficulties in a straight way. Writing and the utilization of Cognitive and Compensatory Learning Strategies Writing multifaceted, since it combines a selection of linguistic, stylistic, and discourse-related rudiments, to formulate form and meaning fully-functional. In fact,
(Olsen, 2010) argued that the writing process, in similarity to spoken communication, imposes greater burden on the text, since written communication lacks urgent response as a guide. For this object, learners need to make use of dissimilar strategies to grip such complexities unshakably. Cognitive and compensatory learning strategies are desirable since the learner capacity overcome the errors that hamper written announcement on their own or in the course of the teachers support. Cognitive strategies are convenient, to discover a language for EFL students that can operate or renovate the target language (Oxford, 1990). In the container of compensatory strategies, they can be shabby for the learner, to go forward in the learning method. The principle of the use of reparation strategies is to compose up for an insufficient catalog of grammar and, especially, of glossary. Consequently, cognitive and compensation strategies can facilitate students to influence the linguistic possessions in array to increase written announcement. Cognitive learning strategies possibly will be supplementary confidential. The earlier strategies are labeled as practicing, in delivery of and sending messages, analyzing and interpretation, as well as creating constitution for input and output (Oxford, 1990). Committed learning strategies are alienated into repeating, writing the same thing numerous times, officially working with writing systems, replicating letters and words of the TL, recognizing and via formulas and patterns, effecting structures and individuating chunks, recombining, looking for dissimilar behavior to unite punctuation patterns and parts of verbal communication in a passage, working naturalistically and writing for genuine life responsibilities. In regard to getting and sending communication, the only approach recommended was to discuss with books and dictionaries. In the same method, while analyzing and interpreting, the students can use cognitive strategies by reckoning deductively, applying the policy in diverse contexts such as: translating, and replicating the L1 linguistic patterns into L2. Similarly, using L1 forms to assist the use of the L2. In the
case of creating configuration for input and output, learners can use the remedy, to strategies like taking notes, writing along information that could be practical when writing abbreviation and writing down the most important essentials to synthesize a piece of writing. Further, highlighting and giving prominence to the linguistic patterns or strategy that could be used during writing. To sum up, the above mentioned strategies co-operate with each other in the development of the writing progression in individual ways. Compensatory learning strategies are also subdivided. The nomenclature anticipated by Oxford (1990) indicates that students can speculate shrewdly and get through the restrictions in speaking and writing. For the reason of this study, merely will be the tactic, to overcome writing troubles, be taken into description like giving permission to students, for selecting a topic in harmony to their resemblance, regulate or approximating the message by eliminating information to shape ones abilities, coining words (creating new words to communicate a concept), and utilizing indirect expressions. The approach portrayed in these classifications will make things easier for writing learning procedure in the intended language because learners may depend on it to ensure the development. 2.3
WHAT ARE LANGUAGE SKILLS? A skill is defined as the learned capability to perform an activity with preset results
repeatedly both, in the form of vigor or specific amount time. Nevertheless, it is a gift or bestowment, which is in hold of a person. Furthermore, these skills can be separated frequently; into two main domains such as: (Domain General and Domain Specific). Further, domain specific examples are comprised of some universal skills such as: (time administration, joint effort, headship, inspiration etc). On the other hand, domain specific skills are only valuable for a definite work. Generally, skills necessitate some definite ecological spur and circumstances for the assessment of capability stage, which has been applied and revealed. However, it is very important for a person to have a variety of skills, so
with the help of which one can actively contribute in his society and contemporary economy. A research study report reveals that the workplace has been changed in the course of technology. Hence, 16 basic skills have been identified for employees that they need to be capable with it and they can transform it (ASTD, 2012). Schmitt (2000) opines that The English Language Skills Assessment (ELSA) is a cluster of tests planned to calculate English language proficiency of subjects. The test is deliberated for non-native speakers, with unusual levels of testing accessible from beginners, to advance. 2.3.1 Listening Listening and hearing are two terms, which are over and over again puzzled. So, ‘‘hearing’’ can be differentiated from listening on the reason that it is scientific and biological system which is systematically elucidated. On the other hand, listening is considered as a ‘‘cognitive neurological activity’’ that deals with the dispensation of acoustic spur and received through aural system. A study of Roland Barthes (1985) differentiates between (hearings and listening) that former is a physiological happening while the latter is a psychological action. He further explains that listening is considered as a purposeful action of audition since past while in current situation it has contracted the command and almost the role of playing over unidentified places which consists of insensitive varieties. However, the process of hearing happens mainly subconsciously. On the other hand, listener interprets actions through listening in order to comprehend it and creates end results from the sound waves. Therefore, listening has three levels of understanding; first one is alerting, second one is deciphering, and the last one is an understanding of the sound formation and what are the affects of sounds on the listener (Barthes, 1985). The first level is called alerting and human and animals cannot be distinguished for
one another at this stage. Here, a listener gets specific sound prompts from the environment. Barthes argues regarding this level that the thought of area is separated on sounds and can be well clarified by giving home instance to a learner. While explaining the example of home, it has some specific sounds associated which make it renowned and peaceful. If there is any disturbance in sound, for instance, the squealing sound of the door or someone break the glass of window may attentive the family at home and it can create probable danger (Barthes, 1985). However, the study of Barthes (1985) explored that the second level in listening is deciphering which is also called as metaphorical method. Hence, this step is same to listening like the process of digestion happened after eating food. This level can be further elaborated with an instance, when the sound of a mother while coming back home has been awaited by a child. Here in this case, a child is expected to single out a sound prompt such as: jingling of keys or the revolution of the gate lever, etc that will mark his mother's approach. The third stage of listening is ‘‘understanding’’ which means to recognize the verbal effects of one person on the other person. Psychoanalysts’ consider ‘‘understanding’’ very important in the process of psychoanalysis. The study of Barthes (1985) also suggests that the psychotherapist must not go to the conclusion directly while listening for the purpose of unbiased communication with his/her patient. On the other hand, ‘‘Listening’’ and ‘‘obeying’’ are two different things. In general, many children’s parents fuse together these two terms, which are of the view that their children misbehave with them because they don’t listen to them. Hence, a child who gets information/instruction in the form of listening from a speaker, he/she understands it and then decides whether to obey it or simply agree with the information or an instruction, sometimes, the results may not favor the person who speaks (Purdy, Michael et al., 1997).
However, according to the investigation of Brown and Yule (1999), listening is considered extremely indispensable and noteworthy capability of every language. That’s why; it offers a base/bottom to other language skills. Listening is a course, which engages receiving a methodical message in an uninterrupted flow of sound and then catching and recognizing inside this flow, bounded ingredients, which are not heard before in that form by the listener. Similarly, it proposes that the knowledge of phonology is the part and parcel of the listening skill. So, by following, the natural approach of language-learning, the first step will be listening and all the listening exercises ought to be constructed carefully, systematically and step by step. According to the study of Barton (2006) reflects that majority of the people don’t agree on giving more time for the training of the learners in listening before exposing them to more multifaceted oral exercises. Therefore, it is the foremost duty of a teacher to make sure that the learners are being capable to recognize the words, which happen in the task of listening. Further, learners need to be informed by the teacher regarding motive and principles of the activity, like what the learners are expected after listening and what is the purpose of this training. 2.3.2 Speaking The study of Chaney (1998) indicates that ‘‘speaking’’ is the procedure of constructing and giving out meaning in a variety of context by the application of spoken and non-verbal signs. Hence, in the context of human language, verbal communication is an oral variety. This is comprised of almost ten thousand words of the syntactical mixture of lexical and names. The production of spoken words comes of the mixture of vowels and consonants sound system. That’s why vocabulary, which is structured by the language rule, and in the process of communication sound of these vocabulary alter which makes possible the survival of thousands of incomprehensible languages. However, only human beings are called
polyglots because they are gifted to communicate in two or more ways. Therefore, verbal communication is being produced just because of verbal capabilities. Further, the ability to sing is also because of these verbal abilities. According to the study of Bailey (2005) and Goh (2007) suggest that in any language for effective communication, speaking is regarded very important amongst the language skills, especially for those who are not the native speaker of this language. Since English language is facilitating communication throughout the world especially in the world of internet. Therefore, English speaking skill need to be enhanced along with other skills such as: for the purpose of incorporated skills, and to enhance communication with its achievement both for inhabitants as well as for other non native speakers of the international community. Speaking plays a vital role, that’s why; it can be enhanced by a good syllabus design, methods of teaching, selection of different tasks, resources and a good assessment criteria for speaking. According to the study of Brown (1994) and Burn and Joyce (1997) explain that speaking is a communicative method for constructing implication which engages manufacturing, getting and dispensation of information. Research studies showed that verbal communication is regarded as the speech construction and knowledge of the sounds employed in the spoken language. On the other hand, other studies showed concerns regarding (spoken communication reproduction); which is considered as the capability of mapping the heard oral expressions into the verbal communication. In this way, the learner wishes for restructuring it, this ultimately increases the vocabulary for the learners and resultantly brings errors in the communication process. The same case was observed by educational faculties such as: psychology, speech pathology etc. However, another field of study which is also very important regarding the processing of brains of human beings that how the diverse areas such as: the Broca's area and Wernicke's area work in the production of
spoken communication, needs to be explored. Similarly, Burn and Joyce (1997) opined that spoken communication consciousness focus on the course of actions through which human beings are gifted to interpret and distinguish the sounds employed in a language. That’s why; the learning of vocal communication awareness is powerfully linked with phonetics, phonology, cognitive psychology, and consciousness of psychology. According to various studies in verbal communication awareness, try to find out the ways in which human listeners recognize sound of verbal communication. Further, it is also investigated how listeners make use of information to distinguish oral language. Therefore, these researches have functions in making computer systems to differentiate verbal communication and educating verbal communication detections for hearing. Moreover, Bygates (2002) explains that verbal communication with respect to L2 requires improvement in various kinds of communication skills. The reason is that the forms of the production of oral language have a tendency to deviate from the written language in many ways such as in grammar, words and speech examples. Besides that a number of other skills which are required in speaking during this process, vary from reading and writing simultaneously. According to the study of Zaremba (2006) suggests that reading and listening are considered receptive skills while writing and speaking are known as the productive skills, which are essential and needed to be incorporated for the successful communication in English language. He further says that among all the four English language skills, the skill of speaking emerges as the most significant one, needed for the interaction. The study of Osborn (2008) reflects that a successful communication takes place when there is a verbal communication, generally produces many advantages for speakers and commerce associations. Similarly, the efficient verbal communication results as an outcome to many
activities, such as: in ritual talking tasks, professional training tasks, in job interviews, and a lot for other purposes related to business. The study of Zaremba (2006) reflected that skills of communication were generally located in front of work know-how, motivation, and educational qualifications as norm for fresh staffing for service. According to the views of Zhang (2009) explains that learners who learn English language as EFL students, typically, they have inadequate chances of speaking English outside their classroom and also incomplete disclosure to English spokesman or associates of the worldwide community. Therefore, it could be a source to educators for giving additional circumstances, and tasks to their learners, to make stronger their speaking proficiency. Speaking for particular interaction generally happens in circumstance where verbal communication performance is carried out for viewers in diverse situations. The standards of community speaking are also entangled with the improvement of speaking for particular message. When speaking is done, keeping in view the involvement of the listeners, then act of verbal communications becomes more complex then routine speaking because that verbal communication demands some special skills, and thus included in the speaking delivery process such as: selection of the topic, thoughts organization, message tailoring, and familiarization with the feedback of the listener (Lucas, 2001). According to the study of Tam (1997) who states that there are many features, related with the speaking skill and for successful performance in speaking in English language. Out of these aspects, articulation, vocabulary, and collocations are considered the most important aspects, which need special attention for the purpose of fluency development of foreign English language speakers. To give learners with diverse opportunities, and regular speaking activities, acts as an important factor in the development of the learner’s fluency during the process of speaking.
According to the study of Patil (2008) who was of the opinion that self-belief and proficiency, generally, direct towards the potency of speaking skill in English language. He further recommended that confidence building of the learners was very supportive in overcoming fright of committing mistakes and the tutor ought to think in this regard, and to create an environment for their pupils where they feel relaxed and convenient for using their language. Self-belief and ability in speaking can be developed by suitable design of syllabus, teaching methodology, adequate activities and materials (Bailey, 2005; Songsiri, 2007). Shumin (1997) stated about the effectiveness of speaking that out of many a number of essentials are involved which includes listening skills such as: socio-cultural aspects, sentimental issues. Additionally, linguistic and sociolinguistic proficiencies like language rules, discussion, and tactical ability are also important for the language. However, to express meaning, (EFL) pupils ought to have comprehension for words and structures; these, the learners must know. However, the study of Brown and Yule (1999) explored that the development of speaking skill; according to the natural approach, is the subsequent ability of language learning that follows listening. Therefore, it needs the appropriate utilization of words, stuffs and the capacity to recollect expressions intuitively, with the correct application of grammar. On the other hand, it also requires articulation, smoothness, tone and stress. However, it is a very difficult task for both teachers and learners in spoken language learning, to subdue these entire dimensions. However, the main purpose of speaking is to commune and to interact in the social environment. Therefore, speaking plays a basic role in communication when a language is learnt for the purpose of interaction. Subsequently, it is considered as the most desired skill for the learners i.e. speaking or oral skill. Further, while teaching it in the language classroom, the main purpose is to bring oral smoothness or fluency among the learners.
That’s why, it is very vital on the part of the teacher that he/she ought to identify his/her personal background and position while using a language. On the other hand the teacher should protect against the attraction to compel his/her personal communal standard on the learner’s current language growth (Wyse and Jones, 2001). The study of Mercer (1998) shows that the tutors ought to identify, a way in which a language is learnt, particularly about verbal communication and after identification, they need to follow the same process in their classrooms. There are many roles of tutors but the most important roles are the directing and controlling their students’ activities such as: what are learners supposed to accomplish, by which means and at what time to carry out. According to the research study of Baker and Westrup (2000) who were of the opinion that the mapping is very important for the learners’ with respect to increase their spoken vocabulary and the capability of a language to renovate across one generation to other. It also elicits examinees’ essential language talent. Learners are supposed to be encouraged in speaking and their mistakes needs to be overlooked. Further, he states that learners learn when they commit mistakes or when they assist other learners in correcting theirs mistakes. 2.3.2.1 Speaking skill improvement activities: According to Holmes (2003) the following activities can get better speaking ability. i: Warm-up activities Warm up activities help the teacher and the students in order to identify one-another, in a simple and comfortable atmosphere. It can be done in two ways. One is done by changing pages among themselves. In this way, learners are engaged in conducting an interview with each other by inquiring questions. A self-regulating discussion takes place among the students having slightest pause and control by the instructor. On the other hand,
the second one deals with an easy game along with the speaking which must not be a threat for the learners. It ought to aid the learners in conversation in a planned, learner-centered activity. ii. Introductions This activity focuses on speaking in a language classroom. The teacher should start by introducing himself/herself to his learners such as: telling them about his/her name, living place, education, teaching experience, about his likes and dislikes, and expectation from students as a teacher. Then the teacher gives guidelines to students how their performance will be evaluated. Frequently, students in the classroom may start with everybody by standing up and introducing themselves one by one. This is a little hasty, nevertheless the activity below facilitate well: iii. Getting to know you interview This activity is a warm up activity which begins with a task to introduce the students with each other in the classroom. The students will be divided into pairs of two rows in such a way that the pair chairs are opposite one another. After that, they will interview each other in English on their turn and at the same time will take notes; following the instruction given as under. After the completion of this process each pair a student will stand up and will introduce their co-worker in front of the whole class but keeping in mind the instructions, not to exceed three minutes of their allotted time. As soon as, the initial pair has done, move towards the second one and so on. The introduction may be started with the following format: Here, I want to introduce you to my friend. His name is _________? a. Name
b. Father name c.
Date of birth
d. Birth place e.
Members of family
f. School g. Like/dislikes h. Favorite personality i. Favorite book j. Favorite food k. Sports l. Prizes/Awards m. journeys n. What makes this student distinctive? As SS are speaking, the TT needs to correct the grammar of the learners. For example, “He was born on the seventh of July in Tarkha.” Or “He got his primary education from G.P.S Ali Shah.” The errors might be just about the same and as the learners come near to the end of the activity. These inaccuracies will be recurring not as much as these were at first (Holmes, 2003). iv. Ball game According to Holmes (2003) this activity which is called ‘‘ball game’’ came from the girls at Chula. This game looks simple at first but it is found to be not as much easier as the game progress. For this activity, a ball is required which can rebound of the ground by
bouncing it from one learner to another learner. It is suggested that the teacher should provide a big ball. It should be preferred to a small ball. After that a teacher needs round about fifteen students, who are required to stand in a circle having sufficient room and additionally learners have the room to bounce the ball on the floor to other learners. The teacher will instruct one of the learners to take the ball and start the game by asking a question from other learner such as: ‘‘who is your best friend?” The learner is required to have a question already made as he/she hit the ground with the ball while on the other hand the other listener must have listened to it carefully. As he/she catches the ball, must answer the question. Otherwise, if he/she is reluctant to answer or slow in the reply before catching the ball, he/she may not be allowed to play this game any further and will have to go out of the circle by sitting down and watching others playing. In this way, another learner may take the ball and will inquire a different question by bouncing it to a different leaner. That leaner will answer the question before catching it, which has been asked. This game will continue till that time when there is only one learner left. The similar types of questions may be asked: a. What is your name? b. How many brothers do you have? c. Who is your best friend? d. What is your favorite color? e. How do you come to your school? f. What is your father name? g. How many sisters do you have? h. Where do you live? i. What kind of food do you like? j. What is the name of your village?
k. What is the capital of Pakistan? v. Simon says activity The Simon Say is an interesting language activity. It is also a game that students like to play. This activity is considered a successful exercise for language learning both for listening and speaking and performing different actions on easy structures. The game rules are also uncomplicated. Merely, each and every student needs to stand in a large circle and one of the students and a leader is nominated who give instructions similar to: (Simon says, “Touch your eyes.’’), (Simon says, “Open your mouth.’’), (Simon says, “Show me your hands.’’). The student should be instructed that they ought to follow the commands of Simon only if the command starts without the word Simon they need to not follow it. Otherwise if students are not able to follow the command of Simon, they will be disqualified and have to leave this activity. That’s why; it is a very interesting activity because on the part of learners alertness is required. Sometimes students can act totally wrong which makes a lot of fun inside the classroom. The main purpose of doing these tricks have reasons because some students do act without hearing it first “Simon says,” and as a result the circle keeps getting lesser and lesser and at last just one student remains, which is announced winner with clapping. The leader who gives command, “Simon says, salute,” then every students ought to salute, but if in other tricky command he says, ‘‘ sit down” having no words “Simon says,” after that a person who sits down is disqualified from the game. The game will carry on in the same way. All of students will express amusement and the learners should not take things extra serious. This game is considered productive for the students of the age of 10-16 years. However, it does not mean that this activity is not useful for adults. That’s why; mature and complex command may be asked form the adult students such as: Simon says, “Tell us about your father-in-law profession.” Simon says, “Tell us about your favorite TV drama.” On the other hand, if a question starts like this, “Would you like to go for Hajj this year?”, and the
learner replies only, ‘‘Yes’’ or ‘‘Sure,” so by doing this, the adult learner will be disqualified because words like “Simon Says” are not there in the beginning of the command (Holmes, 2003). vi. It’s in the bag Holmes (2003) states that this activity requires a hard-wearing synthetic shopping bag which is sufficiently large and having the capacity of enclosing around 20 substances or things. Afterward, by means of your mind's eye and inventiveness, put a range of items in the bag, appropriate to your learners such as: a cricket ball, a hockey stick, cell phone, different kinds of fruits etc.It may be anything or something else which the learners will know by intellect. The learner’s eyes will be closed and he/she will put his/her hand in the bag and will describe his/her feelings about the thing touched such as: “It’s round in shape ,” and as result fellow students can acquire clues for guessing like what it is. At first, Learners may feel slightly scared to put hand in the bag but that is also for enjoyment. Teachers are also directed that they should not place such things which are frightening or scary. The main point of this game is that learner enter his/her hand into the bag and start explaining the feelings, size, matter, shape, load, surface, or for what purpose it is used, when and why and so on. Give some time to your students for guessing and while they are guessing, do not take anything out of the bag until the students have come to a conclusion. vii. The one-minute game Holmes (2003) views that the one-minute game activity requires two teams consisting of students who will attempt to compete with each other. The instructions for this game will be that one team will speak for a minute; the learner’s conversation time on a spontaneous topic will be calculated by a stopwatch/cell phone for which the presenter has had no option
to get ready in advance. A model for this activity may be, “what do you reflect regarding high school before getting admission?” This activity is about speaking with no: a. Errors in language rules b. discontinuing or pausing c. incorrect pronunciation d. mishandling the vocabulary e. not relevant to the subject f. or any other inaccuracy Therefore, students of the opposite side need to pay attention watchfully and they can discontinue or debar the spokesman, the instant there is any mistake or slip-up or pause, etc. Subsequently, the student who has caught the fault should stand up and is assigned with a new topic that the learner has never listened. Now the learner is bound to speak on the assigned topic for a minute without committing any mistakes. The presenter who is able to speak fluently and without making errors for a minute, his side is awarded with a score. Here are few suitable topics for this activity: a. How can we improve power shortage in Khyber Pakhtunkhwa? b. What would you do if your parents give you an award on your success in S.S.C? c. If you were the prime minister of Pakistan what would be your first priority? d. What do you think about the causes of floods in Pakistan? That’s why; it is recommended that such topics ought to be selected which are interesting and belongs to the particular group. On the other hand listening side should be very focus and attentive to catch the errors of the speaking side; in order to get success on that side. It is regarded as a good tactic to exclude the opposite competitor quickly, for two
reasons, firstly to enhance extra time for their members and secondly to win additional scores (Holmes, 2003). viii. Detective Detective is also a very interesting activity; three students for this reason will come in front of the class, who will argue about a weird experience which has happened in their lives. It could be something like a girl who has mistakenly entered the buys rest room that’s why she is embarrassed. Out of these three, one learner has passed through a factual incident while the other two learners are not the true. They are impostors. One of them who have the true experience will come with true statement while the other two will try to make their statement which are not factual and based on their thinking. Here, the learner will act like a detective by asking question from all three learners to know who is speaking the truth and who is lying. For this purpose each group member should ask logical and relevant questions to find the true person who has got through to the real incident. In this way this activity is very effective for both listening and speaking (Holmes, 2003). viii. Whisper in my ear According to the study of Holmes (2003) who was of opinion there are various tasks which may be employed for the attentive listening and speaking. The activity which is recommended for this purpose is whispering something in the learner ear. For this purpose, a teacher ought to his/her students into a circle of 15 students. The learners whose turn comes first in the circle will whisper a sentence into ear of a student. After listening the learner job will be to whisper it to the next learner and the method will carry on till the last learner of the circle. The last learner must reiterate about what he/she has listened from the whisper of the second last learner. Many sentences may be used for this purpose. A sentence may be used as sample, “When in Rome do as the Romans do.” One can experience that what is produced at
the other end shows slight similarity to the real structure. Similarly another example can be used “He watched movies all the night.” In some case the structure changes completely. Similarly, a teacher can employ some other activity such as to give a chance to students for using their mind's eye to imagine regarding a few short tales and to reproduce it. Here is an example, which a teacher may employ; a malicious part of false talk would frequently create the best kind of distinctive story to murmur from one learner to other. The learner who whispers will receive all the expressions changed in structure and which ultimately alter the original plot of the short tale. Avoid things which can harm the cause. This activity can be performed in another way, where the teacher whispers a sentence to one learner, after listening to it the learner mime it, so the other learners might guess about the concept or what did he/she hear. ix. Whisper and draw a picture An additional activity, which is very interesting that keeps learners pleased, is to whisper and draw picture. The teacher whispers a word into the ear of a learner, after hearing the word, the student tries to draw the picture of the word so the other learner might guess the word. The teacher might use such types of words (Holmes, 2003). a. Angel b. Flower c. Mouse d. Cat e. Doll f. Rain bow
2.3.2.2
Interactions in performance assessment of speaking skill The study of Fultcher (2003) explains that the examinees’ speaking aptitude test may
be derived simply, subsequent to a test which is confirmed with respect to its manufacturing and additional aspect related to the development of assessment.
The previous studied
revealed that the main point is nevertheless, instantly on the partial outcomes of the personal causes of the examinees’ on the test performance. That’s why; speaking performance tests are not analyzed in a full-size structure. Therefore, a variety of aspects such as examinees’ language ability, rating criteria, and tasks, work together with each another have not been discussed. Furthermore, these test which are called performance tests, it consists of some tests mainly; which do not necessitate elevated risks, and are mostly functional having no validity. However, the setting of a speaking placement test is already in practiced locally in English community program that find out whether the speaking test is accurately investigating the speaking ability as it is desired. Furthermore, the essential structuring of the test is observed. In other words, a query like whether the assumed mechanism of speaking capacity which is reproduced in the rubric of scoring, in fact work as it is desired such as the functional construct for the test has been inspected. Furthermore, it is thoroughly clarified that how the test is working, and what are the consequences of additional variables like ratter insight and task characteristics are also explored. The factors which mostly cause effects on the speaking performance are well thought-out, adding together to problems with respect to making definition (Fulcher, 2003). 2.3.3 Reading Learning to read is the procedure of acquiring the skills, essential for reading. In other words, learning is the capacity of attaining meaning from the print. Learning to read is contradictory in a number of ways. The adult who is a quite fine reader, reading appears as an
easy, unforced and usual skill but the procedure constructs on cognitive, social and linguistic skills enhanced in the times earlier than reading normally starts (Rayner et al, 2001). According to the investigation of the US National Reading Panel (2000) reflects that the skills needed for skilled reading are phonemic knowledge, vocabulary, fluency and comprehension of text comprehension. In general, skillful reading does not essentially need phonemic awareness like in Latin Alphabets but an understanding of the individual parts of speech, that might also comprised of the entire word like in Chinese fonts or syllables like in Japanese as well as others depending on the writing scheme being engaged. Further significant skills are: (RAN) rapid automatized naming, a common knowledge of the language Orthography, and practice. Speech Awareness of individual elements of communication as they concern to individual written fonts is vital for comprehending reading can also be defined as decoding written characters into verbal language. Phonological awareness that involves the treatment of syllables, rhymes, rimes and onsets, is the most common in alphabetic systems. The significant part of verbal communication depends on the writing system in use. On the other hand, Fluency is described as the oral capability; to read with swiftness, exactness and verbalism. The capacity to read smoothly is one of numerous serious features required for the understanding of reading. If a person who reads is not fluent, it may perhaps be hard to keep in mind what has been read; and to make a connection with the thoughts has been visualized in the transcript with his/ her previous information. This accurateness and automaticity of reading serve as a link between interpret and understanding. Vocabulary development is a serious characteristic of reading comprehension. When a reader meets with a new word in print and makes sense of it to obtain its oral pronunciation, the person who reads understand the word if it is in the reader's verbal vocabulary. On the other hand, the reader ought to develop a sense of from the expression with a different approach like
previous knowledge. If the growth of the child's lexis is obstructed by effects such as ear disease that holds back the student from hearing fresh words time and again, then the progress of reading will also be spoiled. Reading comprehension has been described as a multifaceted cognitive procedure in which a reader deliberately and actively connects with the transcript. The reading comprehension is greatly reliant on practiced word identification and interpreting spoken reading smoothness, a strong vocabulary and active interaction with the text. Rapid Automatized naming, the aptitude to utter swiftly the names of scripts, substances, colors and forecasts a person’s talent to read. This may be associated to the significance of rapid recovery of phonological illustrations from long-term memory in reading and the value of object-naming track in the left cerebral hemisphere that are employed to strengthen a child's capabilities of word identification. Orthography depicts the set of symbols employed in a language, and the set of laws about how to write these signs. Orthographic improvement carries on in growing intricacies as youngster gains knowledge of reading. A few of the foremost things to be learnt are the orthographic principles such as the guideline of reading and that there are different typefaces and capitalization of every symbol. However, it means that for proficient reading a reader needs to know the elements of the written language which includes capitalization, hyphenation, words breaks, punctuations and emphasis. Practice is the repeated experience to text, develops a lot of facets of learning to read and most significantly the understanding of single words. This increases the pace at which high frequency words are known which permits to increase smoothness in reading. This also helps in orthographic improvement, reading comprehension and vocabulary improvement (National Research Council, 1996). 2.3.3.1 The reading process There are a lot of studies and theories on the subject of how learners be taught to
read. Clay (1991) reflected reading as a process of getting message; and an activity of solving the problem which will increase in power and in smoothness, if it is exercised abundantly. Rosenblatt (1993) explained that reading is a communicative process, and employed the terminology of aesthetic reading and efferent reading. The aesthetic reading means, reading for delight. It is significant for the students in order, to promote reading for happiness at primary schools, for the reason that it encourages a lasting habit of reading. An additional main target of educational training is, to inculcate the students, with the pleasure of the worth of reading (Ontario Ministry of Education, 2006). Rosenblatt (1994) suggests that efferent reading is also vital, mainly for low-grade readers. They ought to read for information in the content areas like science and social studies. It happens when the learner is reading for a particular reason. Similarly, it is used for the purpose of reading factual resources or investigating a text in the English language classroom. However, the distinction between aesthetic and non aesthetic reading can be derived from, eventually what the reader does, the stances he/she adopts, and the activities that are carry out by him/her in the relation to the text. To extract appropriate knowledge from a different text forms and formats is crucial for educational and individual achievement. Fountas and Pinnell (2006) explain that reading is a thinking process. It is part of all things that may happen to a person, while understanding a transcript is closely associated to the person life. That’s why; their work reinforces the theory of Rosenblatt (1994) that reading comprehension wants an individual who reads to work together with the content. The Ministry of Education for Ontario (2004) utilizes an equivalent depiction of the reading procedure in its newest periodicals. This suggests that reading at primary level is an interactive, problem-solving process and having the prime idea of creating meaning. Therefore, the basis of this study is on the thought of reading. It is an interactive and a
transactional process. That’s why; it desires the applicability of a mixture of tactics for the ability of reading. This researcher focused on teaching six strategies of reading sketched out in the classrooms which work (Cunningham and Allington, 2007) by means of teaching techniques suggested in a guide for the effective literacy instruction (Ontario Ministry of Education, 2004). 2.3.3.2 Reading strategies Learners require applying a lot of difficult reading approaches to build up as skillful readers in the low-grade grades. Samuels and Farstrup (2006) pointed out that lots of pupils who were high-quality readers at the primary level will however strive to read at junior classes if they are not competent in the comprehension because there, they will encounter with extra multifaceted format of the text, characteristics of the text and the genres that the learners will experience. In this way, reading skill gets extra difficult procedure, as learners get promoted to junior grades. To get better reading comprehension, learners ought to learn the use of several strategies of reading. Cunningham and Allington (2007) summed up six strategies of reading on the basis of Duke and Pearson’s (2002) investigation. The subsequent sub-sections explained all of six strategies such as: a) prediction, b) think aloud c) using text structure, d) using visual cues, e) summarization, f) answering, and g) questioning. The confirmation from the study proposes that the mentioned skills are imperative and compulsory for the comprehension of reading skill (Duke and Pearson, 2002). Fountas and Pinnell (2006) suggest the similar strategies which are given below: i. Prediction Readers require inquiring queries about what the readers are going to read and to relate it to their former acquaintance. By means of prediction skills, like looking at the
exemplify coat or talking about the heading of a work, may assist readers to build a connection with associated works. It is essential like previous information that assists readers in making idea with fresh readings. The activation of previous information helps pupils in building links with fresh knowledge as they go through it. It also aids reader in the arrangement of the text into a coherent structure for education. ii. Think-aloud Think-aloud assists readers to comprehend the development of idea of a knowledgeable reader. Those readers who are skilled, they usually follow this strategy because they provide evidence of constructing a sense from the content during the process of reading. For instance, a tutor may utter that the writer wants him/her to perceive an image in his/her intellect when he/she reads that section. Evidently, it is an outstanding method for teaching learners and for making deductions while they read. Therefore, it offers illustrations for a successful reader, applying meta-cognitive approaches for resolving troubles. This also assists a stressed reader while seeing talented readers who are vigorously involved in the text. They do not, merely read the expressions. iii. Using text structure A lot of learners know the mechanism of imaginary tale very well compare to the components of a non-fictional content because these readers are more cope with reading fictions (Cunningham and Allington, 2007). The readers ought to be well-known with a collection of text styles and characteristics, to support learners’ perceptive with that kind of manuscript. To comprehend narrative style with its elements gives a structure for worldwide knowledge/understanding. For instance, the learners know about their expectations while reading fables. They expect that there will be a conflict between virtue and vice and the fairy tale will be ended happily.
iv. Using visual cues The use of a visual assists in comprehending, is an extra approach for reading which develops understanding of the reader of about content. The graphic organizers like a Venn diagram which is utilized to compare and contrast. It helps the reader, to perceive about his her acquisition. Further, this also assists a learner in making a relation with the content which enhances the level of understanding. Additionally, visualization prompts can be utilized, in order to self-monitor the level of comprehension. For instance, a person who reads is fluent, has to perceive a film playing in the mind during the process of reading. However, if the proceeding stops, then the text becomes complicated or the person who reads is not connected. It is helpful to see a picture during the reading process because it assists readers in self monitoring for measuring their pace of reading. The learner who is fluent in reading is capable of visualizing things during the process of reading. Smoothness and understanding are entirely related with reading (Fountas and Pinnell, 2006). v. Summarization Moreover, if a reader is capable of speaking again about the main idea of a manuscript in a coherent order, also grasps this information in brain, known as a significant tactic of understanding. Regularly, the main ideas are desired in the content, later for making meaning of the reading. For instance, a little key information can aid a reader in resolving the mystery of the novel (Fountas and Pinnell, 2006). vi. Questioning The main characteristics of good readers are inquiring questions, regarding their reading, in order to check themselves for comprehension. The readers inquire queries from themselves, class fellows and their instructors. The readers pause for asking questions that is the element of the reading development. The capacity of making deductions about reading
material entail advanced order of thinking skills. Inquiring queries that begin with how or why connect the reader. By inquiring questions of the text, the reader is enthusiastically reacting with the substance, to integrate the fresh substance into his/ her schema. Learners in the low-grades ought to be competent in using and applying these reading approaches in diverse texts to be skillful. Those readers, who are successful, use all reading strategies to understand the world fully which is around them. vii. Reading attitudes Having the role of teacher-librarian, it has been found that learners have a large range of attitudes for reading. Learners’ insight for themselves as readers completely affects the endeavor for reading and which may perhaps relate to their educational improvement. Every year the Education Quality Accountability Office (EQAO) reviews grade-iii and grade-vi learners when in Ontario, the annual standards-based tests are written. Students of grade-vi are of the opinion that they read comparatively less than grade-iii each year. Male students are of the opinion that they comparatively read less and consider themselves less proficient than girls across the province (EQAO, 2008). The teacher needs to find new methods in order to make reading good-looking for the unwilling readers in the school. A variety of genres and formats need to be included so that reading is reachable for all learners. The use of a wide range of texts should be encouraged for the learners. Guthrie and Davis (2003) are also of the opinion that learners in the lower grades read less when they affirmed because their natural inspirations for reading get lower. Therefore, it is essential to distinguish and examine the reading attitudes of the learner. viii. The role of teacher-librarians A research study confirms the idea of that trained teacher-librarians bring a distinction in the learner’s reading attainment. Small (2008) investigated almost a ten point’s
dissimilarity in Grade-IV learners’ achievement in English Language Arts test when there was a specialized media expert in the school. Lance (2002) stated that qualified teacherlibrarians get better the test scores of learners in the U.S. The Queen’s University research study, in Ontario (2006) indicated a constructive correlation between the existence of a skilled permanent teacher-librarian and learner’s enjoyment with reading. The collection and analysis of qualitative and quantitative data, teacher-librarians can study further about our practice and hence make good decisions regarding our teaching. Therefore, it is not sufficient to tell that teacher-librarians assist learners attain. We are required to give the proof that teacher-librarians create a difference (Todd, 2003). In recent times, Judi Moreillon study reflected that teacher-librarians can be regarded as co-teachers for reading strategies. She sketched out in her work that how reading strategies are narrowly connected to the skills of research that we teach in the library (Moreillon, 2008). Her work verified that how successful team teaching in literacy enhanced the achievement of learners and also catch the attention of teachers in the classroom and administrators. It is believed that a successful teacher-librarian is an instrument of change. That’s why it is right to say that the knowledge of language and information; to go further than library and into a broader society of the school. Therefore, this needs acquaintance with present investigation on instruction and learning; so that it may successfully assist the development of change (Harada and Hughes-Hassell, 2007). For the purpose of agent of change, current study must be kept with fresh methods to teach successfully and encourage others to get better their literacy improvement. 2.3.4 Writing However, if you want to write sound, then you should be prepared to redraft repeatedly and you would give more time to writing. Therefore, the writers would on no account to be satisfied until their best work produced. That’s why; an effective writing may
not be produced unless and until strategies of writing are learnt and practiced. As language to language, writing system differ , therefore teachers are required to be unambiguous regarding these
dissimilarities
;and
in
this
regard
learners
should
be
trained
properly
(Czerniewska,1998). Instructors not only introduce texts to their students which are the features of different types of disciplines but they also introduce their learners to the form of thoughts which resultantly produce this variety (Beck, 2009). Hence, students need to know about different forms of written work because different strategies and procedures are required to write these forms. As practice plays a key role in enhancing language skills, so writing skill can be developed with continuous practice and to make it perfect. Learners need to be given opportunities to express their ideas such likes/dislikes, interests etc in the written form. Learners are required to write freely and should be encouraged by the teacher with positive reinforcement. Knowledge of grammar is important for writing skill. Similarly, difficult spellings of words makes student reluctant to write, which creates a hurdle in the development of writing skill. There is no writing without reading and wide-ranging reading practices and regular writing activities will overcome the difficulties of spelling mistakes. A teacher has to recognize the usual phases that students surpass in their writing, are very essential (Wyse and Jones, 2001). Writing offers learners with potent prospects to study about themselves and their associations with the world. all the way through writing, learner arrange their thoughts, keep in mind important facts, resolve troubles, reproduce on a broad variety of viewpoint, and study how to converse successfully for explicit reason and viewers. Therefore, the learners put their feelings into expressions and assisting the words with imagery in a variety of media; in this way learners attain information which enhances their perception from the substance to the entire subjects of school (Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004).
2.4
ACTIVITY BASED LEARNING The study of Prince (2004) reflected that activity based learning is a method of
teaching where the learners are actively involved in the course of knowledge. Further, Harfield et al. (2007) stated that activity based learning is a method in which learners are vigorously contribute in the all learning activities while they do not participate merely as unreceptive spectators. Similarly, Edward (2001) is of the opinion that if these activities which are related to learning on practical experiences of life will support the learners in converting their information into their individual acquaintances and that can be used in many diverse circumstances. The research study of Harfield et al. (2007) depicts that there are two reasons on the basis of which active and conventional approaches are different from one another such as; firstly, on active engagement of the student ;and secondly, on the cooperation among the students. Moreover, ABL is a method in which the learners are themselves vigorously involved in practical actions or they see others who perform practical tasks or in other words this method regularly engage the employment of controlled resources (Suydam et al., 1997). The study of Churchill (2003) revealed that ABL was very supportive for the learners in creating or building up their intellectual form and which were permitting higher-order thinking skill to increase their capabilities for instance; practically solving the problem; and the shifting of knowledge and proficiencies. However, Hein (1991) viewed ABL psychologically that it was based on cognitive learning theory while primarily that was constructivist theory of learning. That’s why; the constructivists believe that in the course of learning every person constructs their personal acquaintances with the learning procedure and that belong to previous information. Similarly, this theory establishes that learning takes place when mental background of a learner joins to an exact construction. Therefore, it is an important requirement for the construction of
learners that they should have various activities in those classes which are active (Abdelhamid, 2003; Murray et al., 2004). The study of Panko et al. (2005) revealed that active classes were the indispensable desires for the educational production. Similarly, Kolb (1984) viewed that conventional ways of teaching are not suitable for concrete learning; as demonstrative learning wants undeviating practices with manoeuvring of resources. In the same way, Domin (2007) explained that in constructivism, successful learning cannot be transformed by the teachers to their learners if they are not provided practice with an activity. The study of Hull (1999) explored that a bulk of learners in our schools are not capable of building relations between the information which they are learning and the practical use of this information. There are various reasons but the one main cause is that the learners are not able contextualize their learning method. ABL is regarded very supportive in contextualizing the learning process of the students. In an ‘‘active-learning classroom’’ students are vigorously involved in learning not the passive receivers. Stößlein (2009) explored that this method offers a way to put together learning within students’ acquaintances and by exposing the learners to diverse of activities/tasks that supports the learners in learning and how to learn. He illustrated activity based learning as a “successful teaching model” for teaching science subjects. If these activities are conducted in a successful way, it will develop various skills such as how to work in team, how to design, how to communicate, how to acquire leadership skills, how to manage, how to plan a project, how to conduct research, how to reflect, how to solve the problem and permanent education among the students. If these activities are based on the knowledge of actual life situation, can assist learners in applying the same in their real life situation and consequently get ready them for the upcoming life. The roles of a teacher are
many such as: to facilitate, to guide, and to motivate. It means that he/she is not a learned person during the phase of activity based teaching / learning environment. Chickering and Gamson (1987) are of the view that learners ought to converse regarding the things which they are learning and they are also required to write about concerned task. Further, the learners may also need to associate it with previously occurred experiences and most importantly to use this in their everyday lives. Therefore, it should be made a part of their knowledge. Hug et al. (2005) was of the opinion that learners show keen interest in learning if learning tasks are pertinent; to learners; individually. The study of Churchill (2003) indicates that in activity based learning, the students scrutinize learning needs and reflect, to resolve a difficulty which the learner is experiencing. That’s why; learners are not required to study about the subject matter at that time relatively the learners study about the procedure of problem resolution. While going in the direction of answering the problem, they do get acquaintances regarding the subject matter. However, without the motivation of learners, the successful progression of teaching and learning is not achievable. Moreover, the study of Hake (1998) shows that learners’ inspiration through involvement in activities is interactive and a valuable way for teaching intricate ideas. Similarly, the hands-on learning is considered extremely, the superior way of teaching. The teaching plans which are comprised of hands-on learning can assist learners and make them more involved in learning (Cabral, 2006). Activity-based learning/ABL depicts a variety of educational approaches to teaching. Its main principle consists of the prerequisite that learning ought to be based on the liability of some ‘‘hands-on’’ experimentation and tasks. The thought of activity based learning is embedded in the general concept that students are vigorous learners rather than inactive receiver of knowledge. If a student is given a chance to investigate by his/her own and endow with a best possible environment of learning, then the learning turns into wonderful and enduring (
Anandalakshmy, 2007). According to the study of Anandalakshmy (2007) who is of the opinion that activity based learning first happened in the year 1944 around Second World War, by that time a Britisher whose name was David Horsburgh visited India. Later, he made a decision for living there. He was an inventive philosopher and magnetic leader. He began to teach in a School named Rishi valley and made an association with the British Council and started working for lots of years at Chennai and Bangalore. Subsequent to intentional withdrawal from the job, he situated a 7-acre (28,000 m2) spot in the district of Kolar and started an educational institution at Neel Bagh. Horsburgh founded it with a novel concept. It was recognized for innovative techniques and with systematic resources of learning. He designed a varied set of courses along with his wife, Doreen, and Nicholas, his son. It incorporated music, sewing, carpentry; gardening, masonry and the typical school subjects such as English, mathematics, Sanskrit, and Telugu were also included. The pedagogic resources were methodically designed, with outlines and drawings and a sporadic touch of humor. Afterward, Horsburgh formed a wonderful library at Neel Bagh which was available for educator and pupils. Horsburgh concept achieved a great landmark in activity based learning. Presently, activity based learning is pursued in business institutions at Chennai since 2003. It is an endeavor, to give unique institutions to learners who are unchained from hard work. The time has come, and it is needed to realize that the present system of education is not working which also confirmed by many previous researches. On the other hand, the teachers are not trained for multi-grade teaching and thus teaching is not effective. Customarily, the younger pupils are rather neglected than older and the older students are found in poor condition because of ignorance. It is a bit complex to say that the drop out of learners from their schools is because of tediousness or due to the reason corporeal punishment. The students might get education that continue their studies in school
and have just a minor possibility of becoming educated. For both group of students, education is not accessible for students and it is almost out of reach for them. Consequently, the children go into the labor industry and after a few years having little skills, no possessions and thus live in poverty (Anandalakshmy, 2007). ABL, a Tamil Nadu scheme, which has depicted numerous resources, the prospect of a system which can thrive in keeping students provoked and entirely engaged, while mastering the basics. Preferably, a teacher should be appointed in all classrooms. Nevertheless, if unoccupied teaching posts are not packed, learners study can continue. Due to the reason, that ABL presents explanations to two key troubles such as multi-grade teaching and insufficient recruitment. It offers the learning resources for a number of students to engage in activities when the teacher is working with a group. Activity based learning seems to be a method where a teacher smooth the progress of learning, devoid of controlling the classroom like a one man show or threatening students during the process of learning. Since the student learns well in a self-directed method, if the resources are provided systematically, the nonattendance or infrequent unavailability of a teacher might not be a disaster (Anandalakshmy, 2007). The study of Sprenger (1999) indicates that the process of activity based learning concentrates on the pupils, the knowledge, they have brought into the classrooms and their lively participation while acquiring language procedure. Genesee (2000) stated that ELLS were not the inactive receiver during the process of learning at the Elementary and Middle level. Relatively, the learners were vigorously building sense and schema (which is also called as structures of language and subject matter). Therefore, it is required that the entire instructions like teaching with direct method ought to be deliberated. Consequently, the students may take dynamic roles while learning. Its four principles illustrate how classroom instruction should be designed and implemented to encourage student’s active role in
learning. Daniel (2011) stated the subsequent benefits: 2.4.1 Greater Retention of Material According to the study of Daniel (2011) opined that hands-on learning offers learners a noticeable, real basis to study the entire the required theoretical and abstract details to the learners. 2.4.2 Enhances Creativity Working of learners on projects also revealed that numerous unrefined resources which can they employ, to make original products and that reproduce their introspection on different subjects. 2.4.3 More Enjoyable Practical learning is regarded very helpful because it makes learners capable of contributing in their tasks. That’s why; this enhances the inspirations of students in the meantime. They assert that it is very uninteresting for doing nothing, just sitting around, and listen to a lengthy speech. 2.4.4 Develops a Sense of Achievement However, to accomplish a project from commencement to the finishing stages effectively, offer the learners a key sense of success and also offer them a chance to better cope with managing apparatus. 2.4.5 Develops Critical Thinking Similarly to think critically may be applied in a lot of situations of life. The concrete learning facilitates a learner in making the requisite solution that can influence the learning outcomes.
2.4.6 Principles of Activity-Based Language Teaching and Learning. 2.4.6.1 Active engagement. Pupils play pleasurable, attractive and dynamic part during the process of learning practice. That’s why; a relaxed environment can help in the improvement of Language and literacy. This encourages morals and rejoices for hard work but it also gives the suitable level of challenge to inspire and connect students (Cummins, 2007; Guthrie et al., 2004; Jensen, 1998; Krashen, 2003; Sprenger, 1999). Therefore, as soon as vigorous participation is exercised, the language may be learnt the best when something is experienced with it and it is not only learning. Language is best sighted like a verb (something to utilize and perform is language) compare to a noun (subject matter to be learnt is language).Students of the Schoolage enhance literacy and language the best, initially through utilizing this language like an instrument, to produce and give out senses (Vygotsky, 1986). The study of Lightbown and Spada shows that as the time progress, the learners are organized physically because they have studied the composition and characteristics of the language as it is desired and applied in the real situation (Lightbown and Spada, 2006). 2.4.6.2. Cultural relevance. According to the study of Yoon (2007) who states that the students and classroom culture should go side by side in order to assist them. That why; they may be able to comprehend the fresh customs of their society, institution and classroom. Therefore, the role of the teacher is mainly significant in figuring out the English language learners’ contribution in quantity and quality at classrooms. However, as soon as teachers build up an atmosphere of trust, recognize student’s communal and cultural desires, and representation for the whole class how they, be capable of incorporating English learners in the classroom discussions and activities/tasks and English language learners vigorous participation while they are in their
classes and learning demonstrate development. Cummin (1986) and Delpit (1995) present their opinion that many studies have confirmed to a broad agreement in relation to the worth of parental association in learners’ school success and social growth. Moreover, Reese et al. (2000) found it particularly good for in literacy improvement. On the other hand, Derman-Spark et al. (2010) suggests that to produce a culturally reactive and significant class is more than association of parents it is required that a teacher should to give attention to this. Therefore, a teacher needs to know his/her learners’ culture. For this purpose, he can get information from the members of society, families, internet and library. Similarly, the teacher assesses his/her pupils that what pupils carry from their cultures to the class and to take into account the diverse views of the world demonstrated in the classroom. Forming such a classroom needs to know about a culture deeper and to compare the diversity between cultures such as concentrating on vacations, customs and foodstuffs. As a substitute, it puts together a multicultural viewpoint on day-to-day life of the classroom. 2.4.6.3. Collaboration According to the study of Vygotsky (1986) who offers that students improve and rehearse language in cooperation with teachers and group members. As language is regarded as an instrument of making meaning, communication and thinking are enhanced by means of language for the completion of things. Slavin (1995) states that cooperative learning is very successful for the development of learning. Therefore, instruction ought to be prepared to make possible collaboration and interaction. Learning needs to give two-way practices with the help of which students can resolve troubles, discuss meaning, and present what they have understood.
2.4.6.4. Learning strategies There are different ways of learning that’s why; students also increase their learning regarding the language outside their classrooms. Therefore, for that purpose, they usually use diverse approaches and to make themselves self-sufficient and enduring. Consequently, these strategies of learning are also known as learner strategies or the strategies of the learner. Actually, learners take these steps in order to enhance their learning and to improve their language capabilities (Lessard-Clouston, 1997; Nunan, 1996; Oxford, 1996). However, it might be recognizable actions, steps or else techniques, like SQ3R i.e. (survey, question, read, recite, review), a tactic for reading tactic, and to think constructively. Though, students employ strategies instinctively, the focal point of teaching and learning approaches is introduce it to the student’s consideration and to create it intentionally the part of students’ range. It permits students to organize and guide their individual learning. These also enlarge the job for language teachers ahead of teaching language to that of assisting students to design their individual strategies. They are usually tilted in the direction of resolving problems and may include a lot of sides of language for learning beyond the cognition (Robinson, 1970). 2.4.6.5. Differentiation Activities of learning contain various levels such as language, literacy, cognitive levels and integrate a lot of aspects of learning like various styles of learning, intelligences, and fondness. The students are not similar in all aspects as they are different in indigenous intelligence, intelligence which is learnt, styles of learning, and liking. English language students including in a classroom of grade level increases the dissimilarity by adding various backgrounds of language, levels of education, cultural experiences, cultural change experience, and occasionally the strain of conflict, scarcity, and dearth.
If pupils are imperfect in English language understanding, then it is required to stimulate them by applying other sources such as gestures, pictures, movements, sounds etc. Successful separation, to incorporate English language pupils consists of many aspects to learning across diverse mode of learning such as: spoken, aural, difference in intelligences and kinesthetic (Gardner, 1983; Gardner, 1996). 2.4.6.6. Comprehensible input with scaffolding Similarly, educators offer prosperous feedbacks with suitable circumstances and help, for making that input understandable to students, and suitably and gradually more demanding. It is not possible for pupils to learn English language without comprehending it. The learners of English language can’t learn from a language which they do not comprehend. Steven Krashen (2003) employed understandable input for the time which is related to language. The teachers can apply it in different ways and students are able to comprehend it as their language capacity is on the increase. The study of Vygotsky (1986) reflected the same. The teacher may offer different feedbacks to his learners at different level of language learning such as spoken and written feedbacks; to suggest meanings; and to be additional explicable. 2.4.6.7. Prior knowledge Teachers assist students in using their previous information of language, subject matter and in the world; in order to extend their language and learning. Likewise, If learners are previously familiar a lot regarding a subject ‘‘global warming’; they will try to find out television program, printed resources and lectures on this; which is quite easy to pursue. If a learner has studied excessively in relation to an issue in his mother tongue, then this might be easier ; to expand his/her fresh language with respect to the concerned theme. However, previous information/prior knowledge play a vital role in comprehension for the entire pupils
(Marzano, Pickering, and Pollock, 2004).Nevertheless, the magnitude of this is specific for English language learners. The students, who are little well-known with an issue; and they are not good at in organizing the verbal conversation or printed content, it will be very much complex for them to understand it (Carrell and Eisterhold, 1988; Upala et al., 2007). 2.4.6.8. Content integration Language learning is incorporated with significant, related, and valuable text, usually the identical educational subject matter with higher order thinking skills which may be suitable for the grade and age of students. However, to teach language at suitable age and educational content has a number of plus a point such as: it is proficient due to two objectives; acquisition of language acquisition and learning content are completed at the same time. It is successful initially since language is learned well when students are acting somewhat focused and essential to them and content learning for their grade level is extremely vital. In addition, it is also needed because pupils cannot deprived themselves a year or two away from content learning at the same time as they enhance language; by doing that they will finish more at the back of their fellows. Content-based language learning may occur in different settings such as in a supplement the class of ‘‘English language development’’ known (ESL); where the tutor launches subject matter via incorporated ideas (frequently employed for the beginners). Similarly, in ELD class who educates the subject matter by means of strategies which make the content understandable at middle and high schools to students and encourage language growth. It may also be used at grade level which consists of mutually capable English students and English language learners where teachers need to be trained both in subject matter and needs of language learners. Therefore, they may be able to distinguish instruction for including pupils at different levels of language and content learning. The studies of Cummins (1986) and Thomas and Collier (2003) approved these learning models.
Tomlinson (1999) states that the educator may make a distinction between procedure, subject matter and the product in their language to make learning successful. Therefore, by adopting the following steps will lead to success in their learning. i. Clear, appropriate goals and feedback For this purpose, an instructor needs to locate achievable targets for the students and give learners apposite; constant input on the advancement in accomplishing the set objectives. The process of setting clear goals assists both learners and teachers and it provides them to a great extent greater chance to achieve the desired goals. Goals commence a curriculum. Therefore, novel, and additional sophisticated goals are considered as the product to curriculum. Dewey (1902) was also of the opinion that reaching towards individual objectives is actually the beginning position towards a new goal. It is wished for the learners of English language; to achieve as identical lofty target like their talented group mate. However, it ought to be required for doing it; to put precise targets which include subsequent steps for the individual pupil. Pupils wish for sound performance, and will perform a great deal when they recognize what is anticipated of them and when the prospect are correct. The clear language and content goals ought to be established clear for the students and to give them feedback on their progress in the direction of those objectives. Students learning can be developed by applying suitable methods and to give them confidence, begin to assess their personal growth in the direction of achieving goals, to assist them in making self-sufficient, self-motivated learners. Learner contribution has been separated by Dancer and Kamvounias (2005) into five groups such as: attendance of student, preparation, involvement in class discussion, and communicative and group skills. Fritschner (2000) has also further said that learner
involvement takes place by merely presence in class or by verbally contribution in class in the course of comments or inquiry or even spoken presentation. It also contains how much learners build up behavior on-task and take useful part in their assigned activity. This is not; nevertheless, equal to student’s conversation time. It is somewhat calculated by the worth of their remarks and how far these explanations add to the achievement of the activity in their groups (Rosenfield et al., 1985; Wannarka and Ruhl, 2008). ii. Group work with assigned roles One of the main instruments in assigning group work is to make sure that in a group of six or seven learners, every associate has a definite job or assignment. In this way, learners work together as a team and also separately; every person’s task is connected to the other and have a direct effect on the activity being productively ended. For instance, Sylvia Plath, an American woman author killed herself. Project can be conducted in order to find whether Plath’s committing suicide is correct or wrong. For the purpose of this project to be conducted, the group needs to analyze her life history, her approach to society, the persons around her, was she optimistic/pessimistic? A Handover job ensures active involvement of all learners in the activity at hand. Learners learn to take liability, help each other and also get communal skills such as accommodating diverse point of view and sharing resources. This approach ought to be used successfully; the teacher should provide clear, precise instructions at the onset of activity and he/she needs to check each group growth and learners are to be supported if they need it at any point. Leaders: Summarises the task; discovers the diverse sub-tasks concerned and make sure that the activity and the instructions have been comprehended by the whole members of the group. Recorder:
Records group tasks and the ideas of every member of the group.
Operates as the representative of the group. Time keeper scheduling. Makes certain the effort area is left organized. Performs as a timekeeper for timed tasks. iii. Conflict manager: solves any disagreement that happens at some stage in the group work. The jobs can also be revolved on a constant basis to let each student for having knowledge of other jobs. At the same time, maintaining the groups steady throughout a unit could assist in encouraging a feeling of belongingness and uniqueness. iv. The Jigsaw Method: The Jigsaw is a commanding approach for learning descriptive resources. It aids teachers and learners to successfully cover great deal of learning material in relatively less time. It is also a helpful device, in applying in overcrowded classrooms. For instance in this process, learners are distributed equally into a group of four members each. The content/ study material is also distributed into four parts, i.e. each one part has to be assigned to one learner in a group. In this way a ‘‘home group’’ is formed. The instructor should make certain that every learner has adequate resources to learn the concept. After studying the concept by pupil through the resources on his/her part of the concerned topic, `Expert Groups' are created which comprised of pupils from the all groups. The members of the expert group handle the similar division of the content (for instance, the entire associates of other ‘‘Home Groups’’ who are assigned 1st part turn out to be one ‘‘Expert Group’’).They talk about the idea and contribute what they have studied as a result their knowledge gets polished. Later on, learners return to their original ‘‘Home Groups’’ and every learner contributes to the information of his/her part of the idea with the other group members which make possible the dependability to the study part of the content and to teach it to other members of the group, and on the other hand learning the content that other
member teach him/her. The teacher might also enquire groups for their presentations of work in front of the whole class regarding what they have studied collectively in their groups. v. Brainstorming: is a speedy and useful method of producing information for later association and reflection. Throughout a brainstorming session, pupils contribute the entire the ideas that appear in mind concerning the idea or subject under conversation. Venn diagram, Spider Diagram, etc., can be used for catching the information and evidences given by the learners. Smoothness and extent are imperative elements of brainstorming. Brainstorming strategy can be conducted separately on a piece of paper or within a group, verbally or on the writing board. It is vital to set the subsequent prospects from brainstorming. The entire ideas are to be acknowledged without disapproval. No ceasing, both in tone of voice or physical movement, are to be approved. Pupils have to strive for constructing their personal and others' information such as: listening carefully to their peers when they say something. vi. Storytelling: successful storytelling is one of the main components of effective lesson, particularly for children. This is an ability which demands high energy, difference in volume, facial expressions, pitch of tone, gestures and even possibly movement of the teacher in front of the class. Some of the important guidelines need to be kept in mind when the process of storytelling is in progress: o The teacher ought to be as active and forceful as probable to the learners in order to listen it and to get pleasure from the story while comprehending it. o The process of storytelling ought to be interactive such as: the teacher requires engaging the pupils in the strategy, by enquiring them to make appropriate performance, doing again, keywords, etc.
In the process of narration, the teacher has to ask or stop vague queries to make sure that the learners have comprehended. On this stage, a teacher may also involve the students by assigning them with tasks of real-life situations which are related to the perspective of the story. 2.5
PERFORMANCE ASSESSMENTS AND ENGLISH LANGUAGE LEARNERS Bass et al. (2002) observed the (performance assessments); let the entire pupils,
particularly those with diverse language setting, to involve in mentally difficult tasks like creating tactics, checking effort, investigating information, and using logical skills. Consequently, evaluation professionals may possibly disagree with the observation because for (ELL) students; its items could not fully replicate the content knowledge; and possibly will be puzzled with the vocabulary and writing proficiency. Hence, factors of language in ‘‘performance assessments’’ could have a superior level of effects on the performance of ELL learner contrary to indigenous speakers of English language. In reply to this apprehension, a difference is supposed to be made between language associated (construct relevant and construct irrelevant). Similarly, students; in the (performance assessments), do something factually contrary to animated language; and in this way, possibly; be more obvious; to convey the topic being designed. If we take an instance of floating pencil in the exercise, pupils not only pay attention to the instruction of the test to calculate the length of a pencil mutually in clean; and salty water; and on the other hand; they also need to examine the pencil underneath in dual circumstances. Most importantly, as the measurement item is presented in various sensory styles like hovering pencil; clean; and salty water. Therefore, Language is not merely a single way to present the ‘‘performance assessment task’’; and to get answers of the pupils. The performance assessments has a requirement like assessment as well reproduced educational activities, are commonly considered; extra attractive for the students. In this way, these are
the improved aspect of (criterion performances); that are of significance; outside the classroom (Linn and Burton, 1994). Hence, Darling-Hammond (2006) pointed in the direction of performance assessments that requires students to evaluate and reply to complicated inquiries, carry out investigation, write comprehensively, and reveal their knowledge in papers, projects, and exhibition have confirmed key to inspire learners and achieving lofty levels of acquaintances in high schools which are designed again. The motivational growth is very important for the (English language learners) as it requires back-up; and support in their educational accomplishments. Investigation evidently reveals that the main effects on the results of English language learners’ assessment are due to the language factors (Solano- Flores et al., 2003; SolanoFlores, 2008). Addition of nonessential lingual complication inside an evaluation expresses; to widen the room of presentation between (English language learner); and (non-English language learner) pupils. Though, language factors have effects on types of assessment, assessments in performance can in fact assist to recognize factors of language which influence the results of assessment. For instance, Mislevy et al. (2002) explained that ‘‘taskbased language assessments’’ could assess language in more realistic and compound circumstances as compare to routine (discrete-skills assessments), the latter presenting narrow, extra non-natural chances for receptive and meaningful language exercise. An additional current research found learner answers to writing prompt less affect by learner background variables, comprising of the status of English language learner, compare to the scores made on a commercially arts test of the language, mostly including items based on MCQS (Goldschmidt et al, 2007). Unrestricted assessments get better the probabilities for ELL pupils to connect with language construction and learning, presenting distinctive prospects; and to convey their information in a wider area compare to restricted linguistic chances presented to the learners; in a conventional multiple MCQS.
According to opinions of Parker et al. (2009), its one purpose is to estimate the stage of the learners’ expertise and attainment in performing reading/language arts, science; and math. As a result, it may perhaps, also generate valuable knowledge for the reasons of problem-solving to evaluate what learners are familiar with, and they can aid teachers in making a decision where to start instruction or find out which groups of learners requires unusual concentration. The following assessment tactics may also be employed, to check learners’ problem-solving and processing skills strategies and the capability of learners in specific region as reproducing the learning actions. In this way, the following features may be enormously valuable for the particular requirements of the learners populations, comprising (ELLs), as learners possibly will not have attained identical educational prospects due of their linguistic desires (Abedi and Herman, 2010). These learners regularly show better attentions with the advanced level of learning by the time, when the learners are required to classify particulars; about the main notions; and robustly construct their individual insight of thoughts in an affluent range of situations. Performance activities are also instructional, permitting learners, to actively engage in meaningful educational activities in the classroom. On the other hand, in (performance assessment), learners may possibly be given the self-assurance to look for extra detail or attempt a variety of approaches, and in a few circumstances teamwork is required. These assessment plans are entirely helpful for (ELLs) as the learners get assistance from involvement in the classroom tasks. Moreover, ‘‘performance assessments’’ are more available since a lot of the variables affecting the state across-the-board, that’s why, and countrywide evaluation has a little effect on performance assessments and on learning situations (Boscardin et al., 2004; Wang et al., 2007a, 2007b). According to the study of Wang et al. (2007a) who opined that the ‘‘performance assessment’’ results are not receptive to the fundamentals of the students’ background
situation such as: (SES) and (civilization). Further, learner potencies had been abundantly presented on the subject of ‘‘performance assessments’’ with no unjustified pressure of any of the resources of ‘‘construct-irrelevant’’ variables. ‘‘Performance assessments’’ may be offered in a lot of shapes, however are inclusive in nature and permit learners to show a further comprehensive clue of their knowledge of the specific areas of the content. A key instance of a ‘‘performance assessment’’ is a state where learners are inquired to keenly converse in a L2 or plan and carry out a study on a subject according to their wish. Therefore, speaking and writing capacities of the ELL learners’; may perhaps; be straightforwardly assessed; on the sources of their real demonstrations; and contents that are produced by the learners. Linn et al. (1991) stated that (direct assessments of writing), provides instances of the activities that one would anticipate students; to be capable to carry out, while inquiries concerning appropriate grammar are planned to determine what are finest expressions allowing skills or incomplete signs of genuine writing competence. The indirect substitutes of the information or skills need to be calculated. It ultimately, may enhance the (validity apprehension). Similarly, to judge writing, according to grammatically asked questions may not be possibly, greatly associated with the real talent of writing. Moreover, inquiries concerning grammatical nuances and structure of sentence could be principally hostile for that (ELL) pupil who’s (L1) is established on the basis of different set of laws. On the contrary, ‘‘direct assessments’’ of writing provide learners additional chances to reveal their talent in expressing ideas. Other instances appear during the study that how to demonstrate (performance assessment tasks) may possibly smooth the progress of quality of education; of (ELL) students. Further, these instances are used for the purpose of comparison between the value of measurement results of (performance assessments) and with (conventional standardized) tests attainments. It aids that product from (performance assessments) may be
further instructive for (teachers, learners; and parents) for the entire learners; mainly for (English language learners); and so far these assessments are concerned, these are not mainly influenced by extraneous variables such routine high-stakes evaluations (Boscardin et al., 2004; Wang et al., 2007a, 2007b). 2.6
LEARNING STYLES For instance, in a comparatively wide-ranging analysis, Coffield et al. (2004)
explained seventy one unusual designs, in which they were not of the opinion that their catalog was meticulous. The profit-making task which is associated with ‘learning styles’ is mostly based on the publication and promotion of the assessments tools; in order, to aid educators in judging the styles of learning of the individual; in general, though not all the time, these strategies categorize the student into diverse style. The institutes haves suggested testing; at the entire levels; of instruction that could be supposed; to base their suggestions with proofs. Similarly, according to the study of Keefe (1998), (the National Association of Secondary School) principals specially made a learning-styles test which could be distributed broadly. Likewise, presently, there is a website which presents suggestions to the ‘‘Yale instructors’’. It notifies guests that our college students’ college as enter the classrooms; there, they passed through an extensive range of learning styles. It further promotes the teacher establishes their personal (modality of learning) and evaluate the learners’ (learning styles). Further, it creates their educational alternatives accordingly. Moreover, the (learning styles) notion has been welcomed in many existing textbooks of the educational psychology (Yale Graduate Schools of Art and Sciences, 2009). According to the study of Omrod (2008) where he described that a number of cognitive styles and characters do give the sense to affect how and what learners learn. A
number of pupils appear to understand better when knowledge is offered verbally, while others give the impression of better understanding when it’s offered through visuals. Therefore, learners and aspiring instructor of educational psychology are being trained that learners have specific learning styles and it ought to have room for modified instruction regarding those styles of learning. According to the studies of Dunn (1990) and Kolb (1985), A number of the majority familiar learning-style formats engage the model of (Dunn and Dunn learning-styles), (Learning Styles Inventory), and Learning Styles Questionnaire by Honey Mumford’s (1992). The evaluation procedures which are designed regarding the model of Dunn and Dunn are predominantly accepted and widespread. 2.7
PREVIOUS RESEARCHES ON ACTIVITY BASED LEARNING In current mathematical instruction, it has turned out to be more and more stressed
that mathematical information ought to be trained by way of practical activities, analytic, and interactive learning performances (Wang, 2009). According to the study of Amaral and Garrison (2002) who opined that due to longer involvements of students in concrete learning, their marks were higher in writing, reading, science, and math. According to the findings of Haury and Rillero (1994) who are of the opinion that the term concrete learning is synonymously used for the term (learning by doing). It is further added that this is typically developed as soon as learners are able to perform well individually of their allocated activities. It is frequently employed to illustrate every task in the classroom that applies resources, however, it is not influencing objects, and it is appealing in detail inquiry with things, resources, thoughts, sketching senses and understanding from those practices.
Similarly, a study was conducted by Dark et al. (2009), on the topic, ‘‘The Effect of Hands-on Projects on one hundred and twenty six Eighth-Graders from 10 classes’’. The study was conducted in a different ethnic rural area of Indiana Middle School. The findings of the study reflected that the learners who studied through ‘‘Hands-on’’ task; were greater in scores; and with a high degree of development as compare to the learners who were taught conventionally on both unrestricted/open-ended questions. On the other hand, the learners; who were engaged in a ‘‘hands-on’’ activity; attained further with a thorough comprehension of the queries compare to conventional group. The study of Pierce and Honeycutt (2007) on the problem, (To show the possibility in Genetics with Hands-On Learning) revealed that the designed a set of tasks on Hands-on, cooperative tasks, permit learners to find out empirically the possibilities of various blends of the proceedings and to evaluate it hypothetically obtained values. These drills assist learners recognizing fundamental set of laws of probability, the making use of the chi-square and binomial tests. Holstermann et al. (2010) conducted an investigation on the ‘‘Effect of Hands-on Tasks on Learner’s Interest’’ who investigated learners in particularly, practicing with ‘‘Hands-on Activities’’. They demonstrated very well with larger interests in these activities as compare to those learners having no experience. A sum of 141 learners from the grade eleven finished the surveys on the ‘‘Hands-on Activities’’. The results also revealed that different ‘‘hands-on activities’’ be capable of influencing the interest of learners in a different way and for the majority ‘‘Hands-on Activities’’, there was no impact of practice found on the interest of learners. According to the study of Chickering and Gamson (1987) who state that the learners ought to speak about what they are learning and need to write about it, further need to connect it with their past practice, and to apply it in their day to day scenario. Learner’s
inspirations are sky high but if such actions are individually pertinent and related to learners (Harel, 1991; Kafai; 1996; Hug et al., 2005). Moreover, diverse results of various studies regarding the usefulness of ABL have been found. Suydan et al. (1977) found that ABL in ‘‘elementary mathematics’’ is more valuable as compare to traditional teaching method. Brophy (1995) explored that learner study ideas deeply if these ideas are studied in a diverse context which might comprise of text book reading, laboratory experiments, classroom lecture, etc. Furthermore, according to the study of Carey and Smith (1993) suggested that the learners can use this information in new circumstances with enhanced method. Similarly, to disseminate learners by means of scientific information; is the endeavour of science teaching. As a result the learners may use the acquired acquaintance in the problem solving circumstances. That’s why; the role of science is considered very vital as compare to data gathering; and manoeuvring data or recalling information. In addition to this, the study of National Research Council (1996), states that this is a procedure of investigation which requires asking questions, observing, data exploration and data manipulation. On the other hand, it needs knowledge; to use and simplify scientific information. Therefore, to construct this type of learning situation; needs connecting students into variety activities. Active engagement in educational activities builds up theoretical perceptive and stimulate learners to get additional information (Brophy, 1995). Hake (1998) established that ABL appreciably gets better theoretical perceptive; to the learners; while learning physics in the classroom. Similarly, the study of Magno et al. (2005) reached at same the results that the students who were receiving PBL; their memory regarding the activity had appreciably superior in presentation and precision in the experiment. Similarly, their attitude was also superior to the other students who were taught through traditional method.
Brock and Lopaz (2004) carried out a study on the topic of ‘‘Teaching Experimental Economics for High Schools’’, where they were of the opinion according to the results of the study that ABL did an excellent job for fulfilling the circumstances; adequate to conduct experiment for economics. The study of Teo and Wong (2000) revealed that conventional methods of teaching are not good to pupils; in giving confidence; and in linking earlier attained knowledge. Similarly, the study of Boud and Feletti (1999) reflected that activity based learning was very supportive for the pupils ‘‘To Learn How to Learn‟ by means of diverse tasks and real-life issues. According to the study of Barrows and Tamblyn (1980) revealed that the utility of ABL is to make the learner independent; and to make the process of learning easy. Similarly, the skill to solve the problem is also approved in the teaching of medical. The study of Schmidt (1983) also confirmed the same results. Barrow (2000) and Dochy et al. (2003) studies reflected that ABL is effective for higher education and K12 learning situations. The studies of Gallagher et al. (1992) and Hmelo-Silver (2004) also approved these results. Similarly, Torp and Sage (2002) were also of the opinions in favour of activity based learning. The research study of Hussain et al. (2011) reflected that activity based learning was found more conducive and successful for teaching Physics at secondary level as compare to routine way of teaching physics. On the other hand, the findings of the studies of Lieux (2001) and Zumbach et al. (2004) revealed that both activity based learning and traditional methods of teaching were almost the same in the knowledge acquisitions for the learners. On the other hand, the studies of Doucet et al. (1998) and Blake et al. (2000) reflected that the learners; who were educated through activity based learning did considerably greater both on clinical and basic sciences. Verhoeven et al. (1998) partly agree with their work while the findings of Dochy et al. (2003) totally approved their results.
On the other hand, the research work of Berkson (1993) and Colliver (2000) found no proof to sustain the dominance of the activity based learning method on the traditional/conventional way of instruction. The research study of Gallagher and Stepien, (1996) recognized no remarkable dissimilarity on ‘‘Short-term Retention Assessment’’ between the pupils who were educated through activity based learning and traditional learners. The study of Dochy et al. (2003) found that the learners who learned through activity based learning were superior to traditional learners ‘‘Long-term Retention Assessments’’. Contrary to that, Hung et al. (2008) referred Eisenstaedt et al. (1990) that conventional learners retained greater as compare to the learners who were taught through ABL in the evoke test taken instantly .On the other hand, retention rate of conventional learner turned down rapidly than ABL learners. The research study carried out by Polanco et al. (2004) on the topic ‘‘To Investigate the Impact of ABL on Students Academic Achievement in Mechanics’’ revealed that ABL learners did considerably better comparatively to traditional learners in higher order thinking skills. Similarly, Shelton and Smith (1998) carried out an investigation on the learners of biomedical and explored enhanced performances of the biomedical learners in the achievement test taught through ‘‘activity based learning’’ than their counterparts. Gallagher et al. (1992) in their study found extraordinary development of ABL learners in their findings as compare to their counterparts; they further explored that activity based learning is a useful way for the development of strategies and skills of problem-solving. The study of Hung et al. (2008) revealed that ABL method has constructive results on the learner capability while employing fundamental science information and transmitting problem-solving strategy in the practical world such as: in organizational or individual’s circumstances. The studies of Suydam et al. (1997) and Shepherd (1998) explained the
identical kind of results. Similarly, the research work of Coulson and Osborne (1984) confirmed the same results. Blumberg and Michael (1992) also stated that is an effective method. The findings of the study of Norman and Schmidt (1992) were also in favor of ABL. Ryan (1993) and Dwyer (1993) also approved the usefulness of ABL. The results of the research work of Dolmans and Schmidt (1994) confirmed that ABL was a successful method. Similarly, Woods (1993) and Van den Hurk et al. (1999) opined that the learners were motivated towards learning while ABL method was in practiced. Likewise, the findings of Schmidt and Van der Molen (2001) reflected that ABL was a successful method. Schmidt et al. (2006) concluded that ABL was very useful for the learners. On the other hand, the study of Kaufman and Mann (1996) showed that learners found ABL very helpful for the improvement of knowledge in the management skills. Caplow et al. (1997) were of the view that it was useful for the improvement of learners learning in basic science education. According to the study of Martin et al. (1998) reflected that ABL helps learners in handling perplexed circumstances. Similarly, the work of Dean (1999) shows that ABL method; develop the confidence of learners in problem solving circumstances. The research study of Lieux (2001) reflected that ABL was found very useful in the building up of ideas and problem solving techniques. The findings of the studies of Schmidt and Van der Molen (2001) and Schmidt et al. (2006) confirmed that activity based learning helps in the development of interpersonal and specialized proficiency, progressing self-directed learning and high order of thinking. On the other hand, the study of Thornton (2001) revealed that ABL aids; to a large degree in the enhancement of the learners information and perception regarding scientific concepts. Similarly, the research study of Choo (2007) investigated that ‘‘activity based learning’’ had encouraging consequences in professional schools on learners and teachers.
Chapter 3
METHOD AND PROCEDURE 3.1
POPULATION The aim of the study was to investigate the development of language skills through
activity based learning at Grade-VI. All the 295,575 students of Grade-VI in Khyber Pakhtunkhwa were the population for this study (EMIS, 2013). 3.2
SAMPLE A sample of fifty male students from two sections (A, B) of grade-VI of G.H.S
Tarkha, Nowshera was selected. The sample students were separated evenly into experimental and control groups through pair random sampling techniques on the basis of pre-test scores. Both groups consisted of 25 students. Further, the students who scored above the mean were placed in the high achievers group and those who scored below the mean were placed in the low achievers group. 3.3
RESEARCH INSTRUMENT The development of research instrument plays a vital role in any study but in
experimental study its importance grows further. Therefore, a teacher-made (Pre-test) and (Post-test) were developed for this study. The pre-test (Appendix-I) was used to distribute sample students into experimental and control groups equally before the start of the experiment, while post-test was given to the sample after the treatment. The main aim of this test was to determine the accomplishment of the sample students. Both pre-test and post-test were based on forty items related to four skills i.e. (listening, speaking, reading and writing). Each skill had separate section having ten items related to Grade-VI English text book, five lessons according to Khyber Pakhtunkhwa Text Book Board were: (a) Ibn-e-Seena; (b) Over Crowding in the Cities; (c) The Wolf Cub; (d) Electricity, and (e) The Qissa Khwani Bazar selected.
The researcher thoroughly studied literatures, books and visited IELTS and TOEFL sites for the development of test items. Further, the test was developed in the consultation with honorable supervisor, supervisory committee and language experts. Some of the test items were changed according to the advice of honorable supervisor and language experts 3.3.1
Validity Content validity of the test was approved by the supervisory committee i.e. the test
items were selected from Grade-VI in the subject of English. Further, the subject and language experts also confirmed the validity of the test. 3.3.2
Reliability Reliability of the test was measured by using split-half (odd-even) technique. The
test items were divided into halves, ensuring that each half was matched in terms of item difficulty and content. Each half was marked separately. The reliability was calculated by using Spearman-Brown formula: Reliability = 2r/1+r Where r = the actual correlation between the halves of the instrument. By using spearman Brown formula, the correlation coefficient is 0.88. In this case formula for reliability was set out thus: The maximum value for coefficient is 1.00. Thus, the reliability of the instrument calculated by split half technique was highly strong. 3.4
RESEARCH DESIGN The design selected for this study was ‘pre-test post-test equivalent group design’
which was believed to be the most useful. The symbolic representation of this design is:
RE
O1
T
O2
RC
O3
____
O4
Where: R= subjects selected randomly E=
Experimental group
C=
Control group
O1=
Observation of experimental group (pre-test)
T=
The experimental treatment (A.B.L)
O2 =
Observation of experimental group after treatment
O3 =
Observation of control group (pre-test)
O4 =
Observation of control group (post-test)
3.5
TREATMENT The services of two teachers from G.H.S Tarkha, district Nowshera having masters
in English from the University of Peshawar were hired for the study. Both of them had relatively equal teaching experience and considerably equal teaching potentials were selected for teaching English to Grade-VI, to the experimental and control groups. The teacher volunteering for teaching experimental group was already trained by the DCTE, KPK in teaching English through activity based learning. The researcher developed lesson plans from the selected lessons for both the experimental and control groups having the same learning outcomes but control group was taught through conventional way teaching. For this purpose, activities (Appendix-XVI) related to four skills from the text book were developed and opinions of the honorable supervisor as well as language experts were considered. Interesting and relevant activities were selected from British council, E.T.T.E (English for teaching and teaching for English) project such as: introduction, TPR (total physical response), Simon says, Chinese Whispers, name revision ball game, Action song (heads, shoulder…..), inserting missing words, Listen for lies, inserting the missing words, role play, dialogue, jigsaw activity, skimming, scanning, free writing, control writing etc were conducted. Teacher also conducted activities
mentioned in text book. 4ps (preparation, presentation, practice format of lesson plan was used for activity based learning method. As English is not the mother tongue in Pakistan, for first two days only warm up activities were conducted in order to motivate them. This created a lot of interest in them and slowly other skills activities were conducted. Daily, only four activities were conducted; duration of the class was forty minutes because in government schools, in Khyber Pakhtunkhwa province, students were not used to with this type of learning. The treatment was given to experimental group while control group was taught to conventional way of teaching for seven weeks. Regularly, activities of both teachers were observed by the researcher as well as other language experts. Further, opinions of students were also noted. 3.6
COLLECTION OF DATA
`
Data collection played an important role in this study. Therefore, a teacher-made pre-
test (Appendix-I) and post-test (Appendix-II) were designed for the collection of data. The pre-test was used before the start of experiment, in order to judge the achievements of sample students. Further, it was used to distribute the sample students equally in the experimental and control groups on the basis of pre-test scores. The treatment continued for seven week. The experimental group was taught through ‘activity based learning’ while control group learned through conventional way of language teaching. When the treatment was over, the post-test was administered to the sample students of both groups, in order to know their achievements as an outcome of the treatment. 3.7
ANALYSIS OF DATA The collected data was analyzed in order to assess the hypotheses. Therefore, Mean,
Standard deviation and difference of means were calculated for each group. The significance of difference between the means of the two groups was measured by applying independent
sample t-test. Significance of difference between the mean scores of experimental and control groups on the variable of (pre-test and post-test) scores was analyzed at 0.05 level. The statistical package for social sciences (SPSS) program was used for the collected data feeding. Data were analyzed by applying t-test for independent sample by using the following formula: t=
x1 - x 2 sp 1 / n1 1 / n2
Where: x1 x1 / n1
x2 x2 / n2 sp =
n
1
1s 21 n 2 1s 2 2 n1 n 2 2
(n1-1) s21 = x 21
( x1 ) 2 n1
(n2-1) s22 = x 2 2
( x2 ) 2 n2
Here: v = n1 + n2 – 2 degrees of freedom
and
Chapter 4
ANALYSIS AND INTERPRETATION OF DATA Analysis and interpretation of data plays an essential role in research because at this stage the researcher draws results from the data obtained. This chapter is related to the analysis and interpretation of data. The key point of the study was to analyze development of language skills through activity based learning at Grade-VI. Therefore, a teacher-made pretest and post-test were employed to analyze and interpret the data obtained. Fifty students of Government High School Tarkha district Nowshera were divided into the experimental and control groups, 25 each; having the same abilities in the subject of English. The distribution of sample into two groups was made on the basis of teacher-made pre-test scores. Significance of difference between the mean scores of experimental and control groups were found on (pre-test and post-test) by applying t-test. The acquired results along with analysis and interpretation are given in the subsequent pages.
Ho1: There is no significant difference between the mean scores of the experimental and control groups on pre-test with respect to achievement in listening.
Table1: Significance of difference between the mean scores of the experimental and control
groups on pre-test with respect to achievement in listening. t-value
Group
Experimental
N
25
Control
25
*Not Significant
d.f=48
Mean
7.76
7.76
SD Table value
Calculated value
1.68
0*
3.23
3.28
Significance level = 0.05
Table 1 depicts that the obtained result of t was 0 and the table value of t was 1.68. Results were tested at 0.05 (level of significance), and the degree of freedom was 48. Hence, the table value of t (1.68) was greater than t (0) obtained value. That’s why; Ho1 was approved because no significant difference between the mean scores was found. In this way, the experimental and control groups were identical with respect to prior knowledge in the listening skill on pre-test.
Ho2: There is no significant difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in listening. Table2: Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in listening.
t-value Group
N
Mean SD
Table
Calculated
value
value
Low achievers of the experimental 8
4
1.85
group
1.74
Low achievers of the control group *Not Significant
11 5.09
-1.478*
1.37
d.f = 17
Significance level = 0.05
Table 2 reflects that the attained result of t was -1.478 and the table value of t was 1.74. Results were tested at 0.05 (level of significance), and the degree of freedom was 17. Consequently, the table value of t (1.74) was greater than t (-1.478) obtained value. That’s why; Ho2 was accepted because no significant difference between the mean scores was found. In this way, the low achievers of the experimental and control groups were identical with respect to prior knowledge in the listening skill on pre-test.
Ho3: There is no significant difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in listening. Table3: Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in listening.
t-value Group
N
Mean SD Table
Calculated
value
value
High achievers of the experimental 17 9.5
1.94
group
1.699
High achievers of the control group *Not Significant
14 10.14
-0.86*
1.99
d.f = 29
Significance level = 0.05
Table 3 depicts that the acquired results of t was -0.86 and the table value of t was 1.699. Results were tested at 0.05 (level of significance) and the degree of freedom was 29. Hence, the table value of t (1.699) was greater than t (-0.86) obtained value. That’s why; Ho3 was approved because no significant difference between the mean scores was found. Hence, the high achievers of the experimental and control groups were identical with respect to prior knowledge in the listening skill on pre-test.
Ho4: There is no significant difference between the mean scores of experimental and control groups on pre-test with regard to achievement in speaking. Table4: Significance of difference between the mean scores of the experimental and control groups on pre-test with respect to achievement in speaking. t-value Group
N
Experimental
25
Control
25
*Not Significant
d.f=48
Mean
4.32
4.04
SD Table value
Calculated value
1.68
0.30*
3.15
3.45
Significance level = 0.05
Table 4 indicates that the calculated result of t was 0.30 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48.
Hence, the table value of t (1.68) was greater than t (0.30) obtained value. That’s why; Ho4 was accepted because no significant difference between the mean scores was found. In this way, the experimental and control groups were similar with respect to previous knowledge in the speaking skill on pre-test.
Ho5: There is no significant difference between the mean scores of the low achievers of the experimental and control groups on pre-test with respect to achievement in speaking. Table5: Significance of difference between mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in speaking. t-value Group
N
Mean SD
Table
Calculated
value
value
1.703
0.949*
Low achievers of the experimental 14 1.78
0.97
group Low achievers of the control group *Not Significant
d.f = 27
15 1.5
0.83 Significance level = 0.05
Table 5 reflects that the obtained result of t was 0.949 and the table value of t was 1.703. Results were tested at 0.05 (level of significance) and while degree of freedom was 27. Hence, the table value of t (1.703) was greater than t (0.949) obtained value. That’s why; Ho5
was approved because no significant difference between the mean scores was found. Hence, the low achievers of experimental and control groups were the same with respect to prior knowledge in the speaking skill on pre-test.
Ho6: There is no significant difference between the mean scores of the high achievers of the experimental and control groups on pre-test with respect to achievement in speaking. Table6: Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in speaking. t-value Group
N
Mean SD
Table
Calculated
value
value
1.729
-0.5*
High achievers of the experimental 11 7.55
1.44
group High achievers of the control group *Not Significant
d.f =19
10 7.9
1.79 Significance level = 0.05
Table 6 indicates that the obtained result of t was -0.5 and the table value of t was 1.729. Results were tested at 0.05 (level of significance) and degree of freedom was 19. Hence, the table value of t (1.729) was greater than t (-0.5) calculated value. That’s why; Ho6 was approved because no significant difference between the mean score was found. In this way, the high achievers of the experimental and control groups were identical with respect to achievement in speaking skill on pre-test.
Ho7: There is no significant difference between the mean scores of experimental and control groups on pre-test with respect to achievement in reading. Table7: Significance of difference between the mean scores of experimental and control groups on pre-test with respect to achievement in reading.
t-value Group
N
Mean
SD Table value
Experimental
25
6.6
3.25 1.68
Control
*Not Significant
25
6.8
d.f=48
Calculated value
-0.187*
2.77
Significance level = 0.05
Table 7 expresses that the attained results of t was -0.187 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was greater than t (-0.187) obtained value. That’s why; Ho7 was approved because no significant difference between the mean scores was found. In this way, the experimental and control groups were identical with respect to prior knowledge in the reading skill on pre-test.
Ho8: There is no significant difference between the mean scores of the low achievers of the experimental and control groups on pre-test with respect to achievement in reading. Table8: Significance of difference between the mean scores of low achievers of the experimental and control groups on pre-test with respect to achievement in reading. t-value Group
N
Mean SD
Table
Calculated
value
value
1.721
-1.04*
Low achievers of the experimental 11 3.64
1.75
group Low achievers of the control group *Not Significant
12 4.33
d.f = 21
1.43 Significance level = 0.05
Table 8 depicts that the obtained results of t was -1.04 and the table value of t was 1.721. Results were tested at 0.05 (level of significance) and the degree of freedom was 21. Therefore, the table value of t (1.721) was greater than t (-1.04) obtained value. That’s why; Ho8 was approved because no significant difference between the mean scores was found. In this way, the low achievers of the experimental and control groups were similar with respect to prior knowledge in the reading skill on pre-test.
Ho9: There is no significant difference between the mean scores of the high achievers of the experimental and control groups on pre-test with respect to achievement in reading.
Table9: Significance of difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in reading. t-value Group
N
Mean SD
Table
Calculated
value
value
1.708
-0.158*
High achievers of the experimental 14 9
1.88
group High achievers of the control group *Not Significant
13 9.1
d.f = 25
1.32 Significance level = 0.05
Table 9 indicates that the obtained result of t was -0.158 and the table value of t was 1.708. Results were tested at 0.05 (level of significance) and the degree of freedom was 25. Hence, the table value of t (1.708) was greater than t (-0.158) obtained value. That’s why; Ho9 was accepted because no significant difference between the mean sores was found. In this way, the high achievers of the experimental and control groups were similar with respect to former knowledge in the reading skill on pre-test.
Ho10: There is no significant difference between the mean scores of experimental and control groups on pre-test with respect to achievement in writing. Table10: Significance of difference between mean scores of experimental and control groups on pre-test with respect to achievement in writing.
Group
N
Mean
SD
t-value
Experimental
25
25
Control
4.96
4.76
*Not Significant
Table value
Calculated value
1.68
0.196*
3.32
3.86
d.f=48
Significance level = 0.05
Table 10 explains that the obtained result of t was 0.196 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was greater than t (0.196) obtained value. That’s why; Ho10 was approved because no significant difference between the mean scores was found. In this way, the experimental and control groups were identical with respect to prior knowledge in the writing skill on pre-test.
Ho11: There is no significant difference between the mean scores of the low achievers of the experimental and control groups on pre-test with respect to achievement in writing. Table11: Significance of difference between the mean scores of the low achievers of the experimental and control groups on pre-test with respect to achievement in writing. t-value Group
N
Mean SD
Low achievers of the experimental 13 2.38
0.77
Table
Calculated
value
value
1.706
0.492*
group Low achievers of the control group *Not Significant
15 2.2
1.146
d.f =26
Significance level = 0.05
Table 11 indicates that the calculated result of t was 0.492 and the table value of t was 1.706. Results were tested at 0.05 (level of significance) and the degree of freedom was 26. Hence, the table value of t (1.706) was greater than t (0.492) obtained value. That’s why; Ho11 was approved because no significant difference between the mean scores was found. In this way, the low achievers of the experimental and control groups were identical with respect to previous knowledge in the writing skill on pre-test.
Ho12: There is no significant difference between the mean scores of high achievers of the experimental and control groups on pre-test with respect to achievement in writing. Table12: Significance of difference between the mean scores of the high achievers of the experimental and control groups on pre-test with respect to achievement in writing. t-value Group
N
Mean SD
High achievers of the experimental 12 7.75
*Not Significant
d.f = 20
10 8.6
Calculated
value
value
1.725
-0.675*
2.67
group High achievers of the control group
Table
3.24 Significance level = 0.05
Table 12 reflects that the obtained result of t was -0.675 and the table value of t was 1.725. Results were tested at 0.05 (level of significance) and the degree of freedom was 20. Hence, the table value of t (1.725) was greater than t (-0.675) obtained value. That’s why; Ho12 was approved because no significant difference between the mean score was found. In this way, the high achievers of the experimental and control groups were the same with respect to former knowledge in the writing skill on pre-test.
Ho13: There is no significant difference between the mean scores of the experimental and control groups on post-test with respect to achievement in listening. Table 13: Significance of difference between the mean scores of experimental and control
groups on post-test with respect to achievement in listening t-value
Group
N
Mean
SD Table value
25
17.52
Calculated value
2.4
Experimental 1.68 Control
25
11.6
* Significant
d.f=48
6.716*
3.69 Significance level = 0.05
Table 13 depicts that the obtained results of t was 6.716 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was less than t (6.716) obtained value. That’s why; Ho13 was discarded because significant difference between the mean scores of experimental and control groups were found. In this way, the group who were taught through activity based learning outscored the control group in the listening skill on post-test.
Ho14: There is no significant difference between the mean scores of the low achievers of the experimental and control groups on post-test with respect to achievement in listening. Table14: Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in listening. t-value Group
N
Mean SD
Table
Calculated
value
value
1.740
5.29*
Low achievers of the experimental 8
15.25
2.37
group Low achievers of the control group * Significant
d.f = 17
11 9.09
2.58 Significance level = 0.05
Table 14 reflects that the obtained result of t was 5.29 and the table value of t was 1.740. Results were tested at 0.05 (level of significance) and the degree of freedom was (17). Hence, the table value of t (1.740) was less than t (5.29) obtained value. That’s why; Ho14 was discarded because significant difference between mean scores of experimental and
control groups was found. In this way, the low achievers who were taught through activity based learning outscored the low achievers of control group in the listening skill on post-test.
Ho15: There is no significant difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in listening. Table15: Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in listening. t-value Group
N
Mean SD
Table
Calculated
value
value
1.699
5.65*
High achievers of the experimental 17 18.58
1.54
group High achievers of the control group * Significant
d.f =29
14 13.57
3.25 Significance level = 0.05
Table 15 indicates that the obtained result of t was 5.65 and the table value of t was 1.699. Results were tested at 0.05 (level of significance) and the degree of freedom was 29. Hence, the table value of t (1.699) was less than t (5.65) obtained value. That’s why; Ho15 was discarded because significant difference between the mean scores of experimental and control groups was found. In this way, the high achievers who were taught through activity based learning outscored the low achievers of control group in the listening skill on post-test.
Ho16: There is no significant difference between the mean scores of experimental and control groups on post-test with regard to achievement in speaking. Table16: Significance of difference between the mean scores of the experimental and control groups on pos-test with respect to achievement in speaking. ` t-value Group
N
Mean
SD Table value
25
21.72
Calculated value
4.05
Experimental 1.68 Control * Significant
25
10.48
d.f=48
8.319*
5.40 Significance level = 0.05
Table 16 shows that the obtained result of t was 8.319 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was less than t (8.319) obtained value. That’s why; Ho16 was discarded because significant difference between the mean scores of experimental and control groups was found. The group who were taught through activity based learning showed dominance over control group in the speaking skill on post-test.
Ho17: There is no significant difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in speaking. Table17: Significance of difference between the mean scores of the low achievers of the experimental and control groups on post-test with respect to achievement in speaking. t-value Group
N
Mean SD
Table
Calculated
value
value
1.703
7.992*
Low achievers of the experimental 14 17.92
5.28
group Low achievers of the control group * Significant
d.f = 27
15 6.66
1.34 Significance level = 0.05
Table 17 indicates that the obtained result of t was 7.992 and the table value of t was 1.703. Results were tested at 0.05 (level of significance) and the degree of freedom was 27. Hence, the table value of t (1.703) was less than t (7.992) obtained value. That’s why; Ho17 was discarded because significant difference was found between the mean scores of low achievers of the experimental and control groups. In this way, the low achievers who were taught through activity based learning showed superiority over the low achievers of control group with respect to achievement in speaking skill on post-test.
Ho18: There is no significant difference between the mean scores of high achiever of the experimental and control groups on post-test with respect to achievement in speaking.
Table18: Significance of difference between the mean scores of high achiever of the experimental and control groups on post-test with respect to achievement in speaking. t-value Group
N
Mean SD
Table
Calculated
value
value
1.729
5.383*
High achievers of the experimental 11 24.72
3.46
group High achievers of the control group *Significant
10 16.20
d.f = 19
3.79 Significance level = 0.05
Table 18 shows that the obtained result of t was 5.383 and the table value of t was 1.729. Results were tested at 0.05 (level of significance) while degree of freedom was 19. Hence, the table value of t (1.729) was less than t (5.383) obtained value. That’s why; Ho18 was discarded because significant difference between the mean scores of high achievers of the experimental and control groups was found. In this way, the low achievers who were taught through activity based learning outscored the low achievers of the control group with respect to achievement in the speaking skill on post test. .
Ho19: There is no significant difference between the mean scores of the experimental and control groups on post-test with respect to achievement in reading. Table19: Significance of difference between the mean scores of the experimental and control groups on post-test with respect to achievement in reading. Group
N
Mean
SD
t-value
Table value 25
16.16
Calculated value
3.36
Experimental 1.68 25
Control *Significant
10.16
d.f=48
6.78*
2.88 Significance level = 0.05
Table 19 depicts that the obtained results of t was 6.78 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was less than t (6.78) obtained value. That’s why; Ho19 was discarded because significant difference between the mean scores of experimental and control groups were found. In this way, the group who were taught through activity based learning showed dominance over the control group with respect to achievement in the reading skill on post-test.
Ho20: There is no significant difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in reading. Table20: Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in reading.
t-value Group
N
Mean SD
Table
Calculated
value
value
1.721
5.877*
Low achievers of the experimental 11 14.72
3.60
group Low achievers of the control group * Significant
12 7.83
1.89
d.f = 21
Significance level = 0.05
Table 20 indicates that the obtained result of t was 5.877 and the table value of t was (1.721). Results were tested at 0.05 (level of significance) and degree of freedom was 21. Hence, the table value of t (1.721) was less than t (5.877) obtained value. That’s why; Ho20 was discarded because significant difference between the means scores of high achievers of the experimental and control group was found. In this way, the low achievers who were taught through activity based learning outscored the low achievers of the control group in the reading skill on post-test.
Ho21: There is no significant difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in reading. Table21: Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in reading. t-value Group
N
Mean SD
Table
Calculated
value
value
High achievers of the experimental 14 17.28
2.78
group
1.708
High achievers of the control group * Significant
13 12.39
5.469*
1.79
d.f = 25
Significance level = 0.05
Table 21 shows that the obtained result of t was 5.469 and the table value of t was 1.708. Results were tested at 0.05 (level of significance) and degree of freedom was 25. Hence, the table value of t (1.708) was less than t (5.469) obtained value. That’s why; Ho21 was discarded because significant difference between mean scores of the high achievers of the experimental and control groups was found. In this way, the high achievers of the experimental group showed dominance over the high achievers of the control group with respect to in the reading skill on post test.
Ho22: There is no significant difference between the mean scores of experimental and control groups on post-test with respect to achievement in writing. Table22: Significance of difference between the mean scores of experimental and control groups on post-test with respect to achievement in writing. t-value Group
Experimental
Control
* Significant
N
Mean
25
25
21.24
9.64
d.f=48
SD Table value
Calculated value
1.68
7.59*
4.60
6.09
Significance level = 0.05
Table 22 reflects that the obtained result of t was 7.59 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48. Hence, the table value of t (1.68) was less than t (7.59) obtained value. That’s why; Ho22 was discarded because significant difference between the mean sores of experimental and control group was found. In this way, the group who were taught through activity based learning showed superiority over the control group with respect to achievement in the writing skill on post test.
Ho23: There is no significant difference between the mean scores of the low achievers of the experimental and control groups on post-test with respect to achievement in writing. Table23: Significance of difference between the mean scores of low achievers of the experimental and control groups on post-test with respect to achievement in writing. t-value Group
N
Mean SD
Table
Calculated
value
value
Low achievers of the experimental 13 18.76 group
2.74 1.706 15.39*
Low achievers of the control group * Significant
15 6.06
1.53
d.f = 26
Significance level = 0.05
Table 23 indicates that the obtained result of t was 15.39 and the table value of t was 1.706. Results were tested at 0.05 (level of significance) and degree of freedom was 26. Hence, the table value of t (1.706) was less than t (15.39) obtained value. That’s why; Ho23 was discarded because significant difference between the mean scores of high achievers of the experimental and control groups was found. In this way, the low achievers who were taught through activity based learning outscored the low achievers of the control group with respect to achievement in the writing skill on post-test.
Ho24: There is no significant difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in writing. Table24: Significance of difference between the mean scores of high achievers of the experimental and control groups on post-test with respect to achievement in writing. t-value Group
N
Mean SD
Table
Calculated
value
value
1.725
3.702*
High achievers of the experimental 12 23.91
4.79
group High achievers of the control group * Significant
d.f = 20
10 15
6.49 Significance level = 0.05
Table 24 depicts that the calculated value of t was 3.702 and the table value of t was 1.725. Results were tested at 0.05 (level of significance) and the degree of freedom was 20. Hence, the table value of t (1.725) was less than t (3.702) obtained value. That’s why; Ho24 was discarded because significant difference between mean scores of high achievers of the experimental and control groups was found. In this way, the high achievers who were taught through activity based learning outscored the high achievers of the control group with respect to achievement in writing skill on post-test.
DISCUSSION Activity based learning is a new method for teaching English language. It has been receiving much attention for the development of language skills i.e. listening, speaking, reading and writing. Sufficient theories and practices are available for the practical application of activity based learning in a language classroom. When the experimental and control groups were analyzed with respect to achievement in listening on pre-test, there was no significant difference found between the two groups and both the groups were almost equal with respect to achievement in listening ability at (0.05) level. That’s why; the null hypothesis (Ho1) was approved and both the groups were similar on their prior knowledge. Similarly, the analysis between the mean pre-test scores of low achievers of the experimental and control groups with respect to achievement in listening was also insignificant at (0.05) level. It proves that the low achievers of both groups were identical on their previous knowledge with respect to achievement in listening. That’s why; Ho2 was established. In the same way, the dissimilarity between the mean pre-test scores of high achievers of the experimental and control groups with respect to achievement in listening was also insignificant at (0.05) level. For this reason, the null hypothesis; was established; and together; the groups might be treated as equivalent on pre-test. In addition, the statistical analysis between pre-test scores of both the experimental and control groups with respect to achievement in speaking revealed that there existed no significant difference between the two groups and mutually, the groups were almost equal with respect to achievement in listening ability at (0.05) level. Hence, the null hypothesis was established and mutually the groups might be treated as the same on pre-test.
Moreover, the analysis between the mean pre-test scores of low achievers of the experimental and control groups with respect to achievement in speaking was insignificant at (0.05) level. It represents that the low achievers of both groups were more or less the same in listening before starting the experiment. Therefore, the null hypothesis was acknowledged. Similarly, the difference between the mean pre-test scores of high achievers of both the experimental and control groups on speaking was also insignificant at (0.05) level. For this reason, the null hypothesis was accepted and together; the groups might be treated as the same on pre-test. Analysis of the pre-test scores of the experimental and control groups with respect to achievement in reading reflected that there existed no significant difference between the two groups, and both the groups were approximately identical with respect to achievement in listening ability at (0.05) level. That’s why; the null hypothesis was approved and both the groups might be treated as equivalent. Moreover, the difference between the mean pre-test scores of low achievers of the experimental and control groups on reading was also insignificant at (0.05) level. This suggests that the low achievers of both groups were almost same in reading before starting the experiment. Therefore, the null hypothesis was approved. Similarly, the difference between the mean pre-test scores of high achievers; of both the experimental and control groups on reading was also insignificant at (0.05) level. For this reason, the null hypothesis was approved and both the groups; might be treated as the same. However, the statistical analysis of pre-test scores of the experimental and control groups with respect to achievement in writing reflected that there existed no significant difference between the two groups (Table 10) and both the groups were more or less equal with respect to achievement in writing ability at (0.05) level . Consequently, the null hypothesis was established and both the groups could be treated as identical.
Moreover, the comparison between mean pre-test scores of low achievers of the experimental and control groups on writing was insignificant at (0.05) level. This indicates that low achievers of both groups were almost same in writing before starting the experiment. Therefore, the null hypothesis was approved. Similarly, the difference between the mean pre-test scores of high achievers of both the experimental and control groups on writing was also insignificant at (0.05) level. For this reason, the null hypothesis was established and together the groups might be treated as identical on pre-test. The experimental group performed considerably better than control group on post-test with respect to achievement in listening. The difference between the mean ‘‘post-test’’ scores of both groups was significant at (0.05) level. Therefore null hypothesis was abandoned. The results of the study confirmed the studies of Harfield et al. (2007) who stated that activity based learning is a method, in which learners are vigorously contributing in the all learning activities while they do not participate merely as unreceptive spectators. Moreover, the comparison between mean post-test scores of low achievers of the experimental group and control group on listening was significant at (0.05) level. It suggests that low achievers of the experimental group, who were taught through ‘activity based learning’, performed considerably better than control group who were taught through traditional method of language teaching. As a result, the null hypothesis was discarded. The results of this study confirmed the views of (Krashen, 2003), who was of opinion that Pupils play pleasurable, attractive and dynamic part during the process of learning practice. That’s why; a relaxed environment can help in the improvement of Language and literacy, this encourages morals and rejoices for hard work but it also gives the suitable level of challenge to inspire and connect students.
Similarly, the difference between the mean post-test scores of high achievers of both the experimental and control groups on listening was also significant at (0.05) level. That’s why; the null hypothesis was rejected, in favor of experimental group. The results of the study confirmed the findings of Hug et al. (2005). They were of the opinion that learners show keen interest in learning if learning tasks are pertinent to learners, individually. The experimental group performed significantly better than control group on post-test with respect to achievement in speaking. The difference between the post-test mean scores of both groups was significant at (0.05) level. Therefore, the null hypothesis was abandoned. The results of the study supported the study of Zhang (2009), who states that teachers should create more environments for speaking for that reason; they need to conduct a variety of activities for their students, in order to build up their speaking abilities. Moreover, the comparison between mean post-test scores of low achievers of the experimental and control groups on speaking was significant at (0.05) level. This represents that low achievers of the experimental group, who were taught through activity based learning demonstrated far more better than control group, who were taught through conventional way of language teaching. In this way, the null hypothesis was discarded. The consequences of this study supported the findings of (Patil, 2008). He believed that it is the pre-requisite for teachers to encourage their students of not getting frightened of committing errors while speaking. In this way they will feel ease in the process of language use. In the same way, the difference between the mean post-test scores of high achievers of the experimental and control groups with respect to speaking was also significant at (0.05) level. For this reason, the null hypothesis was abandoned, in favor of activity based learning. The results supported the findings of (Bailey, 2005; Songsiri, 2007).They stated that speaking ability and self-belief in speaking might be enhanced; if suitable program of study, teaching methods, adequate activities and resources could be provided.
Further, the learners who learned through activity based learning performed considerably better than students who learned through conventional way of teaching on posttest with respect to achievement in reading. The dissimilarity between the mean post-test scores of both groups was significant at (0.05) level. As a result, the null hypothesis was redundant. The results of this study reflected the finding of Watkins (2007). He says that the student can get command and competency on the language skills if they are given chances and exposures to these progressive activities of a language. Moreover, comparison between mean scores of low achievers of the experimental and control groups with respect to achievement in reading on post-test was significant at (0.05) level. It proves that low achievers of the experimental group who were taught through activity based learning showed great performance over the control group who were taught through conventional method of language teaching. As a result, the null hypothesis was abandoned. This study confirmed the views of Kropp (1993) who is of the opinion that several students have exactly by no means listen to the expressions or thoughts which they are being inquired to read in the manuscripts. On the other hand, it makes reading further annoying. Therefore, the expressions which are familiar to students, which are related to their experiences, or known to them by listening and conversational activities, be used first in reading. Similarly, the dissimilarity between the mean post-test scores of high achievers of the experimental and control groups with respect to achievement in reading was also found significant at (0.05) level. For this reason, the null hypothesis was discarded, in favor of experimental group. This study confirmed the finding of Edward (2001). He is of the opinion that if these activities which are related to learning on practical experiences of life will support the learners in converting their information into their individual acquaintances and that can be used in many diverse circumstances
The experimental group reflected great performance over the control group on posttest with respect to achievement in writing. The dissimilarity between the post-test mean scores of both groups was significant at (0.05) level. For that reason, the null hypothesis was discarded. Writing today has become very important in the daily lives of much of the world’s population and speakers of globally dominant languages are surrounded by written materials. Writing is an important and, at the same time, demanding activity, particularly in a foreign language context in which learners are exposed to language just for few hours a week (Kim and Kim, 2005) Moreover, the comparison between mean post-test scores of low achievers of the experimental and control group with respect to writing was significant at (0.05) level. It represents that low achievers of the experimental group who were taught through activity based learning performed far better than control group who were taught through conventional way of language teaching. In this way, the null hypothesis was discarded. The results of the study reflected the findings of Dochy et al. (2003). They were of the opinion that ABL was effective for higher education and K12 learning situations. In the same way, the dissimilarity between the mean post-test scores of high achievers of both the experimental and control groups with respect to achievement on writing was also significant at (0.05) level. That's why; the null hypothesis was rejected, in favor of experimental group. The results of the study confirmed the findings of Wyse and Jones (2001). They stated that there is no writing without reading and wide-ranging reading practices and regular writing activities will overcome the difficulties of spelling mistakes. A teacher has to recognize the usual phases that students surpass in their writing, are very essential
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMENDATION 5.1
SUMMARY ‘‘Development of language skills through activity based learning at Grade-VI in
Khyber Pakhtunkhwa’’ was a new study. The study was designed to investigate the effectiveness of activity based learning method in language skills while teaching English as a second language. The study had an experimental design. The objectives of the study were: (1) to study the effects of ABL in listening; (2) speaking; (3) reading, and (4) in writing skills. To achieve the above objectives null hypotheses were tested. All the 295,575 students of Grade-VI in Khyber Pakhtunkhwa were the population of the study. A sample of fifty male student of Grade-VI of G.H.S Tarkha; Nowshera was selected on the basis of teacher-made pre-test scores. The sample of Grade-VI was divided equally, 25 each into experimental and control groups through pair random sampling technique on the source of teacher-made pre-test scores. Low achievers, high achievers students were divided in both groups equally. Pre-test, post-test equivalent group design was used. The experimental group was given the treatment of designed ‘activity based learning method’ while control group was taught through conventional/traditional language learning method for a period of seven weeks. When the treatment was over, a teacher made post-test was administered to compute the success of the students in language skills. The duties of two teachers were hired having, almost the same qualification and abilities of teaching. One was assigned to teach experimental group with the treatment (A.B.L) method while the second one was assigned to teach control group with the conventional / traditional language teaching. Five lessons from the textbook of Grade-VI were selected for listening, speaking, reading and writing. To find out the effects of ‘activity based learning’ method on the educational
achievements in language skills, the significance of difference between the mean scores of groups at 0.05 level was tested by applying t-test. 5.2
CONCLUSIONS The following conclusions were made on the basis of statistical analysis and findings of this study:
1.
It was concluded that learners taught through ABL method outscored those students who were taught through traditional language teaching in listening on post-test.
2.
Students’ performance in activity based learning was significantly better in speaking than students in traditional / conventional language learning method.
3.
It was concluded that students who learned through activity based learning method showed
significant
superiority
over
students
who
learned
through
traditional/conventional language method in reading skill on post-test. 4.
The performance of the students of experimental group was significantly better than control group with respect to achievement in writing on post-test.
5. The low achievers of experimental group showed a significant jump over the low achievers of control group on post-test in listening. 6.
It was also concluded that the low achievers of control group were left behind with respect to achievement speaking skill by the low achievers of experimental group on post-test.
7. The low achiever students of experimental group presentation was far more better than the low achiever students of control group on post test in the development of reading skill. 8. The low achiever learners who were taught through activity based method proved better in the presentation of writing skill on post-test than the low achiever learners who were taught through conventional method of language teaching.
9. The results also proved that high achievers who were taught through activity based learning method showed better performance in listening than those high achievers who instructed through conventional/traditional way of language teaching. 10. The results of this study also showed that high achievers of the experimental group demonstrated supremacy over the high achievers of the control group in learning speaking skill on post-test. 11. The results of this study revealed that the high achievers who had learnt through activity based learning totally outscored those high achievers who had learnt through conventional / traditional teaching method in reading skill on post-test. 12. The results of this study also proved that high achievers of the experimental group confirmed significant superiority over control group in writing skill on post-test. 5.3 RECOMMENDATIONS The below recommendations has been made on the basis of conclusions and discussion: 1. The results of study favor using interesting and challenging activities. It is therefore, recommended that while applying this method of teaching, teacher should develop or choose neither too difficult nor simple activities. In both of these cases, it will have limited effectiveness. 2. The results of study showed that success of activity based learning was in developing relevant and interesting activities. It is therefore, recommended that in pre-service and in-service training courses, student-teachers and teachers should be properly trained to develop activities for various language skills. 3. Activity based learning method demands competence and training on the part of teacher. It is therefore, recommended that the teachers selected for providing
treatment to the experimental group may be thoroughly trained prior to the onset of the experiment. 4. Activity based learning is time consuming if it is not properly planned; it is therefore recommended that teacher should consider time as a crucial factor while conducting an activity. Activities should not be too short or too long. Further, time management also plays a key role in the success of activity based leaning. 5. Keeping in view the effectiveness of activity based learning for curriculum developers, the results of this study favors the application of this method of teaching. Therefore, it is recommended while designing curriculum it should be supportive for activity based learning and varieties of activities should be included.
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Appendix-I
DEVELOPMENT OF LANGUAGE SKILLS THROUGH ACTIVITY BASED LEARNING AT GRADE-VI IN KHYBER PAKHTUNKHWA TEACHER MADE PRE-TEST
Name: Class: School: Date:
PARTICULARS OF THE STUDENT ___________________________________________________ __________ Age: ______________ Gender: ______________ ___________________________________________________ ___________________________________________________
LISTENING Instruction: Dear Students, a passage will be read to you. Listen to it carefully, In the Listening test, you will be asked to demonstrate how well you understand spoken English. After listening read the following questions and choose the correct letter A, B, C or D. Question No: 1) A: B: C: D:
Crowded Free Packed Empty
Question No: 2) A:
Most Cities are now ________.
Drivers
Who are driving more cars and travelling in buses?
B: C: D:
People Villagers Ladies
Question No: 3) A: B: C: D:
Soft Mild Hard Interesting
Question No: 4) A: B: C: D:
Who makes plan for the future?
People Businessman Military Government
Question No: 5) A: B: C: D:
Life is becoming ______ for everyone.
What is growing day-by-day?
Population Poverty Loyalty Quality
Instruction: Dear Students, a passage will be read to you. Listen to it carefully, In the Listening test, you will be asked to demonstrate how well you understand spoken English. After listening read the following questions and choose the correct letter A, B, C or D. Question No: 1) A: B: C: D:
King Shopkeeper Woodcutter Teacher
Question No: 2) A: B: C: D:
Mowgli was the son of ___________.
Kaloo Shere Khan Moti Badshah
What was the name of old tiger?
Question No: 3) A: B: C: D:
Joy Hunger Pain Anger
Question No: 4) A: B: C: D:
Who was a brave and kind animal?
Goat Zebra Monkey Wolf
Question No: 5) A: B: C: D:
Why the old tiger was howling?
Where did Mowgli hide himself?
Under a table Under a bush Under a rock Under a chair
SPEAKING Instruction: Dear Students, Ten questions are given to you; communicate about the following questions in English language. Question No:1)
Introduce yourself.
Question No:2)
Introduce your family.
Question No:3)
Say something about your home.
Question No:4)
Say something about your School.
Question No:5)
Talk about your best friend.
Question No:6)
Speak about this picture.
Picture No:7) Describe this picture.
Picture No:8) Speak about different things in the picture
Picture No:9) Do you like fruits in this picture, if yes/no then explain why?
Picture No: 10) Describe the picture.
READING Instruction: Dear Students, read the passage carefully and choose the correct letter A, B, C or D. TEXT:
There have been many Muslim scientists who made a remarkable
contribution in the field of science and technology. One of them is Ali Al Hussan Ibne-Seena. He was born in 980 A.D. at Afsana near Bukhara and died in Hamadan in 1037. The young Bu Ali Seena got his early education from Bukhara. Question No: 1) A: B: C: D:
Ali Al Hussan Ibn-e-Seena Ali Al Haseeb Ibn-e-Seena Bu Ali Seena Bu Ali
Question No: 2) A: B: C: D:
Where was Ibn-e-Seena born?
Hamadan Badkhshah Tashqand Bukhara
Question No: 4) A:
Ibn-e-Seena was born in the year ____.
988 A.D. 890 A.D. 980 A.D. 990 A.D.
Question No: 3) A: B: C: D:
What is full name of Ibn-e-Seena?
Hamadan
Where was Ibn-e-Seena died?
B: C: D:
Badkhshah Tashqand Bukhara
Question No: 5) Bu Ali Seena got his early education from _______. A: Hamadan B: Bukhara C: Tashqand D: Samarkand Dear Students, again read the following sentences carefully and choose the correct letter A, B, C, or D. Question No.6) Rehman is a big boy. The underline word is ______. A: Proper Noun B: Common Noun C: Collective Noun D: Abstract Noun Question No.7) England is a rich country. The adjective in this sentence is _____. A: England B: is C: rich D: country Question No.8) He kills a snake. Verb in this statement is: A: He B: kills C: a D: snake Question No.9) The nearest in meaning of “remarkable” is: A: expert B: whole C: pride D: unusual Question No.10) He fought bravely. The underline word is : A: verb B: adjective C: adverb D: noun
WRITING
Instruction: Q1) Think and write: think about your first day in your school and write about it. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Q2) Read the following words and use it in your own sentences in the blank spaces. Words
Sentences
Famous Proposal Orphan
Q3) Capitalize and punctuate the given paragraph by re-writing in the space give below. We are entering a new time in the history of the world before this most people lived in villages they liked to live near their fields they lived simple lives now many people are coming to work in cities. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Q4) Define Noun. ___________________________________________________________________________
Q5) Write about your favorite subject and explain why you like it. ___________________________________________________________________________ __________________________________________________________________________
Q6) Write the names of colors in rainbow. ___________________________________________________________________________ __________________________________________________________________________ Q7) Write the meaning of word “mighty”. _________________________________________________________________________ Q8) He played for an hour (Change into Negative sentence). ________________________________________________________________________ Q9) Define the term “Democracy”. ___________________________________________________________________________ Q10) Define verb. ________________________________________________________________________
Appendix-II
DEVELOPMENT OF LANGUAGE SKILLS THROUGH ACTIVITY BASED LEARNING AT GRADE-VI IN KHYBER PAKHTUNKHWA TEACHER-MADE POST-TEST
Name: Class: School: Date:
PARTICULARS OF THE STUDENT ___________________________________________________ __________ Age: ______________ Gender: ______________ ___________________________________________________ ___________________________________________________
LISTENING Instruction: Dear Students, a passage will be read to you. Listen to it carefully, In the Listening test, you will be asked to demonstrate how well you understand spoken English. After listening read the following questions and choose the correct letter A, B, C or D. Question No: 1) A: B: C: D:
Most Cities are now ________.
Crowded Free Packed Empty
Question No: 2)
Who are driving more cars and travelling in buses?
A: B: C: D:
Drivers People Villagers Ladies
Question No: 3) A: B: C: D:
Soft Mild Hard Interesting
Question No: 4) A: B: C: D:
Who makes plan for the future?
People Businessman Military Government
Question No: 5) A: B: C: D:
Life is becoming ______ for everyone.
What is growing day-by-day?
Population Poverty Loyalty Quality
Instruction: Dear Students, a passage will be read to you. Listen to it carefully, In the Listening test, you will be asked to demonstrate how well you understand spoken English. After listening read the following questions and choose the correct letter A, B, C or D. Question No: 1) A: B: C: D:
King Shopkeeper Woodcutter Teacher
Question No: 2) A: B: C: D:
Mowgli was the son of ___________.
Kaloo Shere Khan Moti Badshah
What was the name of old tiger?
Question No: 3) A: B: C: D:
Joy Hunger Pain Anger
Question No: 4) A: B: C: D:
Who was a brave and kind animal?
Goat Zebra Monkey Wolf
Question No: 5) A: B: C: D:
Why the old tiger was howling?
Where did Mowgli hide himself?
Under a table Under a bush Under a rock Under a chair
SPEAKING Instruction: Dear Students, Ten questions are given to you; communicate about the following questions in English language. Question No:1)
Introduce yourself.
Question No:2)
Introduce your family.
Question No:3)
Say something about your home.
Question No:4)
Say something about your School.
Question No:5)
Talk about your best friend.
Question No:6)
Speak about this picture.
Picture No:7) Describe this picture.
Picture No:8) Speak about different things in the picture
Picture No:9) Do you like fruits in this picture, if yes/no then explain why?
Picture No: 10) Describe the picture.
READING Instruction: Dear Students, read the passage carefully and choose the correct letter A, B, C or D. TEXT:
There have been many Muslim scientists who made a remarkable
contribution in the field of science and technology. One of them is Ali Al Hussan Ibne-Seena. He was born in 980 A.D. at Afsana near Bukhara and died in Hamadan in 1037. The young Bu Ali Seena got his early education from Bukhara. Question No: 1) A: B: C: D:
Ali Al Hussan Ibn-e-Seena Ali Al Haseeb Ibn-e-Seena Bu Ali Seena Bu Ali
Question No: 2) A: B: C: D:
Ibn-e-Seena was born in the year ____.
988 A.D. 890 A.D. 980 A.D. 990 A.D.
Question No: 3) A: B: C: D:
What is full name of Ibn-e-Seena?
Where was Ibn-e-Seena born?
Hamadan Badkhshah Tashqand Bukhara
Question No: 4)
Where was Ibn-e-Seena died?
A: B: C: D:
Hamadan Badkhshah Tashqand Bukhara
Question No: 5) Bu Ali Seena got his early education from _______. A: Hamadan B: Bukhara C: Tashqand D: Samarkand Dear Students, again read the following sentences carefully and choose the correct letter A,B,C, or D Question No.6) Rehman is a big boy. The underline word is ______. A: Proper Noun B: Common Noun C: Collective Noun D: Abstract Noun Question No.7) England is a rich country. The adjective in this sentence is _____. A: England B: is C: rich D: country Question No.8) He kills a snake. Verb in this statement is : A: He B: kills C: a D: snake Question No.9) The nearest in meaning of “remarkable” is: A: expert B: whole C: pride D: unusual Question No.10) He fought bravely. The underline word is : A: verb B: adjective C: adverb D: noun
WRITING
Instruction: Question No.1) Think and write: think about your first day in your school and write about it. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Question No.2) Read the following words and use it in your own sentences in the blank spaces. Words
Sentences
Famous Proposal Orphan
Question No.3) Capitalize and punctuate the given paragraph by re-writing in the space give below. We are entering a new time in the history of the world before this most people lived in villages they liked to live near their fields they lived simple lives now many people are coming to work in cities. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Question No.4) Define Noun. ___________________________________________________________________________
Question No.5) Write about your favorite subject and explain why you like it. ___________________________________________________________________________ __________________________________________________________________________ Question No.6) Write the names of colors in rainbow. ___________________________________________________________________________ __________________________________________________________________________ Question No.7) Write the meaning of word “mighty”. _________________________________________________________________________ Question No.8) He played for an hour (Change into Negative sentence). ________________________________________________________________________ Question No. 9) Define the term “Democracy”. ___________________________________________________________________________ Question No.10) Define verb. ________________________________________________________________________
Appendix-III
List of Control and Experimental Groups Students of Grade-VI Control Group No
Name
Experimental Group No
Name
1
Waseem khan
1
Azmat ali
2
Ofaid
2
Syed Shayan shah
3
Jawad khan
3
Shoaib shah
4
Sajjad gul
4
Kamran khan
5
Zikria
5
Sakhawat shah
6
Zubair
6
Hasnain Bacha
7
Shayan khan
7
Ahmad Shah
8
Kashif
8
Sanaullah
9
Atif
9
Mafiullah
10
Naseem khan
10
Hamad
11
Raham dost
11
Azaz
12
Aleem ullah
12
Aqeel shah
13
Hazrat wali
13
Mehtab
14
Tariq Hussain
14
Ahmad shah
15
Noorullah
15
Faizan
16
Jameel s
16
Zikria
17
Zahirullah
17
Mudasir khan
18
Nabiullah
18
Awal khan
19
Ibrar
19
AfzaalAh
20
Bilal
20
Muhammad waleed
21
Haji Muhammad
21
M. zohaib
22
Furqan
22
Usama
23
Sohail
23
Yasir khan
24
Hilal khan
24
Hamza
25
Jameel khan
25
Fawad ullah
Appendix-IV
Total Marks: 100
Listening
Marks: 20 No 1
Name
Control pre-test 10
Controlpost-test 14
No
Name
1
Azmat ali
10
18
2
Experimental pre-test 12
Experimental post-test 20
10
20
8 4
18 16
8
16
8
18
12
20
12 8 12
18 16 18
2
Waseem khan Ofaid
3 4
Jawad khan Sajjad gul
10 4
12 8
3 4
5
Zikria
6
12
5
6
Zubair
8
8
6
7
12
16
7
12 8 12
14 12 10
8 9 10
4 10 8 12
8 18 16 14
11 12 13 14
Azaz Aqeel shah Mehtab Ahmad shah
6 8 8 12
18 20 20 20
15 16 17
Shayan khan Kashif Atif Naseem khan Raham dost Aleem ullah Hazrat wali Tariq hussain Noorullah Jameel Zahirullah
Syed Shayan shah Shoaib shah Kamran khan Sakhawat shah Hasnain Bacha Ahmad Shah Sanaullah Mafiullah Hamad
6 8 6
10 8 10
15 16 17
8 8 4
18 18 16
18 19 20
Nabiullah Ibrar Bilal
6 2 6
10 6 12
18 19 20
8 2 6
20 14 12
21
Haji Muhammad Furqan Sohail Hilal khan Jameel khan Total
4
8
21
Faizan Zikria Mudasir khan Awal khan AfzaalAh Muhammad waleed M. zohaib
2
18
2 6 8 14 194
4 12 14 16 290
22 23 24 25
Usama Yasir khan Hamza Fawad ullah Total
2 8 6 12 194
12 16 16 20 438
8 9 10 11 12 13 14
22 23 24 25
Appendix-V
Speaking Marks: 30 No 1
Name Waseem khan
Control pre 7
Control post 15
No 1
Name Azmat ali
Experimental pre 8
Experimental post 28
2
Ofaid
2
8
2
3 4 5
Jawad khan Sajjad gul Zikria
1 1 1
8 8 8
3 4 5
6
Zubair
1
8
6
7 8 9 10
Shayan khan Kashif Atif Naseem khan Raham dost Aleem ullah Hazrat wali Tariq hussain Noorullah Jameel shah Zahirullah Nabiullah Ibrar Bilal
1 11 7 4
8 22 14 8
2 7 1 2
Haji Muhammad Furqan Sohail Hilal khan Jameel khan Total
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
7 8 9 10
Syed Shayan shah Shoaib shah Kamran khan Sakhawat shah Hasnain Bacha Ahmad Shah Sanaullah Mafiullah Hamad
1
26
1 2 3
20 20 21
1
18
1 10 6 5
17 30 25 23
6 15 6 6
11 12 13 14
Azaz Aqeel shah Mehtab Ahmad shah
3 6 1 1
20 19 16 15
7 10 7 1 5 1
14 22 14 6 10 5
15 16 17 18 19 20
Faizan Zikria Mudasir khan Awal khan AfzaalAhmad Muhammad waleed M. zohaib
8 9 7 8 4 2
27 28 22 20 18 20
2
5
21
2
20
1 9 9 1 101
5 18 18 5 262
22 23 24 25
1 8 8 2 108
18 25 25 22 543
Usama Yasir khan Hamza Fawad ullah Total
Appendix-VI
Reading Marks: 20 No 1
Name
Control pre 6
Control post 8
No
Name
1
Azmat ali
4
6
2
Experimental pre 6
Experimental post 18
6
18
8 2 6
20 16 16
8
14
8 12 8 8
18 20 16 14
2
Waseem khan Ofaid
3 4 5
Jawad khan Sajjad gul Zikria
10 4 4
14 6 8
3 4 5
6
Zubair
8
14
6
7 8 9 10
10 10 6 8
14 12 10 12
7 8 9 10
10 4 8 4
10 8 12 6
11 12 13 14
Azaz Aqeel shah Mehtab Ahmad shah
8 4 8 2
14 16 18 18
15 16 17
Shayan khan Kashif Atif Naseem khan Raham dost Aleem ullah Hazrat wali Tariq hussain Noorullah Jameel s Zahirullah
Syed Shayan shah Shoaib shah Kamran khan Sakhawat shah Hasnain Bacha Ahmad Shah Sanaullah Mafiullah Hamad
8 6 10
8 10 14
15 16 17
8 14 10
20 20 18
18 19 20
Nabiullah Ibrar Bilal
6 8 4
10 12 10
18 19 20
4 8 4
16 12 10
21
Haji Muhammad Furqan Sohail Hilal khan Jameel khan Total
2
6
21
Faizan Zikria Mudasir khan Awal khan AfzaalAh Muhammad waleed M. Zohaib
2
10
2 8 12 8 170
6 12 12 14 254
22 23 24 25
Usama Yasir khan Hamza Fawad ullah Total
2 8 10 2 166
8 18 20 16 404
11 12 13 14
22 23 24 25
Appendix-VII
Writing Marks: 30 No 1
Name
Control pre 7
Control post 15
No
Name
1
Azmat ali
1
5
2
Experimental pre 6
Experimental post 20
2
18
2 2 6
18 16 22
5
23
2 2 2 3
18 18 18 24
2
Waseem khan Ofaid
3 4 5
Jawad khan Sajjad gul Zikria
2 1 5
7 7 10
3 4 5
6
Zubair
6
12
6
7 8 9 10
2 1 2 4
6 5 5 9
7 8 9 10
2 10 12 3
5 20 24 6
11 12 13 14
Azaz Aqeel shah Mehtab Ahmad shah
2 8 10 8
15 25 26 13
15 16 17
Shayan khan Kashif Atif Naseem khan Raham dost Aleem ullah Hazrat wali Tariq hussain Noorullah Jameel s Zahirullah
Syed Shayan shah Shoaib shah Kamran khan Sakhawat shah Hasnain Bacha Ahmad Shah Sanaullah Mafiullah Hamad
4 9 1
8 18 6
15 16 17
5 8 2
20 25 18
18 19 20
Nabiullah Ibrar Bilal
2 10 15
5 20 20
18 19 20
2 10 14
16 28 30
21
Haji Muhammad Furqan Sohail Hilal khan Jameel khan Total
7
6
21
Faizan Zikria Mudasir khan Awal khan AfzaalAh Muhammad waleed M. zohaib
8
30
4 5 1 3 119
8 5 3 6 241
22 23 24 25
5 4 2 4 124
25 23 20 22 531
11 12 13 14
22 23 24 25
Usama Yasir khan Hamza Fawad ullah Total
Appendix-VIII Total Marks: 100 Listening Marks: 20 Scores of low achievers of experimental & control groups on pre-test No Name Control pre-test No Name Experimental pre-test 1 Sajjad Gul 4 1 Kamran khan 4 2 Zakria 6 2 Azaz 6 3 Raham Dost 4 3 Mudasir 4 4 Noor ullah 6 4 Afzaal Ahmad 2 5 Zahir ullah 6 5 Muhammad Waleed 6 6 Nabi ullah 6 6 M.Zohaib 2 7 Ibrar 2 7 Usama 2 8 Bilal 6 8 Hamza 6 9 Haji Muhammad 4 10 Furqan 6 11 Sohail 6 Total 56 Total 32
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Scores of high achievers of experimental & control groups on pre-test Name Control pre-test No Name Experimental pre-test Waseem khan 10 1 Azmat ali 12 Ofaid 10 2 S.shayan shah 10 Jawad khan 10 3 Shoaib shah 08 Zubair 08 4 Sakhawat shah 08 Shayan khan 12 5 Hasnain Bacha 08 Kashif 12 6 Ahmad shah 12 Atif 8 7 Sana ullah 12 Naseem khan 12 8 Mafi ullah 08 Aleem ullah 10 9 Hamad 12 Hazrat wali 8 10 Aqeel shah 8 Tariq Hussain 12 11 Mehtab 8 Jameel 8 12 Ahmad shah 12 Hilal khan 8 13 Faizan 8 Jameel khan 14 14 Zikria 8 15 Awal khan 8 16 Yasir khan 8 17 Fawad ullah 12 Total 142 Total 162
Appendix-IX Total Marks: 100 Listening Marks: 20 Scores of low achievers of experimental & control groups on post-test No Name Control post-test No Name Experimental posttest 1 Sajjad Gul 8 1 Kamran khan 16
2 3 4 5
Zakria Raham Dost Noor ullah Zahir ullah
12 8 10 10
2 3 4 5
6 7 8 9 10 11
Nabi ullah Ibrar Bilal Haji Muhammad Furqan Sohail Total
10 6 12 8 4 12 100
6 7 8
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Azaz Mudasir Afzaal Ahmad Muhammad Waleed M.Zohaib Usama Hamza
18 16 14 12
Total
122
18 12 16
Scores of high achievers of experimental & control groups on post-test Name Control post-test No Name Experimental post-test Waseem khan 14 1 Azmat ali 20 Ofaid 18 2 S.shayan shah 20 Jawad khan 12 3 Shoaib shah 18 Zubair 08 4 Sakhawat shah 16 Shayan khan 16 5 Hasnain Bacha 18 Kashif 14 6 Ahmad shah 20 Atif 12 7 Sana ullah 18 Naseem khan 10 8 Mafi ullah 16 Aleem ullah 18 9 Hamad 18 Hazrat wali 16 10 Aqeel shah 20 Tariq Hussain 14 11 Mehtab 20 Jameel 08 12 Ahmad shah 20 Hilal khan 14 13 Faizan 18 Jameel khan 16 14 Zikria 18 15 Awal khan 20 16 Yasir khan 16 17 Fawad ullah 20 Total 190 Total 354 Appendix-X
Total Marks: 100 Speaking
`
Marks: 30 Scores of low achievers of experimental & control groups on pre-test No Name Control pre-test No Name Experimental pre-test 1 Ofaid 2 1 Syed Shayan Shah 1 2 Jawad khan 1 2 Shoaib shah 1 3 Sajjad Gul 1 3 Kamran Khan 2 4 Zikria 1 4 Sakhawat Shah 2 5 Zubair 1 5 Muhammad Waleed 3 6 Shayan khan 1 6 Hasnain Bacha 1 7 Raham Dost 2 7 Ahmad Shah 1 8 Hazrat Wali 1 8 Azaz 3 9 Tariq Hussain 2 9 Mehtab 1
10 11 12 13 14 15
No 1 2 3 4 5 6 7 8 9 10
Nabi Ullah Bilal Furqan Jameel Khan Naseem Khan Haji Muhammad Total
1 1 1 1 4 2 22
10 11 12 13 14
Ahmad shah Afzaal Ahmad M.Zohaib Osama Fawad Ullah
1 4 2 1 2
Total
25
Scores of high achievers of experimental & control groups on pre-test Name Control pre-test No Name Experimental pre-test Waseem khan 7 1 Azmat ali 8 Kashif 11 2 Sana Ullah 10 Atif 7 3 Mafi Ullah 6 Aleem Ullah 7 4 Hamad 5 Noor Ullah 7 5 Aqeel Shah 06 Jameel shah 10 6 Faizan 8 Zahir Ullah 7 7 Zikria 9 Ibrar 5 8 Mudasir Khan 7 Sohail 9 9 Awal Khan 8 Hilal Khan 9 10 Yasir Khan 8 11 Hamza 8 Total 79 Total 83
Appendix-XI Total Marks: 100 Speaking
`
Marks: 30 Scores of low achievers of experimental & control groups on post-test No Name Control post-test No Name Experimental posttest 1 Ofaid 8 1 Syed Shayan Shah 26 2 Jawad khan 8 2 Shoaib shah 20 3 Sajjad Gul 8 3 Kamran Khan 20 4 Zikria 8 4 Sakhawat Shah 21 5 Zubair 8 5 Muhammad 20 Waleed 6 Shayan khan 8 6 Hasnain Bacha 18 7 Raham Dost 6 7 Ahmad Shah 17 8 Hazrat Wali 6 8 Azaz 20 9 Tariq Hussain 6 9 Mehtab 16 10 Nabi Ullah 6 10 Ahmad shah 15 11 Bilal 5 11 Afzaal Ahmad 18 12 Furqan 5 12 M.Zohaib 20 13 Jameel Khan 5 13 Osama 18 14 Naseem Khan 8 14 Fawad Ullah 02 15 Haji Muhammad 5 Total 100 Total 251
No 1 2 3 4 5 6 7 8 9 10
Scores of high achievers of experimental & control groups on post-test Name Control post-test No Name Experimental post-test Waseem khan 15 1 Azmat ali 28 Kashif 22 2 Sana Ullah 30 Atif 14 3 Mafi Ullah 25 Aleem Ullah 15 4 Hamad 23 Noor Ullah 14 5 Aqeel Shah 19 Jameel shah 22 6 Faizan 27 Zahir Ullah 14 7 Zikria 28 Ibrar 10 8 Mudasir Khan 22 Sohail 18 9 Awal Khan 20 Hilal Khan 18 10 Yasir Khan 25 11 Hamza 25 Total 162 Total 272
Appendix-XII Total Marks: 100 Reading Marks: 20 Scores of low achievers of experimental & control groups on pre-test No Name Control pre-test No Name Experimental pre-test 1 Waseem khan 6 1 Azmat Ali 6 2 Ofaid 4 2 Syed Shayan Shah 6 3 Sajjad Gul 4 3 Kamran Khan 2 4 Zikria 4 4 Sakhawat Shah 6 5 Atif 6 5 Aqeel Shah 4 6 Aleem Ullah 4 6 Ahmad shah 2 7 Tariq Hussain 4 7 Awal Khan 4 8 Jameel 6 8 Muhammad Waleed 4 9 Nabi Ullah 6 9 M.Zohaib 2 10 Bilal 4 10 Osama 2 11 Haji Muhammad 2 11 Fawad Ullah 2 12 Furqan 2 Total 52 Total 40
No 1 2 3 4 5 6 7 8 9 10
Scores of high achievers of experimental & control groups on pre-test Name Control pre-test No Name Experimental pre-test Jawad Khan 10 1 Shoaib Shah 8 Zubair 8 2 Hasnain Bacha 8 Shayan Khan 10 3 Ahmad shah 8 Kashif 10 4 Sana Ullah 12 Naseem Khan 8 5 Mafi Ullah 8 Raham Dost 10 6 Hamad 8 Hazrat wali 8 7 Azaz 8 Noor Ullah 8 8 Mehtab 8 Zahir Ullah 10 9 Faizan 8 Ibrar 8 10 Zikria 14
11 12 13
Sohail Hilal Khan Jamil khan
8 12 8
Total
118
11 12 13 14
Mudasir Khan Afzaal Yasir khan Hamza Total
10 8 8 10 126
Appendix-XIII Total Marks: 100 Reading Marks: 20 Scores of low achievers of experimental & control groups on post-test No Name Control post-test No Name Experimental posttest 1 Waseem khan 8 1 Azmat Ali 18 2 Ofaid 6 2 Syed Shayan Shah 18 3 Sajjad Gul 6 3 Kamran Khan 16 4 Zikria 8 4 Sakhawat Shah 16 5 Atif 10 5 Aqeel Shah 16 6 Aleem Ullah 8 6 Ahmad shah 18 7 Tariq Hussain 6 7 Awal Khan 16 8 Jameel 10 8 Muhammad 10 Waleed 9 Nabi Ullah 10 9 M.Zohaib 10 10 Bilal 10 10 Osama 08 11 Haji Muhammad 06 11 Fawad Ullah 16 12 Furqan 06 Total 94 Total 162 Scores of high achievers of experimental & control groups on post-test No Name Control post-test No Name Experimental post-test 1 Jawad Khan 14 1 Shoaib Shah 20 2 Zubair 14 2 Hasnain Bacha 14 3 Shayan Khan 14 3 Ahmad shah 18 4 Kashif 12 4 Sana Ullah 20 5 Naseem Khan 12 5 Mafi Ullah 16 6 Raham Dost 10 6 Hamad 14 7 Hazrat wali 12 7 Azaz 14 8 Noor Ullah 8 8 Mehtab 18 9 Zahir Ullah 14 9 Faizan 20 10 Ibrar 12 10 Zikria 20 11 Sohail 12 11 Mudasir Khan 18 12 Hilal Khan 12 12 Afzaal 12 13 Jamil khan 14 13 Yasir khan 18 14 Hamza 20 Total 160 Total 242
Appendix-XIV Total Marks: 100 Writing
`
Marks: 30 Scores of low achievers of experimental & control groups on pre-test No Name Control pre-test No Name Experimental pre-test 1 Ofaid 1 1 Syed Shayan Shah 2 2 Jawad khan 2 2 Shoaib shah 2 3 Sajjad Gul 1 3 Kamran Khan 2 4 Shayan khan 2 4 Ahmad shah 2 5 Kashif 1 5 Sana Ullah 2 6 Atif 2 6 Mafi Ullah 2 7 Naseem Khan 4 7 Hamad 3 8 Raham Dost 2 8 Azaz 2 9 Tariq Hussain 3 9 Mudasir Khan 2 10 Noor Ullah 4 10 Awal Khan 2 11 Zahir Ullah 1 11 Yasir Khan 4 12 Nabi Ullah 2 12 Hamza 2 13 Furqan 4 13 Fawad Ullah 4 14 Hilal Khan 1 15 Jameel Khan 3 Total 33 Total 31
No 1 2 3 4 5 6 7 8 9 10
Scores of high achievers of experimental & control groups on pre-test Name Control pre-test No Name Experimental pre-test Waseem khan 7 1 Azmat ali 6 Zikria 5 2 Sakhawat Shah 6 Zubair 6 3 Hasnain Bacha 5 Aleem Ullah 10 4 Aqeel Shah 8 Hazrat Wali 12 5 Mehtab 10 Jameel shah 9 6 Ahmad Shah 8 Ibrar 10 7 Faizan 5 Bilal 15 8 Zikria 8 Haji 7 9 Afzaal Ahmad 10 Muhammad Sohail 5 10 Muhammad 14 Waleed 11 M.Zohaib 8 12 Osama 5 Total 86 Total 93
Appendix-XV Total Marks: 100 Writing
`
Marks: 30 Scores of low achievers of experimental & control groups on post-test No Name Control post-test No Name Experimental post-test 1 Ofaid 05 1 Syed Shayan Shah 18
2 3 4 5 6 7 8 9 10 11 12 13 14 15
No 1 2 3 4 5 6 7 8 9 10
Jawad khan Sajjad Gul Shayan khan Kashif Atif Naseem Khan Raham Dost Tariq Hussain Noor Ullah Zahir Ullah Nabi Ullah Furqan Hilal Khan Jameel Khan Total
07 07 06 05 05 09 05 06 08 06 05 08 03 06 121
2 3 4 5 6 7 8 9 10 11 12 13
Shoaib shah Kamran Khan Ahmad shah Sana Ullah Mafi Ullah Hamad Azaz Mudasir Khan Awal Khan Yasir Khan Hamza Fawad Ullah
18 16 18 18 18 24 15 18 16 23 20 22
Total
244
Scores of high achievers of experimental & control groups on post-test Name Control post-test No Name Experimental post-test Waseem khan 15 1 Azmat ali 20 Zikria 10 2 Sakhawat Shah 22 Zubair 12 3 Hasnain Bacha 23 Aleem Ullah 20 4 Aqeel Shah 25 Hazrat Wali 24 5 Mehtab 26 Jameel shah 18 6 Ahmad Shah 13 Ibrar 20 7 Faizan 20 Bilal 20 8 Zikria 25 Haji 06 9 Afzaal Ahmad 28 Muhammad Sohail 05 10 Muhammad 30 Waleed 11 M.Zohaib 30 12 Osama 25 Total 150 Total 287
Appendix-XVI
Activities for the Development of language Skills Listening Activity 1) Introduction: It is a kind of warm up activity which will motivate students to learn English language. In this activity teacher will create a friendly environment for English language learning among learners by using target language. For this purpose teacher will divide the whole class into groups. Group one will get information about the second group and second from the first. For example, asking about name, father name, village, class date of birth, likes, and dislikes etc. After getting the information, each member of the groups will share information about one participant in front of both groups.
Purpose: i)
This activity is useful for all the four basic skills of English language.
ii)
It can improve listening, speaking, reading and writing.
iii)
Further, it will give exposure and confidence to students.
Activity 2) Inserting the Missing Words. A text is going to read for the student. They need to listen to it carefully and fill in the blanks with the missing words.
Instructions: i)
The students will work individually.
ii)
They will work on a handout.
iii)
The teacher will tell them to listen to the text.
iv)
The teacher will read the text at a normal speed.
Text Read by the Teacher Bu Ali had a lot of contributions in the field of science and medicine. At the age of eleven, he cured Noor Ibn-e-Mansoor the king of Bukhara, from an illness, which all the well known physicians could not cure. He was also a famous philosopher, encyclopaedists, mathematician and astronomer of his time. He wrote many books. His famous book on medical science is Quran Fi-AL-Tib.
Text in Handouts for the Students Bu Ali had a lot of contributions in the field of science and ________. At the age of _______, he cured Noor Ibn-e-Mansoor the ______ of Bukhara, from an illness, which all the well known __________ could not cure. He was also a __________ philosopher, encyclopaedists, ___________ and astronomer of his time. He wrote many ______. His famous book on medical science is ___________.
Purpose: To develop the habit of careful listening. To be active listener. To use memory and comprehend the text. Useful for listening, reading and writing.
Activity 3) Listen for lies This is another interesting activity which is very useful for the development of listening. For this purpose the whole class will be divided into two groups. The students from one group will come in front of the whole class and will read aloud the selected text. The student will be instructed again to read the passage but with some changes (lies).As both groups listen to changes (lies), they need to stand. The group who stands up first will be awarded with a point. This activity is very interesting as it requires attentive listening and to remember important information.
Purpose: i.
Students are attentive and the habit of careful listening is developed.
ii.
Students use the schema actively.
iii.
Students are motivated.
Speaking Activity 1) Listen think and speak : This activity requires pair work. Students will be divided in pairs. One student will ask questions from the other about the selected text. In this way both the students will ask questions as well as they will answer on their turns.
Text
Most cities are now crowded. People are driving more cars and more people are travelling in buses. They are consuming more fuel, water and electricity. They are eating more food and making more garbage. They are falling sick. Life is becoming hard for everyone. The government makes plans for the future. It is building new roads opening new schools and hospitals.
Examples: Student A. What are now crowded? Student B. Most cities are now crowded. Student B. Who are consuming more fuel? Student A. People are consuming more fuel.
Purpose : Good for mutual understanding. Both of them will take active part in this activity because of competition. This activity is equally good for listening, speaking, reading and writing. Thinking is involved.
Activity 2) Read and Talk. It is an individual activity where a student read the text and after reading the
text he will speak in his own words regarding that text.
Instructions : The teacher will instruct students to read the text carefully and after reading the text describe the text in their own words.
Text Mowgli was the son of a wood-cutter. When Mowgli was a little boy, his father and his family was camping in the jungle. One night when they were all asleep, Shere Khan, an old tiger, came to their camp. He was thinking to himself ‘‘I shall kill and eat one of these people.’’ But he put his foot on a piece of hot ash from the camp fire and hurt his foot badly. The pain made him howl. When he howled, he woke all the people in the camp. They were frightened when they heard the tiger and ran away to hide in bushes around the camp.
Purpose: This activity will improve reading and speaking skill. It will also give confidence and exposure to learners.
Activity 3) Simon says activity The Simon Say is an interesting language activity. It is also a game that students like to play. This activity is considered a successful exercise for language learning both for listening and speaking and performing different actions on easy structures. The game rules are also uncomplicated. Merely, each and every student needs to stand in a large circle and one of the students and a leader is nominated who give instructions similar to: (Simon says, “Touch your eyes.’’), (Simon says, “Open your mouth.’’), (Simon says, “Show me your hands.’’). The student should be instructed that they ought to follow the commands of Simon only if the command starts without the word Simon they need to not follow it. Otherwise if students are not able to follow the command of Simon, they will be disqualified and have to leave this activity. That’s why; it is a very interesting activity because on the part of learners alertness is required. Sometimes students can act totally wrong which makes a lot of fun inside the classroom. The main purpose of doing these tricks have reasons because some students do act without hearing it first “Simon says,” and as a result the circle keeps getting lesser and lesser and at last just one student remains, which is announced winner with clapping. The leader who gives command, “Simon says, salute,” then every students ought to salute, but if in other tricky command he says, ‘‘ sit down” having no words “Simon says,” after that a person who sits down is disqualified from the game. The game will carry on in the same way. All of students will express amusement and the learners should not take things extra serious. This game is considered productive for the students of the age of 10-16 years. However, it does not mean that this activity is not useful for adults. That’s why; mature and complex command may be asked form the adult students such as: Simon says, “Tell us about your father-in-law profession.” Simon says, “Tell us about your favorite TV drama.” On the other hand, if a
question starts like this, “Would you like to go for Hajj this year?”, and the learner replies only, ‘‘Yes’’ or ‘‘Sure,” so by doing this, the adult learner will be disqualified because words like “Simon Says” are not there in the beginning of the command.
Purpose: Careful listening and speaking Mutual pair work Joyful activity To refresh students
Reading
Activity 1) Jigsaw Techniques: 1. All the participants will say 1, 2, 3; the next will say again 1, 2 and so on. 2. All one set of 1, 2, 3, to one table, another to another to another table, and tell students these are their original/home groups.
3. Make a group ‘A’ from the entire ones and group and group ‘B’ from all the twos and so on. The newly formed groups are called as expert groups.
4. All the groups will be asked to work on their handouts. Group ‘A’ will work on handout No 1, group no B on handout no 2 and group c on handout no3.
5. Ask them to go to their original groups after they have finished their work. 6. Tell them to work on hand out 4.
Text Allama Muhammad Iqbal is our national poet. He was born on 9th November, 1877 at Sialkot. He showed signs of becoming a great man from his childhood. He was an extraordinary student. He did M.A in philosophy at a very age. He became a professor at a Govt College Lahore. He taught philosophy at the oriental college also. He went to England to study law. He received PhD degree from Munich University Germany.
Students Activities: Handout No.1)
Instructions:
Read the following paragraph and answer the question given at the end: Allama Muhammad Iqbal is our national poet. He was born on 9th November, 1877 at Sialkot. He showed signs of becoming a great man from his childhood. Q: 1) Who was Allama Iqbal? Ans:______________________________________________ Q: 2) Where Allama Muhammad Iqbal was born? Ans:_______________________________________________
Handout No. 2)
Instruction: Read the following paragraph and answer the questions given at the end: He was an extra ordinary student. He did M.A in philosophy at a very young age. He became a professor at Govt College Lahore. Q: 1) In which subject Allama did M.A? Ans:________________________________________________________________ Q: 2) Where was Allama Muhammad Iqbal becomes a Professor? Ans:________________________________________________________________
Handout No. 3) Instruction: Read the following paragraph and answer the questions given At the end: He taught philosophy at oriental college also. He went to England to study law. He received his Ph.D degree from Munich University Germany. Q:1) What did he teach at the Oriental College? Ans:_________________________________________________________________ Q:2) From where did he received his Ph.D. degree? Ans:_________________________________________________________________
Handout No. 4)
Instruction: Read the following paragraphs and answer the questions given at the end: Allama Muhammad Iqbal is our national poet. He was born on 9th November 1877 at Sialkot. He showed signs of becoming a great man from his childhood. He was an extra ordinary student. He did M.A. in Philosophy at a very young age. He becomes a professor at Govt. College Lahore. He taught philosophy at the oriental college also. He went to England to study law. He received his Ph.D. degree From Munich University Germany. Q: 1) Who was Allama Iqbal? Ans:_________________________________________________________________ Q: 2) Where Allama Muhammd Iqbal was born? Ans:_________________________________________________________________ Q: 3) In which subject Allama did M.A.?
Ans:_________________________________________________________________ Q: 4) Where was Allama Muhammad Iqbal becomes a Professor? Ans:_________________________________________________________________ Q: 5) What did he teach at the Oriental College? Ans:_________________________________________________________________ Q:6) From where did he receive his PhD degree? Ans:_________________________________________________________________
Writing
Activity 1) Think and write :
Think of memorable day of your life which you have already enjoyed in the past. Write all the reasons:
TEXT A memorable day of my life which I had enjoyed: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………
Activity 2) Read and write : Students can take help from the Dictionary:
Words Shrine Revels Gallery Pious
Sentences
AppendixXVII
Table of the Student's t-distribution
The table gives the values of t ; where Pr(T > t ; ) = , with degrees of freedom
t ;
0.1
0.05
0.025
0.01
0.005
0.001
0.0005
3.078 1.886 1.638 1.533 1.476
6.314 2.920 2.353 2.132 2.015
12.076 4.303 3.182 2.776 2.571
31.821 6.965 4.541 3.747 3.365
63.657 9.925 5.841 4.604 4.032
318.310 22.326 10.213 7.173 5.893
636.620 31.598 12.924 8.610 6.869
6 7 8 9 10
1.440 1.415 1.397 1.383 1.372
1.943 1.895 1.860 1.833 1.812
2.447 2.365 2.306 2.262 2.228
3.143 2.998 2.896 2.821 2.764
3.707 3.499 3.355 3.250 3.169
5.208 4.785 4.501 4.297 4.144
5.959 5.408 5.041 4.781 4.587
11 12 13 14 15
1.363 1.356 1.350 1.345 1.341
1.796 1.782 1.771 1.761 1.753
2.201 2.179 2.160 2.145 2.131
2.718 2.681 2.650 2.624 2.602
3.106 3.055 3.012 2.977 2.947
4.025 3.930 3.852 3.787 3.733
4.437 4.318 4.221 4.140 4.073
16 17 18 19 20
1.337 1.333 1.330 1.328 1.325
1.746 1.740 1.734 1.729 1.725
2.120 2.110 2.101 2.093 2.086
2.583 2.567 2.552 2.539 2.528
2.921 2.898 2.878 2.861 2.845
3.686 3.646 3.610 3.579 3.552
4.015 3.965 3.922 3.883 3.850
21 22 23 24 25
1.323 1.321 1.319 1.318 1.316
1.721 1.717 1.714 1.711 1.708
2.080 2.074 2.069 2.064 2.060
2.518 2.508 2.500 2.492 2.485
2.831 2.819 2.807 2.797 2.787
3.527 3.505 3.485 3.467 3.450
3.819 3.792 3.767 3.745 3.725
26 27 28 29 30
1.315 1.314 1.313 1.311 1.310
1.706 1.703 1.701 1.699 1.697
2.056 2.052 2.048 2.045 2.042
2.479 2.473 2.467 2.462 2.457
2.779 2.771 2.763 2.756 2.750
3.435 3.421 3.408 3.396 3.385
3.707 3.690 3.674 3.659 3.646
1 2 3 4 5
40 60 120
1.303 1.296 1.289 1.282
1.684 1.671 1.658 1.645
2.021 2.000 1.980 1.960
2.423 2.390 2.358 2.326
2.704 2.660 2.617 2.576
3.307 3.232 3.160 3.090
3.551 3.460 3.373 3.291
