Abstract

The purpose of the study is to explore the factors influencing the quality of English LL as a foreign language in secondary education. A questionnaire was constructed and applied to cover the main objectives of the current research. A survey method using a five-point Likert-type questionnaire was applied to collect the data from 67 teachers teaching the English language at the school level in the schools of southern Punjab, Pakistan. Collected data were entered in SPSS (Statistical Package for social science). The data was analyzed by using related statistical Testes i.e. descriptive statistics, T-test ANOVA, etc. Findings of the study support appointment of non-qualified teachers, teaching English through science teachers, lack of proper teaching aids through proper and effective English language teaching methodology, lack of proper teachers' professional training, and overcrowded classrooms. On the basis of findings, proper English teachers with appropriate use of teaching methodology to the apt size of the class is recommended.

Key Words

English Language, Quality, Professional Training, Secondary Education

Introduction

Teaching-learning is viewed as quality instruction when it delivers a quality item, yet it relies by on and large upon educators, educational plans, and the climate (Chishti, 2011; Nomnian & Arphattananon, 2018). The nature of training requires quality understudies, learning climate, showing material, educating learning interaction, and result (GoP, 2016). Quality instructing likewise requires a quality homeroom climate, offices, and institutional help. In Pakistan, English is utilized as a second and official language. The 1973 Constitution of the Islamic Republic of Pakistan made English the authority language. Public Education Policy: 2009, it is proposed to make English mandatory at all levels and to step by step change the showing climate into English (GoP, 2009). In Pakistan, English is obligatory at all levels and necessary at the auxiliary school level. Pakistan is a multilingual nation where individuals communicate in various dialects and switch between dialects in regular correspondence (Rukh, 2014). Code change has turned into an extremely normal event in Pakistan, and individuals, as a rule, switch among Urdu and English (Fareed et al., 2016; Aljazzaf, 2020). Educators likewise use code adjustment when showing transitional level English: to show jargon, guidance, and correspondence.

English turned out to be particularly significant in the area after the British control of joined India. It is a wellspring of correspondence on a worldwide scale and is vital for exchange relations, just as for current schooling in the western world. As indicated by Rauf and Saida (2019), an individual uses language to pass on his contemplations and sentiments to other people. This implies that an individual who can peruse, compose, and talk can speak with others. Mastering a language requires four abilities: tuning in, talking, perusing, and composing (Al-Mansoor, 2014). Like other agricultural nations, Pakistani understudies travel toward the West to seek advanced education in science and innovation and face many difficulties. The individuals who realize English effectively face such circumstances (Nino & Paez, 2018; Ahmad et al., 2013).

The nature of English language educating is moderately low, and transitional understudies don't convey effectively in English (Awan & Shafi, 2016). The principal issue of the time is the expanding strain to prepare English-talking clients (Dar, 2019). Individuals utilize various ways of learning a language, yet language learning through jargon is viewed as a powerful strategy for learning a second or unknown dialect (Ali & Zaki, 2019). The strategy utilized in showing English in optional schools is the syntactic interpretation technique. Replicated text is utilized as a book to peruse; however, interpretation is likewise an impersonation and can't make imaginative and innovative reasoning (Awan & Hiraj, 2016). In Sindh, the nature of English info is somewhat low. Understudies scored less ready tests and didn't can talk or compose subsequent to breezing through the placement tests. Hence, it is important to go through the instruction framework and examine the purposes for the issue. The review will analyze the explanations behind the bad quality of showing English as a mandatory subject at the middle level (Arif et al., 2019).

Aims and Objectives

Auxiliary Education (SE) Pakistan's public area training framework changes from sixth grade to twelfth grade. SE proceeds with the schooling of understudies yet additionally gives unique consideration to a particular heading (Arain et al., 2019). SE is the focal degree of instruction; shows different abilities, assumes a significant part later on development of understudies. After the eighteenth amendment to the 1973 constitution of the Islamic Republic of Pakistan, schooling presently falls on the areas. Sindh is the second biggest territory in Pakistan, with a populace of 500 million. In Pakistan, SE is growing its schooling to 47,800 auxiliary schools, 31,200 secondary schools and 5,300 secondary schools with 76,16,800 secondary school understudies, 41,03,400 secondary schools and 1,839,100 secondary school understudies, 457,000 secondary schools, secondary schools, 70 instructors and 70 educators. 1,20,100 higher optional teachers (GoP, 2019). The objectives of the study are as under:

1. To explore the factors influencing the quality of English teaching at high school levels in southern Punjab.

2. To identify reasons for declining the quality of English language teaching in high school classes of Southern Punjab.




Research Questions

The objectives were further converted into the following research questions to give specific direction to the research.

1. What are the factors influencing the quality of English teaching at high school levels in southern Punjab?

2. What are the recommendations to improve the quality of English language teaching at high school levels in southern Punjab, Pakistan?

Review of Related Literature

The nature of optional schooling in Sindh and observed that instructors were seldom gifted in pertinent subjects; They were less happy with the circumstance after the media court's pattern. Instructors were squandering energy on tattle, and the current educational plans appeared to be futile (Arain et al., 2019). As per the pursuit, in an investigation of variables influencing English talking capacity in South Punjab, schools didn't have libraries to allude to books, and perspectives toward educators were unseemly. Exorbitantly packed classes and the absence of joint exercises, for example, discussions and discourses, impacted understudies' mastering of talking abilities.

in their review, Moghal et al. (2019) presumed that packed homerooms make issues: a short space for understudies, openings, and assets. The issue of individual consideration, evaluation issues, short educator understudy, and understudy connection is because of the enormous number of classes. These conditions impacted the whole educating and learning process in English classes. As indicated by Arshad (2019), a review in Rawalpindi inferred that actual offices like breezy study halls, jungle gyms, and estates emphatically affect understudy accomplishment. Study hall and school climate, showing hardware, free from any danger climate, discipline, AV offices, power, and prepared homerooms additionally decidedly affect understudy progress. The utilization of the public language in instructing has likewise had a beneficial outcome.

In their review, Ghulamullah and Hamzah (2017) tracked down that issues of misconception and misconception in Pakistani speakers existed because of contrasts between the verbalization arrangement of the first and second dialects. English educators were only here and there able and didn't have showing materials for elocution methods. As per Buriro et al. (2017), there were weaknesses in the quality instructing and learning process in Sindh. Understudies didn't have composing abilities, and schools didn't have the vital offices. The quality was more awful than in metropolitan regions, and educators were under-prepared. Quality holes at the auxiliary school level were vital as understudies continued on to the following more significant level on the sheets.

Khan and Khan (2016) directed a mid-level review in Punjab and observed that understudies and instructors had a concise interest in English language advancement. Educators were seldom prepared, and their conduct was not empowering. Moreover, the understudies' first language was not the same as Urdu, so English was their third language. As indicated by Fareed et al. (2016), language abilities in educators are deficient; punctuation, jargon, composing issues, absence of thoughts are typically recognized as issues that influence the nature of English language instruction. Schools were inadequately coordinated, and undeveloped instructors utilized ineffectual educating techniques. The absence of perusing and composing experience, packed study halls, and low understudy inspiration were serious issues.

Tight (2014) directed a concentrate in Sindh and observed that educators utilize the syntactic interpretation strategy with an accentuation just on perusing and composing. Moreover, the educator's example perusing of the understanding was viewed as adequate. Language learning exercises were tiny, with spelling and jargon composing instructions. Instructors didn't have the proper capabilities. As per Bashiruddin and Qayyuma (2014), instructors who show English in Pakistan are not explicitly allocated to educate it.

Subject, yet educated on the directions of the division. They showed English in style they gained from their educators during their school years. There was no approach of naming language experts for 




English. Khamari et al. (2014) An investigation of grade schools in India observed that the absence of explicit language preparing and legitimate appraisal impacted the nature of English language instruction. They additionally observed that the course readings needed an educational plan. The absence of AV offices and grants has hampered the formation of a fitting climate for learning English. As indicated by Tariq et al. (2013), The country climate seldom assisted with growing the English language because of low monetary conditions and lack of education of the guardians. They showed little interest in their youngsters' schooling. Family ancestry, home climate, and monetary conditions conclusively affect youngsters' schooling.




Research Procedure

The connected writing was contemplated to discover the issues and issues declining the showing nature of English at an optional level with fundamental spotlight on discoveries and ends. The momentum research was a review (Gay, 2012) where the information was gathered through a five-point Likert type survey, comprising of two areas: the segment I comprised of individual and expert data of the respondents with capability, assignment, experience, and a number of talks as responsibility each day. The segment II comprised of 16 close-finished inquiries. The survey covered the showing helps, strategies, conditions, and so on. The frequencies utilized were firmly concurred (SA), Agreed (A), uncertain (UD), deviated (DA), and unequivocally dissented (SDA). The data of complete populace was assembled, and the test was drawn as segment factors. The survey was given a shot on the pilot run and shipped off 67 members that was the 10% of the example size, and further worked on in the light of ideas. The poll was regulated by close-to-home visits of the schools; consequently, 100% outcomes were acquired. The gathered information was entered in SPSS (Statistical Package for sociology variant 20). The information was dissected by utilizing related factual Tests, for example graphic insights, T-test ANOVA, etc., followed by the translation. Discoveries were removed, ends were drawn, and proposals made likewise. Sixty-seven teachers of multi-section high schools, teaching English subject to metric class made the sample of the study by cluster sampling technique, from 28 boys and girls high schools equally (Gay, 2012).

Results and Findings

Table 1. Demographic Variables of the Study

Demographic Variables	Frequency	Percentage
Gender
Male	22	32.8
Female	45	67.2
School Gender
Male	4	6.0
Female	12	17.9
Co-Education	51	76.1
Locality
Urban	29	43.3
Rural	38	56.7
Academic Qualification
Matric	1	1.5
Intermediate	36	53.7
Graduation	27	40.3
Master	1	1.5
M.Phil	2	3.0
Professional Qualification
B.Ed	42	62.7
M.Ed/M.Ed	25	37.3
Teaching Experience
1-5 years	4	6.0
6-10 years	13	19.4
11-15 years	14	20.9
16-20 years	34	50.7
More than 20 years	2	3.0

 




Table 1 depicts the demographics of the 67 school teachers’ participants of the study. Their locality, gender, professional qualification, academic qualifications, and teaching experiences




 

Table 2. Teachers Responses about the use of English Language Teaching Aids

Statement	N	Mean Score	Std. Deviation
1. I use audiovisual teaching aids in class	67	2.91	1.069
2. I make provision of library books to students.	67	1.31	1.489
3. I make provision of dictionaries, storybooks.	67	1.21	1.462

 




Table no 2 shows the responses of the participants about the use of English language teaching aids. As for as responses related to audiovisual aids use is concerned, Mean score (2.91) that teachers use but not to the standard level required in the regard. Responses related to the provision of library books to the students also show a low mean score (1.31), and provision of library books to the student's mean score is also poor (1.21). 




Table 3. Teachers responses about Classroom Activities

Statement	N	Mean Score	Std. Deviation
4. Debates in the school.	67	1.69	.679
5. Arrangement of quiz competitions.	67	2.03	1.218
6. Speech competitions in the class or school.	67	1.81	1.340




Table 3 shows the responses of the participants about Classroom Activities as for as responses related to Classroom Activities is concerned, Mean score (1.69) conduct debates in the school but not to the

standard level required in the regard. Responses related to arrangement of quiz competition also show a low mean score (2.03) and conduction of speech competition among the student's mean score is also poor (1.81). 




 

Table 4. Teachers Responses about Teaching Methodology

Statement	N	Mean Score	Std. Deviation
7. Writing composition on class board.	67	2.13	1.140
8. Using the grammar-translation method.	67	4.07	1.146
9. Drill of past years question papers in class.	67	2.96	1.364
10. Assigning the lessons to memorize.	67	2.54	.611

 




Table no 4 shows the responses of the participants about Teaching Methodology as for as responses related to about Classroom Activities is concerned, Mean score (2.13) Writing composition on class board but not to the standard level required in the regard. Responses related to Using the grammar-translation method show a high mean score (4.07), Drill of past years question papers in class (2.96), and Assigning the lessons to memorize.to the students mean score is also poor (2.54). 




 

Table 5. Teachers Responses about Teachers Professional Skills and Class set up

Statement	N	Mean Score	Std. Deviation
11. Attending refresher course regarding English.	67	2.30	.697
12. Using English for communication in the class.	67	2.30	.779
13. Teaching science subjects except English	67	4.54	.559
14. The classes are over-crowded.	67	4.45	.658
15. More than fifty minutes of English class duration.	67	4.58	.581
16. Teaching English two credit hours daily.	67	3.54	.559

 




Table 5 reveals teachers' responses to items related to teacher's professional skills and class room setup. Items 11 Attending refresher course regarding English mean score (2.30), item 12 Using English for communication in the class mean score (2.30), item 13 teaching science subjects except English (4.54), item 14 The classes are over-crowded (4.45), Item 15 More than fifty minutes English class duration (4.58) and Teaching English two credit hours daily (3.54) 




 

Table 6. Correlations of variables

Variables	M	SD	1	2	3	4
Use of English Teaching Aids	9.43	3.091	1
Classroom Activities	12.52	2.452	.322**	1
Teaching Methodology	16.70	3.075	.427**	.730**	1
Teachers Professional Skills	26.70	1.818	.091	-.015	-.076	1

**. Correlation is significant at the 0.01 level (2-tailed).

Table 6 shows the correlation of variables two tailed. Significant correlations are indicated among the variables

Table 7. Result of t-Test (n=67) of Gender Variable

Residential Area	Male (n=22)		Female (n=45)		T(65)	df	Sig.
	M	SD	M	SD
Use of English Teaching Aids	8.59	2.938	9.84	3.111	-1.577	65	.120
Classroom Activities	11.09	2.467	13.22	2.141	-3.638	65	.001
. Teaching Methodology	14.64	3.947	17.71	1.890	-4.330	65	.000
Teachers Professional Skills	27.41	1.501	26.36	1.873	2.299	65	.025

 




Table 7 reveals significant t-test results of the variable with respect to male and female variable in connection to the factors of the whole questionnaire. A significant correlation is found in factors, i.e., classroom activities and teaching methodology of the teachers teaching English Language.




 

Table 8. Result of t-Test (n=67) of Urban-Rural Locality of School

Residential Area	Urban (n=29)		Rural (n=38)		t(65)	df	Sig.
	M	SD	M	SD
Use of English Teaching Aids	11.00	2.976	8.24	2.635	4.021	65	.000
Classroom Activities	13.14	2.216	12.05	2.546	1.827	65	.072
Teaching Methodology	17.83	2.156	15.84	3.405	2.745	65	.008
Teachers Professional Skills	26.55	2.164	26.82	1.522	-.586	65	.560

 




Table 8 reveals significant t-test results of the variable with respect to urban and rural variables in connection to the factors of the whole questionnaire. A significant correlation is found in factors i.e. Use of English Teaching Aids and teaching methodology of the teachers teaching the English Language.




 

Table 9. Showing ANOVA results of Teaching Experiences of Teachers.

Dependent Variable	(I) Your Teaching Experience	(J) Your Teaching Experience	Mean Difference (I-J)	Std. Error	Sig.
Use of English Learning Aids	1-5 years	6-10 years	2.077	1.647	1.000
		11-15 years	3.571	1.633	.326
		16-20 years	4.588*	1.523	.037
		More than 20 years	3.000	2.495	1.000
	6-10 years	1-5 years	-2.077	1.647	1.000
		11-15 years	1.495	1.110	1.000
		16-20 years	2.511	.939	.096
		More than 20 years	.923	2.188	1.000
	11-15 years	1-5 years	-3.571	1.633	.326
		6-10 years	-1.495	1.110	1.000
		16-20 years	1.017	.915	1.000
		More than 20 years	-.571	2.178	1.000
	16-20 years	1-5 years	-4.588*	1.523	.037
		6-10 years	-2.511	.939	.096
		11-15 years	-1.017	.915	1.000
		More than 20 years	-1.588	2.096	1.000
	More than 20 years	1-5 years	-3.000	2.495	1.000
		6-10 years	-.923	2.188	1.000
		11-15 years	.571	2.178	1.000
		16-20 years	1.588	2.096	1.000
Co-Curricular Activities	1-5 years	6-10 years	1.404	1.409	1.000
		11-15 years	2.107	1.397	1.000
		16-20 years	1.809	1.303	1.000
		More than 20 years	3.250	2.134	1.000
	6-10 years	1-5 years	-1.404	1.409	1.000
		11-15 years	.703	.949	1.000
		16-20 years	.405	.804	1.000
		More than 20 years	1.846	1.872	1.000
	11-15 years	1-5 years	-2.107	1.397	1.000
		6-10 years	-.703	.949	1.000
		16-20 years	-.298	.783	1.000
		More than 20 years	1.143	1.863	1.000
	16-20 years	1-5 years	-1.809	1.303	1.000
		6-10 years	-.405	.804	1.000
		11-15 years	.298	.783	1.000
		More than 20 years	1.441	1.793	1.000
	More than 20 years	1-5 years	-3.250	2.134	1.000
		6-10 years	-1.846	1.872	1.000
		11-15 years	-1.143	1.863	1.000
		16-20 years	-1.441	1.793	1.000
Grammar Learning	1-5 years	6-10 years	.346	1.730	1.000
		11-15 years	2.643	1.716	1.000
		16-20 years	2.176	1.600	1.000
		More than 20 years	2.500	2.621	1.000
	6-10 years	1-5 years	-.346	1.730	1.000
		11-15 years	2.297	1.166	.533
		16-20 years	1.830	.987	.684
		More than 20 years	2.154	2.299	1.000
	11-15 years	1-5 years	-2.643	1.716	1.000
		6-10 years	-2.297	1.166	.533
		16-20 years	-.466	.961	1.000
		More than 20 years	-.143	2.288	1.000
	16-20 years	1-5 years	-2.176	1.600	1.000
		6-10 years	-1.830	.987	.684
		11-15 years	.466	.961	1.000
		More than 20 years	.324	2.202	1.000
	More than 20 years	1-5 years	-2.500	2.621	1.000
		6-10 years	-2.154	2.299	1.000
		11-15 years	.143	2.288	1.000
		16-20 years	-.324	2.202	1.000
Teachers Professional Skills	1-5 years	6-10 years	.288	1.031	1.000
		11-15 years	1.393	1.022	1.000
		16-20 years	1.338	.953	1.000
		More than 20 years	.750	1.561	1.000
	6-10 years	1-5 years	-.288	1.031	1.000
		11-15 years	1.104	.694	1.000
		16-20 years	1.050	.588	.790
		More than 20 years	.462	1.369	1.000
	11-15 years	1-5 years	-1.393	1.022	1.000
		6-10 years	-1.104	.694	1.000
		16-20 years	-.055	.572	1.000
		More than 20 years	-.643	1.363	1.000
	16-20 years	1-5 years	-1.338	.953	1.000
		6-10 years	-1.050	.588	.790
		11-15 years	.055	.572	1.000
		More than 20 years	-.588	1.311	1.000
	More than 20 years	1-5 years	-.750	1.561	1.000
		6-10 years	-.462	1.369	1.000
		11-15 years	.643	1.363	1.000
		16-20 years	.588	1.311	1.000

 




Table 9 indicates the ANOVA results of the participants' professional experiences. Results show no significant values related to the teaching experiences of teachers and various factors of the whole questionnaire.

Results and Discussion

To start with, the educators who showed English were generally science instructors, and English was not essential to them. There was a lack of English instructors in Sindh (RSU, 2013) and English educators had deficient capabilities (Dar, 2014). Truth be told, showing English was the obligation of English-speaking HSTs, yet as there were no certified educators, the assignment of showing English was moved to science instructors. Albeit these instructors are prepared and experienced, English writing or phonetics requires qualified staff to show English, so they have put forth their own attempts.

Second, course books were seldom utilized in schools. Ahmad (2013) likewise tracked down that there was no showing helps for English instructors in Pakistan. The improvement of diagrams and different guides was quite easy, but rather their utilization in English language educating was not liked at this level. AV help assist understudies with fostering the idea and expands their advantage, as the topicality of the theme can be introduced by AV instruments that are not in the talk strategy.

Third, library books are expected for limited scope perusing as it were. Akhtar et al. (2019) additionally recognized inadequate libraries as elements that diminish the nature of training. Huge optional schools have great libraries, however, they are not working, and understudies who read English papers have better language abilities (Raja, 2011). Word references and floor books were not given. Giving library books, additional books, and word references can further develop understudies' understanding abilities. They are showing the language without assets and relying upon the instructor's powers understudies to keep just the normal level. Schools and their educators appear to know nothing about the significance of showing helps, inspiration, allure, and inventiveness in understudies.

Fourth, schools seldom coordinated discussions, tests, and discourse challenges. Akhtar et al. (2019) likewise incorporates tests, discussions, and so forth at the optional school level. These joint educational plan exercises have been useful in creating language understudies' talking and mastering abilities. This implies that either the instructors and the administration have no comprehension of such exercises, or the conditions were not good. These exercises can be essential for educational programs to further develop language acquiring abilities and establish a cutthroat climate. Joint educational program exercises improve understudies' scholarly, social, and scholarly capacities and character (Farman, 2018).

Fifth, educators compose the relegated expositions and different structures on a chalkboard, and understudies duplicate them into a note pad. In doing as such, they finished the custom of finishing the course tasks relegated to them. However, this restricted the understudies and didn't further develop the understudies' composing abilities. Educators can utilize a graciousness based interaction to compose more text than results (Azodi, 2020; del Blanco, 2020). In showing the course, instructors generally utilized the technique for interpretation language structure. Educators center just around perusing and composing, utilizing the syntactic interpretation strategy. This customary course may not be more valuable for better quality training. The degree of education might have been exceptional on the grounds that it was an educator-focused technique. The instructor read the example furthermore converted into the neighborhood language. The understudies watched and remembered exactly the same thing—instructors likewise elaborate understudies in the work on, rehashing the inquiry sheets of earlier years. Understudies were told to retain illustrations, papers, rundowns, and clarifications, yet this was uniquely in anticipation of the test. The understudies took the tests, yet their learning limit stayed void. Subsequent to breezing through the test, they couldn't compose an application or make a few lines on another subject. The instructor's task was absent.

6th, about a portion of the educators didn't get an opportunity to take the supplemental class, a few instructors went to the retraining course, and others got no opportunity. Educators were chosen dependent on top choices for in-administration preparing (Arain et al., 2019). The way that educators don't utilize English to impart in the homeroom shows their ineptitude, absence of certainty, and interest in the subject. This disabled the students' capacity to tune in yet additionally subverted their certainty. The facts confirm that the code should be changed, yet the most extreme utilization of English for correspondence can establish a positive climate. The majority of the instructors showed sciences like physical science, science, science, and math, and the data in Section I depicts that they needed to show five or six illustrations every day. Hence, they couldn't deal with their different exercises and adversely affected the educating of science. The plenitude of illustrations was the conclusive issue of the time. In certain classes, there were in excess of 100 understudies in each class, so it was hard to arrange the educator's singular consideration, exercises, and contests. Moghal et al. (2019) likewise recognized an enormous class issue in optional schools. The above issues must be investigated to all the more likely comprehend the genuine purposes behind the decrease in the nature of instruction.

Conclusion and Recommendations

The consequences of the review show the arrangement of non-expert instructors, the utilization of science educators to show English, the non-utilization of library books, hunting helps, non-growing jargon, and storybooks for understudies not partaking in discusses, tests, and discourse challenges, and the utilization of conventional interpretation. syntax strategy, composing the synthesis of writing boards, surveying last year's inquiry papers, and retaining illustrations for rot. Absence of supplemental classes, non-utilization of English in correspondence classes, congestion of instructors by showing science in English, and congestion have distinguished a few issues influencing the nature of optional schooling in Sindh. The review suggests the arrangement of English language instructors with a specialization in writing or semantics. Arrange proficient advancement courses for English educators, coordinate classes to persuade instructors and the executives of the significance and fitting techniques, sort out discusses, tests, discourse rivalries to work on understudies' talking and listening abilities, quit making notes on slates, and support innovativeness. to expand understudies' composing abilities, to give educators the vital opportunity to plan examples and not to be over-burden, to forestall stuffing in classes, and to restrict the most extreme, i.e. to have forty understudies in each class. By joining these proposals, ELD will actually want to make such an edifying, persuading, and innovative climate for understudies, and the outcome will be accomplished. This will assist understudies with fostering their perusing, composing, tuning in, and talking abilities, which will reinforce their overall English abilities. In-administration instructional classes that upgrade instructors' abilities might be obligatory. These means are important to work on the nature of English language instruction.

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