This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

The current study investigated anxiety-provoking classroom sources among undergraduate engineering students at Mehran UET, Pakistan. In this study, the participants (female 105 male 116) participated. The data were collected via questionnaire FLCAS and semi-structured interviews. The objective of this study was to identify classroom sources of anxiety quantitatively and qualitatively. The findings of study suggested some main sources of anxiety among fresh engineering students: (1) test anxiety; (2) apprehension in communication;(3) fear of negative evaluation; (4) presentation in English; (5) English language instructor; (6) competitiveness in English language; (7) negative self-evaluation; (8) individual tasks in classroom; (9) fear of making errors in English classroom; (10) English language difficulties. The participants have self-reported the main sources of anxiety in English language learning. These sources also confirm previous research on anxiety-causing sources among foreign language learners. Keywords: foreign language anxiety, sources of anxiety, classroom sources of English language anxiety Literature ReviewResearch on factors or sources which causes anxiety is carried out in different contexts. In the study of Young (1991), six factors were reported: (1) personal and interpersonal issues; (2) instructor and learner interactions; (3)

The main purpose of this article is to bring up the challenges faced by the teacher educators during the implementation of B.Ed (Hons.) elementary program initiated by the provincial governments and HEC in collaboration with United State Agency for International development (USAID) in Pakistan. In this study two general universities i.e., University of Sindh and Karachi University were included which received the funding from USAID for upliftment of Elementary Education in the Sindh province, where this teacher educators’ program was piloted and later on fully implemented. In-depth semi-structured face to face interview schedule was developed to conduct the survey type qualitative research design. Five teacher educators from each university (N=10) through purposive sampling were selected and interviewed to collect the data. The gathered data were thematically analyzed on the pattern of Braun & Clarke (2006) approach. On the bases of the analyses, it was inferred that the program despite of its successful completion of first round faced many intrinsic problems such as the lack of trained human resources, lack of involvement of the concerned faculty in curriculum decisions, lack of implementation of the modern pedagogies for bringing quality into the program. Moreover, the external factors such as physical resources and the quality of the intake were also slanting the performance of the program to some extent. These finding are in alignment with the previous studies conducted in the similar context to assess the implementation of teacher education programs. However, the administration of the institutes of so far found playing active role in carrying on the program smoothly despite of the challenges. In the light of the findings of the study, it is recommended that the intervention to provide the funds as well as physical facilities at this stage is inevitable. Keywords: B.Ed elementary teacher educator program, implementing program, challenges