English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.

The main objective of this research study was to find out the effect of the learning environment on the academic performance of students at the Higher Secondary Level in the district Dera Ghazi Khan. The population of this study is the students studying in higher secondary schools, private colleges, and Government colleges of the 12th class. The sample size of this research study was1070. A search tool was adopted. The data was collected by the researcher through visiting the Institutions physically. The collected data were tabulated, organized, and was entered in the SPSS. The research study was analyzed through descriptive analysis and inferential statistics. The findings of this study show that there was a significant difference in the perception of male and female students about the effect of the learning environment.  Private colleges provide a more learning environment to the students as compared to public institutions. Based on the findings of this study it was recommended that schools should provide basic facilities like library furniture electricity and better seating arrangements.  Students should be given opportunities to develop their confidence through debates.

Several Pakistani secondary school students from various popular institutes undergo a variety of problems and difficulties due to their inability to demonstrate a genuine and natural skill to use English language in real life. The situation under which English at the secondary level is taught in Pakistan is not as favorable to teaching and learning of the language as it ought to be. The main reason is lack of trained teachers and effective and precise objectives of English curriculum. The majority of teachers teaching English language at schools depend upon outmoded instructional modus operandi. This paper serves as a measure to identify the current gaps in teaching of English at secondary school. It mainly compares the performance of students in four English skills (reading, writing, speaking, and listening) taught by traditional and skill-based English teaching methods. The findings reveal that there is no concept of skills-based language teaching among secondary school students and the subsequent testing of the expected skills across all secondary schools in Pakistan. This results in the lack of professional requirement for natural use of English amongst secondary school students.

Instructional and assessment methods are varied and preferred by their teachers at higher-level institutions. A teacher guides their students with detail information and instructions to achieve their educational targets. Students share views regarding their faculty norms and standards that influence the adoption of their study methods. The major focus of this study was to find out the faculty-based differences of learners' views of assessment and its relationship with achievement at the university level. The study was correlational and the survey was conducted to investigate the research problem. All the public sector universities of Punjab were considered as a population of the study and only seven (07) public sector universities were taken as a sample. A questionnaire, students' perception of assessment (Waldrip et al., 2008) was adapted to collect the data from the respondents. Using the mean scores, standard deviation, t-test, and regression the collected data were analyzed. The findings of the study showed students have not the same perception about the assessment and the study concluded a significant relationship between students' perception of assessment and academic outcomes. Based on the study results, it was recommended that each faculty should well inform the students about the assessment methods and strategies for their outcomes improvement.