Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program. Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female teachers, who were selected on purposive sampling method, participated in a focused group interview to share their views about the merits and demerits of the formative assessment technique. The data was analyzed using content and thematic analysis. Main Findings: The merits of the formative assessment technique used were reported as helpful in identifying the learning gaps, providing constructive feedback, identifying the students’ strengths, empowering the teachers, and creating a stress-free assessment. Similarly, the demerits were reported as being time-consuming, unconventional assessment strategies, and creating a lack of professional development to adopting a new strategy. Applications of this study: Many language teachers regularly implement formative assessment in their language classrooms and are always in search of some good material to make their formative assessment more fruitful and result-oriented. This study will be useful for such teachers. They can benefit from the findings of the study and improvise their method of formative assessment. Novelty/Originality of this study: The study is one of its kinds using the teachers’ perspectives to explore the effectiveness of drawbacks of formative assessment technique. People who have recently joined the teaching fraternity must be inquisitive about various techniques of assessment. This study is going to assist them in not only deciding whether they want to implement formative assessment in class, but it will also prepare them in advance to encounter the limitations of formative assessment and take necessary measures to address these limitations.

Reading culture enables people to learn, grow, strive for personal betterment, and pursue innovative goals. The school library has a significant impact on its users' love of reading and serves as a source of inspiration. This study sought to understand how the secondary school section's pupils could develop a reading culture through the use of the school library. The goals were to research how secondary school students use the school library to establish their reading habits and how English language teachers can help students develop their reading habits. The network diagram of the variables' conceptual framework served as the study's compass. The research used a descriptive survey methodology. Conveniently, a school was chosen. In addition, 25 English teachers from the school were identified in order to collect information about how they help pupils develop good reading habits. A total of 80 students from secondary schools were employed in the sample, including 80 students chosen using purposive sampling in the Secondary Section. Both open-ended and closed-ended questionnaires were used to obtain the data. It was determined that students used the library to do their projects, do research, and take notes, but they also visited the library at a distinct time slot once a week when they could read and write reviews. English language teachers had a variety of responsibilities, such as encouraging pupils to read; proposing books to librarians from various genres, and helping students create in-class libraries. The conclusion is that because of their exam-focused curriculum, kids don't have enough time for leisure reading. As a result, schools should add more library time to their class schedules to encourage students to develop a reading habit.