Purpose-This paper aims to contribute experience and ideas of the transformational leadership, not only for the principal want to improve leadership himself (herself), but also for the school at critical period of improvement, through summarizing forming process and the problem during the course and key factors that affect the course.Design/methodology/approach-Using case study method, we draw some conclusions of improvement of principal leadership skills, by choosing two typical cases of the transformational leadership of principals in primary schools, rethinking the practice of school improvement profoundly.Findings-There has been three periods: embryonic stage, basically forming stage and mature stage. That discovering problems, understanding the relationship between the problems and finding solutions, are the major consideration in the process. The transformational leadership skills of principal can be seen in forming the ideas, building shared vision, power sharing, gaining credence and experiencing success.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>

Abstract-Appraisal system is the new development of Halliday's interpersonal function, which is a very important parameter in argumentative writing since its purpose is to influence and convince readers. Directed by appraisal system, with UAM corpus tool for annotation and statistics, this paper carried out a comparative empirical research in interpersonal meaning on Chinese and American students' 64 English argumentative essays. The study found that the overall use of appraisal resources in Chinese English majors' essays fell far behind American college students, with the only exception of affect resources. In the attitude subsystem, it shows that Chinese college students have a poor vocabulary, colloquial expressions, subjective logic and other problems; in the engagement, students from the two countries have an abundant use, which may be relevant to argumentative writing itself; although graduation resources are the nucleus of appraisal system, they are least used by the two group of students, probably caused by the reason that graduation meaning are often covert in the text. The study contributes to revealing a comprehensive difference of appraisal resources between Chinese and American college students' argumentative writing, and the teaching of writing in such genre will also be benefited.

Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents&rsquo; interest and inadequate teachers&rsquo; training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.