Expectations and Reality of Learner Autonomy and Communicative Competence in Pakistani Higher Education Institutions: A Review

Abstract

The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.

The impact of flipped classroom on English proficiency of first-year Chinese urban and rural pre-service teachers

“…Even if offered a good number of opportunities to direct their learning in and out of the flipped classroom, the rural pre-service teachers, who might have fewer digital skills due to their economic constraints ( Liu and Wang, 2021 ; Zhang, 2022 ), may encounter multiple challenges to handle their flipped learning with necessary autonomous abilities. As noted by Shahid et al (2020) , the lack of learner autonomy can be a significant hurdle impeding the development of EFL learners’ English proficiency. Thus, it was not surprising that the rural pre-service teachers in the flipped classroom who might be deficient in their learner autonomy could not achieve significantly higher English proficiency than their rural peers in the traditional classroom.…”

Blended Learning in Secondary English Classrooms: Teachers’ Perceptions

“…Technology can improve language acquisition, communication skills, and 21st-century readiness in English language education (Ahmadi, 2018). Academic and research communities communicate in English, and most higher education institutions teach in English (Shahid et al, 2020). Thus, these international contexts could provide a rich tapestry of experiences that demonstrate the global importance of technology in English classrooms.…”