Teachers’ Perceptions about the Role of English in Students’ Assessment and Current Practices in Public Sector Higher Education Institutions in Gilgit, Pakistan

Abstract

This study is an attempt to explore different contextual issues related to the use of English language especially as second language when assessing student"s learning in different subject areas. The study focused on exploring teachers" perceptions about the role of English language in assessment and their practices related to English language proficiency of the learners, in social science subjects at Higher Education level. Based on criteria, twenty faculty members were interviewed. Document analysis was also key source of data collection. Data were analyzed qualitatively through descriptive thematic approach. Findings show that the language remains an issue even at First Degree (graduation level). Teachers expect from students that they should not have language related deficiencies. Teachers" expectations from the students in terms of their proficiency in English language were not being met. Few faculty members were viewing no role of English language in the subject they taught because of the nature of the subject they teach. Majority deducted marks (the deduction of marking varied from faculty to faculty) for grammatical mistakes and other deficiencies of students in their speaking and writings. They handled this issue according to their individual approach and understandings. The faculty who thought it impossible that English can be replaced by Urdu at graduation level. It can be recommended that there should be a common, uniform policy about the medium of instruction across the system. It could be a good start if such policies are designed and implemented at institutional level first. Such policies can then be developed for larger than institutional level.

Perceptions of Students and Teachers about the Practices of English as the Medium of Instruction at Higher Education Level in Pakistan: A Qualitative Case Study of Kohat University of Science and Technology

“…All the terminologies, materials and books of higher education are in English language. Din's (2015) results are also the same as the results of this study. Din's (2015) findings support the view that English language is needed for higher education because of the presence of all the terminologies and books in English.…”

“…Some teachers are in favor of the use of English as a medium of instruction. Din (2015) analyzed the perceptions of teachers about English as the medium of instruction at the Higher Education Level. This study was conducted in Gilgit, Pakistan.…”

The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

“…They are expected to adopt the English medium throughout their university academic life. Additionally, the students coming from public schools and colleges confront difficulty in adjusting to the university environment (Din, 2015). On the other side, research studies on feedback are important yet scant for contemporary research (Eriksson et al, 2020).…”

English Medium Education and Bachelor of Education Programmes in the Sri Lankan University: challenges and realities

“…A study conducted in fifty-five countries revealed that the policy makers in the countries have considered EM instruction in universities as a mechanism of internationalizing Education and creating opportunity of the students to join the global and academic community. (Dearden, 2014) Similar studies conducted by researchers such as; Perera, Silva and Marmbe (2009), Ariyawansa (2008), Ye (2016), Din (2015), Dearden (2014) and Massler (2012) have revealed that learning the subject content in English developed the ELP skills of the students. Ball (2015) emphasizes the benefit of using Content and Language Integrated Learning (CLIL) to develop the language proficiency over teaching the language in isolation by taking the example of swimming; CLIL throws its learners into the deep end of the conceptual and procedural pool, then throws in the linguistic armbands.…”