This chapter discusses the purpose and objectives of the study. It states the comparison within English Language Teacher Training Approaches in Pakistan’s Private Education Institutions and Government Schools. The statement of the problem, the research questions, the objectives and the implication of this study are discussed here.

Purpose of the Study

The purpose of the study is to uncover successful techniques for improving English language instruction in varied educational environments by performing a thorough investigation of these essential components. The research endeavors to provide policymakers, educational authorities, and teacher training institutions with evidence-based insights and practical recommendations by means of a synthesis of findings. The overall goal of these proposals is to improve English language education in Pakistan by raising the caliber, equity, and accessibility of teacher preparation programs across the country.

Other than that, this study aims to conduct a comprehensive analysis of the current English language teachers’ training methodologies employed within both the Government and Private Education sectors in Pakistan. By delving into the intricacies of these approaches, the research seeks to uncover any prevalent disparities in language teaching pedagogies and opportunities between the two systems. Furthermore, the study endeavors to scrutinize the outcomes of English language education, focusing on the proficiency levels and opportunities available to students originating from both sectors. Building on these findings, the research endeavors to formulate a detailed roadmap for enhancing English language teachers’ training within the Government sector, while simultaneously addressing any shortcomings present within the Private sector. Moreover, the study aims to provide practical solutions aimed at bridging the gap in English language education between Government and Private Education sectors in Pakistan, thereby fostering equal opportunities for students across both educational backgrounds.

Objectives of the Study

This study will focus on the following objectives:

1. To explore the key differences in the course work of English language teacher training programs between private education institutions and government schools in Pakistan.
2. To identify the differences in the qualifications and professional development opportunities for English language teachers in private institutions and government schools.
3. To get an in-depth insight into methodologies and pedagogical strategies promoted in English language teacher training programs and how they differ between private education institutions and government schools.
4. To identify differences in English language proficiency and results among private versus government school-trained teachers.

Research Questions:

This comparative study will try to answer following research questions aligning with the objectives and purpose of the study respectively.

1. What are the key differences in the course work of English language teacher training programs between private education institutions and government schools in Pakistan?
2. What are the differences in the qualifications and professional development opportunities for English language teachers in private institutions and government schools?
3. What are the key differences in the methodologies and pedagogical strategies promoted in English language teacher training programs in Pakistan’s private education institutions compared to government schools?
4. How are the English language proficiency and results of students taught by private school versus government school trained teachers different?

1.5. Statement of the Problem

The teaching of English in Pakistan plays a critical role in determining professional and social opportunities, yet efforts to ensure its effective instruction are lacking (Khan, 2020). There are significant disparities between the language teaching training in private and government schools, with private school students generally better prepared in English (Shamim, 2017; Ahmad, 2021). Despite these differences, research on this issue remains limited. This study aims to analyze teacher training in both sectors, offering solutions to improve government schools while addressing gaps in private sector training.

1.6. Summary of the Chapter

This chapter provides a detailed overview of the research, outlining the research questions, the purpose of the study, and the problem statement that influenced this investigation. Additionally, this section discusses the complete methodology of the study.

1.7. Outline of the Study

The participants of this research comprised of 30 teachers with 5 teachers each from public schools and 5 teachers each from the private schools respectively. The research will be conducted through semi structured interviews, observations and document analysis. Triangulation method will be implied which is a combination of different methodologies to study the same topic. Purposive sampling will be used as it assists to reach the information rich cases.

The first chapter presents the subject, sets the groundwork for additional study, and provides comprehensive details about the state of English Language teaching, learning and training in Pakistan’s public and private sector schools.

Chapter 2 comprises of a thorough review of all the prior literature available to this topic or any topic that is pertinent to is substantial to deeply understanding the topic on which the research is carried on. It also highlights the research gaps on this topic.

Chapter 3 discusses the methodology of the research in detail. It explains that a qualitative phenomelogical approach has been opted for this research. It will be operated triangulationally with semi structured interviews, observations and document analysis.

The results of these interviews are described in Chapter 4. These interviews are subjected to thematic analysis, which involves coding, categorizing, and formulating themes from the collected data. These themes essentially represent the central questions of the study. The codes show how instruction has changed throughout time and how successful and applicable new approaches are.

Chapter 5 is the last and final chapter that deals with the results of the research. It discusses the analysis of the results and state the recommendation on how to improve the English language teachers’ training predicament of the public and private schools in Pakistan.

CHAPTER TWO

LITERATURE REVIEW

Overview

This chapter provides an overview of the literature concerning English language teachers training. It highlights the impactful theoretical frameworks of English language teachers’ training approaches. The chapter discusses the methodologies used in previous researches pertaining to language teachers’ training. It lays the historical developments and recent trends in the English language teacher training approaches globally and specifically in Pakistan. It aims to provide the basis for the comparison of English language teacher training approaches in the government and private education sectors of Pakistan. Furthermore, it states the synthesis of findings and identification of the research gaps.

 

2.2. Importance of English Language Education in Pakistan

 English, as the language associated with development, has long been dominant in the political and official discussions in Pakistan, mirroring similar trends in other developing nations. More recently, the rhetoric of ‘Education for All’ and the growing use of English in the global marketplace have added a universal dimension to the teaching and learning of English in Pakistan. This has made it a complex policy issue, particularly in terms of resource allocation and the pursuit of high-quality English language education. Phrases such as ‘English is the gateway to success and social advancement’ and ‘English is the linchpin of national progress’ are commonly interwoven in formal discussions during official planning and policy meetings. Importantly, these clichés mirror the perceptions of many individuals, both affluent and economically disadvantaged, when contemplating the future opportunities for their children.(Shamim, 2017)

According to Appleby et al. (2002:327-328), several types of relationships exist between language and development. They identified four main kinds:

• Language in development: In this relationship, English is seen as crucial for the socio-economic advancement of the country, playing an essential role in driving development.
• Language as development: This perspective involves teaching English for the sake of learning the language itself, considering it an important goal or outcome.
• Language for development: English is used as a tool to facilitate development in other areas or domains, recognizing its utility as a means to achieve developmental objectives.
• Language of development: This refers to the discourses and narratives that shape the ways in which development is conceived and carried out, reflecting the language used to discuss and frame development processes.

These different relationships highlight the diverse ways in which language, particularly English, intersects with and influences the process of development in various contexts.

In Pakistan, English is predominantly perceived as the language for development, serving as a key tool for advancement at both the individual and national levels. The emphasis on English in the country is often driven by aspirations for individual prosperity and economic growth, with national development objectives taking precedence over concerns regarding class distinctions, cultural identity, or apprehensions of cultural imperialism stemming from the historical legacy of colonial language influences.

English is assumed as a key to better job opportunities and higher social status in Pakistan. This belief is particularly strong in a society with clear class distinctions and a strong sense of class awareness (Ashraf, 2022). Parents from lower, lower-middle, or working-class backgrounds strive to enroll their children in English-medium schools as a means of ensuring upward mobility and an assuring successful future (Coleman, 2010). The multi dimensionally impactful role of the English language in Pakistan is intensively rooted in the country’s colonial history, which has shaped the ideologies and practices surrounding English language instruction (Haidar & Fang, 2019).

In a study commissioned by the British Council, Coleman (2010a) has attempted to unravel this relationship using examples from language and development conferences held in different parts of Asia and Africa since 1993. He concludes that English plays various roles in development of a country, including:

• increasing individuals’ employability

• enabling international collaboration and cooperation
• providing access to research and information
• facilitating the international mobility of students, tourists, workers, and others
• aiding in disaster relief and disaster preparedness
• serving as an impartial language in contexts of disharmony (Coleman 2010a:15)

Therefore, English is undoubtedly considered by donor agencies as the de facto language for development in developing countries. Often a lot of aid money is spent on improving the English proficiency of people and communities in the recipient nation states before or alongside other development exercises, specifically in the field of education. The aim, presumably, is to improve the effectiveness of teaching – and therefore the overall quality of education – in non-native English speaker contexts.(Shamim, 2017)

Shamim (2017) has critically analyzed the need and current provision for the teaching-learning of English for individual and national development in Pakistan. Firstly, she briefly explored the factors that had led to the current insatiable desire for English in Pakistan. Secondly, the findings of a nationwide study focusing on the current status of the teaching-learning of English in public sector universities in Pakistan were presented to initiate discussion on the adequacy or otherwise of provisions for the teaching-learning of English in Pakistan.

• Marsh’s Pedagogical Framework

In Marsh’s (2005) pedagogical framework Enablers are the supporting factors or conditions that help implement and sustain the drivers of change in curriculum and pedagogy. Enablers facilitate the process of translating goals into effective educational practices.

Marsh’s (2005) framework of ‘drivers’ and ‘enablers’ was used for this analysis. “Colin Marsh’s Pedagogical Framework” or “Marsh’s Pedagogical Framework” are the correct names for Marsh’s framework. This framework was created by education theorist Colin Marsh to concentrate on curriculum development and implementation, highlighting the roles that teachers play in fostering a vibrant and student-centered learning environment.

In order to improve teaching and learning efficacy, this framework frequently incorporates elements like curriculum design, pedagogy, and evaluation techniques. Subsequently, a discussion was provided by Shamim (2017) on the challenges and issues surrounding the teaching-learning of English, including the potential implications of the current language policy on children’s literacy levels in English and other languages, such as Urdu, the national language of Pakistan. Furthermore, a donor-funded project aimed at enhancing students’ English language skills at a professional university was examined to illustrate the challenges associated with ‘external’ projects for improving English instruction in public sector institutions. Lastly, Shamim (2017) drew policy implications to inform the development of more informed and realistic language-in-education policies in Pakistan.

2.2.2. Drivers: English Language Demand in Pakistan

These are the forces or factors that motivate or initiate change in curriculum development and pedagogical approaches Marsh (2005).In Pakistan, there has been a deficiency in structured evaluation, discussion, and discourse regarding the necessity of English. Given the low national literacy rate, common beliefs about the optimal age for children to acquire foreign languages, and aspirations of a promising future facilitated by proficiency in English for their children frequently shape the average individual’s mindset and expressed interest in English education starting from the early stages.

The main factors driving the perceived need for English in Pakistan, as highlighted by Shamim (2017), are carefully examined to emphasize the key reasons supporting the demand for English.

2.2.3. Politically Driven Agendas

Pakistan is a multilingual and multicultural society. The linguistic map of Pakistan is quite complex with many languages; each of the four provinces has one or more dominant languages and a number of minority languages. The emblematic status of English, due to its historical association with the elite and proto-elite (Haque 1983, Rahman 1998, 2002), has helped in making it a prestigious language. English is the language of power in comparison with Urdu, the national language, and other regional languages of Pakistan (Rassool and Mansoor 2009). Each new government soon after it assumes power announces its policy of teaching English to the masses as a way of achieving its democratic ideals of equality of opportunity.

Given the political underpinnings of this choice, it is unsurprising that the practical execution of the policy fails to align with its professed democratic objectives[i]. The official narrative of offering ‘equal’ access to English education as a means to bridge social class disparities lacks a thorough examination of existing resources and educators’ capacity to deliver effective English instruction. This approach does not harmonize with the broader ‘two-stream’ educational strategy in Pakistan, a topic we will delve into further in subsequent sections. Consequently, the instruction of English remains a pertinent and recurring concern on the agenda of each consecutive government.(Shamim, 2017).

2.2.4. Economically Driven Agenda

According to Jalal (2004:24), a former education minister, contends that endorsing the expert opinion that Pakistan’s economic prospects are tied to the growth of information technology implies an acknowledgment of the necessity to ensure broad accessibility to the understanding and utilization of English. This has become a pressing public demand, and the government considers it a responsibility to meet this need.

Advancement in learning English is unequivocally linked to technological development, particularly in the field of information and communication technology (ICT). However, the main argument revolves around learning English for long-term economic gains. The official viewpoint resonates with the current discourse of promoting education for poverty alleviation, a discourse initiated by development agencies and also embodied in the Millennium Development Goals.(Shamim, 2017).

The prevailing sentiment among the populace in Pakistan is in alignment with the notion that English serves as a key instrument for both personal and national economic advancement. These convictions starkly differ from the assertions advocating for the utilization of native languages to drive economic growth, especially in rural settings within developing nations (e.g., Bruthiaux 2002, UNESCO 2005).

2.2.4. English Linguistic Disparity

In Pakistan, proficiency and utilization of English signify social status, education, and familial heritage. The labels ‘Urdu medium’ and ‘English medium’ carry significant economic and socio-cultural implications in the country. These terms go beyond simply indicating the language of instruction followed in schools or higher education institutions. In reality, an individual with an ‘English medium’ education is perceived as superior in various aspects when contrasted with someone from an Urdu medium educational background. This trend appears to be leading towards a form of linguistic discrimination.(Shamim, 2017)

2.3. Theoretical Frameworks guiding ELTs’ Training

The researcher in this research will integrate the principles of constructivism, sociocultural theory, and the communicative approach to analyze and enhance teacher training practices.

Firstly, constructivism is evident in how the researcher evaluate training programs in both private institutions and government schools. My analysis focuses on how these programs encourage teachers to create student-centered learning environments. For instance, the researcher examines how training in private schools often emphasizes interactive, hands-on learning, encouraging teachers to foster critical thinking and collaboration. In contrast, this research will assess the extent to which government schools incorporate these student-centered methodologies and the challenges they face in doing so.

Secondly, the sociocultural theory forms a key part of my comparative exploration. I investigate how both types of institutions that address the cultural and social backgrounds of their students in their teacher training programs. In private schools, there may be greater access to resources that promote inclusive, culturally responsive pedagogy, while government schools often work within different socio-economic contexts. My study highlights how these factors influence teachers’ abilities to create learning environments that reflect their students’ diverse experiences.

Finally, I analyze the communicative approach in the context of teacher training. In private institutions, I look at how teacher training focuses on fostering students’ practical communication skills through interactive and real-life language tasks. Comparatively, I explore the extent to which government schools incorporate this approach into their training and the specific challenges they face, such as limited access to resources for communicative exercises.

By comparing these approaches, my research provides a deeper understanding of how these theoretical frameworks are applied differently across Pakistan’s private and government education sectors, and their impact on the effectiveness of English language teaching.

2.4. Educational Pedagogy in Language Teaching

Navigating the dynamic terrain of English language teaching (ELT) methods reveals a diverse array of pedagogical philosophies, strategies, and approaches. The importance of these methods in ELT is immensely great, as they form the fundamentals and basis of instructional design, influencing how educators teach language skills and how learners engage with the complex process of language acquisition.

This historical journey is not just a chronological sequence of changing practices; it signifies the evolution of ideas shaped by linguistic theories, educational psychology, and cultural influences. From the strict, rule-based methods of the early 19th century to the flexible, communicative approaches of the 21st century, each method has uniquely contributed to global English teaching and learning. The evolution of these methods reflects broader shifts in our understanding of learning, the priorities in language education, and the best ways to prepare learners for real-world communication (The Journey Through Time, n.d.). Through this exploration, the author tries to uncover the foundational principles of modern ELT practices, providing insights into the various methodologies that have influenced contemporary language teaching and learning. (Richards & Rodgers, 2001)

2.4.1. Conventional Teaching Approaches

Traditional language teaching methods are characterized by structured, instructor-centered pedagogy, with a focus on grammatical rules and principles, vocabulary cramming, and exhaustive translation exercises. Common traditional methods include the Grammar-Translation Method and Audio Lingual Method. (Richards & Rodgers, 2014)

2.4.2. Grammar Translation Method

The Grammar Translation Method, an epitome in the history of English language teaching methods, originated and developed in the early 19th century. Rooted in the teaching of Latin and Greek, it soon became the standard and exemplary method of teaching foreign languages in schools (Howatt & Widdowson, 2004). This method predominated language education during an era when linguistic competence was mostly judged by individual’s ability to translate and understand literary texts.

2.4.3. Key Characteristics and Goals of GTM

GTM emphasized on the cramming of grammatical rules laying focus on the syntactic structures and the vocabulary of the target language. The main aim was to enable the learners to read and translate the literary texts, encouraging an in depth understanding the written word (Richards & Rodgers, 2014). Typical GTM lessons involved extensive use of the student’s native language, meticulous grammar explanations and the translation of sentences or texts from the target language in to the native language and vice versa.

2.4.4. Criticism and Limitations of GTM

Despite its prolonged acceptance and prevalence, the Grammar-Translation Method faced substantial criticism, specifically in the context of modern pedagogical standards. Critics argued that it lacked practicality, as it did not prepare students for real-life conversational use of the language (Larsen-Freeman & Anderson, 2011). Additionally, its heavy reliance on memorization and written translation led to neglect of the development of speaking and listening skills, critical components of language proficiency. The method’s teacher-centered approach was resulting into limited student engagement and interaction, a hindrance for those seeking to develop communicative competence in English.

The Grammar-Translation Method, with its focus on translation and grammar in entirety, laid the groundwork for subsequent methods and pedagogical reforms. It represented a foundational phase in the historical overview of teaching, one that set the stage for more interactive and communicative approaches in the evolution of English language teaching methods. (Richards & Rodgers, 2001)

2.4.5. The Direct Method

Quite contrary to the Grammar-Translation Method, the Direct Method nailed in during the late 19th and early 20th centuries, basically as a reaction to the perceived deficiencies and loop holes of the previous approach. Pioneers like Maximilian Berlitz and Charles François Gouin advocated for a more natural way of learning languages, akin to first language acquisition (Richards & Rodgers, 2001). This method was a significant pivot in English language teaching methods, emphasizing the direct association between thought and expression in the target language.

2.4.6. Core Principles and Teaching Techniques

The Direct Method is founded on the principle that language learning should involve direct use of the target language without translation. Key characteristics include:

• Exclusive Use of Target Language: The method advocated for immersion, with classes conducted entirely in the target language. This fostered a direct connection between the word or phrase and its meaning. (Richards & Rodgers, 2001)
• Oral Focus: Unlike the Grammar-Translation Method, the Direct Method strongly emphasizes speaking and listening skills. Pronunciation and oral comprehension were core components of the curriculum. (Richards & Rodgers, 2001)
• Inductive Teaching of Grammar: Grammar rules were taught inductively rather than deductively. Students were exposed to grammar rules in a way that they could delve into clear examples and usage, rather than through extensive grammar instruction. (Richards & Rodgers, 2001)
• Everyday Vocabulary and Sentences: The focus was on everyday vocabulary and sentence structures to enhance the practical use of language. (Richards & Rodgers, 2001)
• Interactive Student-Centered Classes: This method encouraged active student participation with the use of question-and-answer exercises and spontaneous teacher-student interactions. (Richards & Rodgers, 2001)

2.4.7. Impact

The Direct Method significantly influenced modern language teaching. Its emphasis on spoken language and immersive learning experiences directly countered the rigidity of the Grammar-Translation Method, introducing a more dynamic and interactive classroom environment (Larsen-Freeman & Anderson, 2011). The shift towards using the target language exclusively in the classroom laid the groundwork for contemporary communicative approaches. Although criticized for its lack of systematic attention to grammar and reading/writing skills, the Direct Method’s legacy persists in the form of its emphasis on oral skills and language immersion, principles that continue to resonate in current English language teaching practices. (Richards & Rodgers, 2001)

The Direct Method marked a pivotal and prominent shift in the historical overview of teaching English, spotlighting the significance of direct exposure and active use of the target language. This method’s influence is evident in the progression towards more communicative and interactive approaches in language teaching. (Richards & Rodgers, 2001)

2.4.8. The Audio-Lingual Method

The Audio-Lingual Method took over as an impactful trend in English language teaching method. It was developed in the United States during mid twentieth century. Its prominent was largely influenced by the dire need for people to learn nonnative languages during World War II and the emergence of structural linguistics and behavioral psychology (Richards & Rodgers, 2014). This method was concieved as a more systematic approach to language teaching in comparison to the Direct Method, focusing on oral skills through repetitive drills and pattern practice.

2.4.9. Methodology and Typical Classroom Practices

Audio-Lingual Methodology was largely based on the theories of behaviorism, which emphasized habit formation through repetition and reinforcement. Key features included:

• Repetitive Drills: ALM heavily relied on repetition and drills to teach the target language’s structure. This practice aimed to inculcate language patterns and facilitate automatic response to stimuli. (Richards & Rodgers, 2001)
• Mimicry and Memorization: Students were encouraged to mimic and memorize set phrases and sentences, fostering immediate and accurate responses. . (Richards & Rodgers, 2001)
• No Explicit Grammar Rules: Grammar was taught inductively. The method avoided explicit grammar explanations, focusing instead on language use. . (Richards & Rodgers, 2001)
• Use of Language Labs: This method popularized the use of language laboratories, where students could listen to recordings of native speakers and practice their responses. . (Richards & Rodgers, 2001)
• Choral Responses: Group and choral responses were common, providing a collective language learning experience. . (Richards & Rodgers, 2001)

2.4.10. Decline and Criticism

Despite its rapid popularity and acceptance, the Audio-Lingual Method began to encounter criticism and decline by the late 1960s. Key criticisms included:

• Overemphasis on Repetition: Critics argued that the method’s focus on rote learning and repetitive drills led to boredom and lacked engagement with meaningful communication (Larsen-Freeman & Anderson, 2011).
• Neglect of Communicative Competence: ALM was criticized for neglecting the communicative aspects of language. Although seemingly, the students could produce the correct language forms and syntax, they actually struggled to us the language un hesitantly in the real life situations.
• Lack of Focus on Cognitive Aspects: The behaviorist underpinnings of ALM ignored the cognitive processes involved in language learning, such as understanding and creativity.
• Inadequacy for Advanced Learners: The method was deemed insufficient for advancing learners to higher levels of language proficiency, particularly in terms of expressive language skills.

The declining popularity of the Audio-Lingual Method eased the way for approaches centered on communication and interaction in language teaching, as educators and linguists aimed to incorporate a wider spectrum of language abilities and cognitive functions. While the Audio-Lingual Method’s influence has diminished, some elements still persist in language education, especially in the initial stages of language acquisition where repetitive practice of patterns can prove advantageous

2.5. Humanistic Language Leaning Approaches

Late twentieth century witnessed a noticeable move towards approaches that were human-centered. These approaches were inclined to cater to the humanistic aspect of the language student. It aimed at the personal progression of the learner and the psychological wellbeing of the student.

Suggestopedia initiated by the Bulgarian psychologist George Lozanove. It focuses on establishing a calming and relaxed atmosphere for the students, shunning away all the negative distractions or strategies for the learners. It uses strategies and techniques like music, art and drama to foster an optimistic learning predicament. (Richards & Rodgers, 2001).

Unlike its name the Silent Way encourages the energetic and active involvement of the learner. It aims at an independent learning experience of the language student. The teacher remains largely silent, offering cues through a set of colored rods and a phonemic chart. This method promotes self-reliance and discovery learning (Stevick, 1976).

Community Language Learning (CLL): Formulated by Charles Curran, CLL draws from counseling techniques and is characterized by its emphasis on establishing a sense of community in the classroom. The teacher serves as a counselor and the learners as clients, participating in a cooperative learning process (Richards & Rodgers, 2014).

2.5.1. Contributions to Modern Language Teaching

The humanistic approaches in language teaching have played a significant role in shaping modern methodologies:

• Holistic View of Learners:

These approaches consider learners as complete individuals, acknowledging emotions, social interactions, and self-esteem as crucial factors in language acquisition. This holistic perspective has influenced teaching practices that prioritize the development of the whole person. (Rogers, 1969).

• Learner Autonomy and Involvement:

Humanistic methods promote independent and self-responsible learning promoting active participation, leading to the adoption of teaching strategies that emphasize student involvement and independence. Brown (2007) and Rogers (1969).

• Personalized Learning Experiences:

The principles of customization and personalization, central to humanistic approaches, have become key components of modern pedagogical techniques. Stevick (1990) and Richards & Rodgers (2001).

• Incorporation of Non-verbal Elements:

Techniques like using art, music, and drama from Suggestopedia have inspired contemporary methods that incorporate diverse sensory experiences and multiple intelligences in language education. (Lozanov, 1978; Richards & Rodgers, 2001).

• Focus on Communicative Competence:

Although not initially focused on communicative language teaching, humanistic approaches laid the foundation for practices that prioritize meaningful interaction and personal expression in language learning. Stevick (1990) and Richards & Rodgers (2001).

The impact of humanistic approaches in English language teaching can be seen in the evolution of current teaching practices. By expanding the educational landscape to include emotional, psychological, and social aspects of learning, these approaches have enriched language education and fostered the development of more inclusive and holistic methodologies. (Richards and Rodgers 2001; Stevick 1990).2.2

2.6. Contemporary Teaching Approaches

Contemporary language instruction methodologies aim at communicative competence, student engagement, and interactive learning experiences. These approaches underscore the practical application of language skills and encourage learner involvement in the educational process. These modern approaches focus on teacher as a mediator and intents the language student to be on the lead in a language class (Brown, 2007)

One significant contemporary method is Communicative Language Teaching (CLT), emphasizing effective communication and authentic language use. CLT activities include role-playing, group discussions, and real-world simulations to enhance learner communication skills. In this pedagogy, language teachers assume a facilitative role, creating opportunities for meaningful interactions, while students actively engage in authentic communicative tasks. Evaluation in CLT is performance-based, assessing learners’ ability to communicate and correspond effectively in realistic contexts, such as interviews, dialogues, discussions and collaborative projects.

Task-Based Language Teaching (TBLT) centers on completing meaningful language tasks to spark and facilitate language learning. These tasks include solving problems, engaging in project-based work, and participating in interactive, teamwork activities, encouraging students to apply language skills in practical contexts. In this methodology, instructors serve as guides, offering support and feedback as learners collaborate, communicate, and address tasks in the target language. Evaluation in TBLT appraises task performance, resembling real-life language interactions like organizing trips, conducting interviews, summarizing events, and delivering presentations (Ellis, 2003).

Content-Based Instruction (CBI) combines language acquisition with academic subjects, promoting proficiency through context-specific content. This mixed teaching approach blends language instruction with subject content, with educators playing a role in integrating language teaching with academic topics. Students acquire both language skills and subject proficiency side by side, and assessment focuses on understanding of subject matter and language proficiency. Examples include exploring historical or scientific topics in the target language (Richards & Rodgers, 2001).

2.7. Comparative Analysis

Comparison of traditional and contemporary language teaching approaches reveals a distinction in focus, with traditional pedagogy emphasizing grammar, translation, and memorization, utilizing structured, teacher-led methods and repetitive exercises. In these models, educators serve as authority figures imparting knowledge, while students adopt passive roles, assessed based on accuracy, grammar, and translation proficiency.

Modern methods prioritize student-centered, interactive, task-based, and content-integrated strategies that emphasize communication, interaction, and practical language usage. In these frameworks, educators serve as facilitators and mentors, encouraging dynamic student involvement. Evaluation in contemporary approaches focuses on evaluating communicative proficiency and the practical implication of language skills in real-world scenarios (Brown, 2007; Ellis, 2003).

Although traditional language teaching methods have established the groundwork for language learning, modern approaches prioritize practical communication abilities and increased learner involvement. The shift from teacher-focused to student-centered tactics embodies a comprehensive method to successful language acquisition, underscoring the importance of interaction, meaningful usage, and real-world language integration. Integrating both traditional and contemporary methods can provide a well-rounded language learning experience.

Conclusion

To conclude this, the historical linguistic pedagogical terrain underscores the field’s consistent evolution and expansion. It underscores the importance of continual innovation and adaptability to evolving language trends, cultural settings, and educational objectives(The Journey Through Time, n.d.). Looking ahead, the lessons drawn from this historical review provide a basis for creating more efficient, comprehensive, and adaptable strategies for language education.

2.9. Role of Teachers’ Training in transforming Education

Training is an integral part of standard and effective teaching. It enhances the efficacy of the teachers. Through regular and planned training, teachers tend to produce better outcomes. (Khan and Haseeb, 2017). However, that being said is not enough. Teachers’ training phenomena may render useless if it’s unplanned and unsupervised. If step down trainings and follow up is not made ascertain, if needs analysis of the required training is not genuine and if right individuals are not sent to the right trainings by the rightly trained Management , then mere rhetoric of “teachers’ training” is intensively hollow.

The significance of pre-service and in-service educator training platforms remains a contentious topic in the literature on educator training (Smith, 2010). These programs serve as crucial arenas where educators initiate their journey toward becoming experts, bolster their confidence in teaching, and broaden their knowledge base (Akbari and Dadvand, 2011). Given the inherent demand for continuous education and growth in the teaching profession, which is intricately linked to human capital (Harris and Jones, 2010), educators must engage in ongoing professional development (PD). PD plays a pivotal role in shaping an educator’s future professional trajectory and development, as it is during these programs that educators acquire the essential knowledge and skills required for effective teaching (Blank and Alas, 2010; Butler, 2015).

In order to uphold the quality of education, educators need to possess not only the requisite knowledge but also the skills relevant to their instructional domains. This acquisition takes place through carefully structured and well-executed professional development initiatives (Guskey, 2009). Furthermore, the history of academia attests that any endeavor aimed at improvement has never proven successful without meticulously planned and effectively implemented PD activities designed to enhance teachers’ knowledge and skills.

Insufficient knowledge and uninformed teachers is not the sole issue. Rather, the primary concern lies with inadequately trained, unskilled, and underpaid teachers. Historically, Asian countries lacked teaching curricula and neglected to emphasize the importance of the education system. It was only after the 1920s that some attention was directed towards the education sector and certain policies were implemented.

In order to align with the evolving curriculum standards, teacher education is essential. To overhaul the entire education system, teachers must update their knowledge and skills to meet the educational standards (Nazar, 2020). Recognizing that educational programs are crucial for system enhancement, a significant focus is placed on continuous development in teaching practices. Presently, educators possess a range of teaching skills and capacities. Through ongoing training initiatives, teachers acquire advanced teaching methods to achieve favorable outcomes (Khan & Haseeb, 2017).

In essence, these training programs and professional development opportunities are pivotal in not only cultivating expertise and confidence among educators but also in fostering continuous growth, motivation, and collaborative engagement within the dynamic landscape of their teaching careers (Margolis, 2008). The discourse within the realm of learning literature has been engaged in a longstanding debate regarding whether educator quality stands out as the most influential school factor impacting students’ success and contributing to overall school excellence (Kang et al., 2013; Macia and García, 2016).

Concurrently, academic leaders, theorists, and scholars have underscored the imperative of enhancing teaching standards to elevate the quality of education and ensure students’ success. To this end, nations allocate substantial financial resources annually, amounting to billions of dollars, to improve the competencies and qualifications of their educators through targeted initiatives in professional development (PD) (DeMonte, 2013).

Recognizing the pivotal role of teacher education in influencing teaching standards and students’ achievements, there has been a growing emphasis on teacher trainers and their multifaceted roles, individuality, skills, and professional development opportunities (Loughran, 2014; Lunenberg et al., 2014).

The quality of teacher education emerges as a central concern, directly impacting the overall standard of teaching and, consequently, the success of learners. This heightened attention to the nuances of teacher training underscores the critical need for a comprehensive understanding of teacher trainers, encompassing their unique qualities and ongoing professional development efforts, in the pursuit of advancing educational excellence.

Thus, the importance of teacher training is sufficiently documented in the literature (UNESCO, 2006). Several studies emphasize the role of teacher training in enhancing teaching skills, knowledge, and professional development. Teacher trainers are highlighted as key figures in improving the standard of teaching and the quality of education (Su & Wang, 2022).

Additionally, in-service teacher training sessions are recognized as essential for motivating and developing professional skills among teachers. Moreover, the training of teachers is associated with choosing the best teaching methods, improving academic achievements, and creating a conducive learning environment(Ahmed et al., n.d.).By and Large, the literature underscores the significant impact of teacher training programs on the quality of education and the effectiveness of teaching practices.

2.10. Comparison of ELT Trainings in Public and Private Sector of Pakistan

In Pakistan, there exist two distinct educational systems categorized based on the language of instruction: English medium and Urdu medium. English medium schools, typically privately owned, cater to the affluent and some sections of the middle class. On the other hand, Urdu medium schools are primarily public institutions serving low-income groups by providing free education and supplementary benefits like complimentary textbooks, especially at the primary level.(Shamim, 2017)

Hence Pakistan is recognized for its rich linguistic variety, is a multilingual nation where English has traditionally held a significant position. Braine (1999) highlights the global status of English, underscoring the importance for individuals to learn it as a foreign language. Despite its increasing relevance, particularly in Pakistan, students with strong English skills have better opportunities for admission to prestigious institutions. Conversely, those lacking proficiency in English may encounter obstacles in gaining entry to respected educational facilities. Additionally, English serves as the language of instruction for all board exams and competitive assessments in Pakistan, solidifying its role as the official language for such evaluations. Consequently, students lacking adequate English communication skills and language proficiency are at a disadvantage (Zeeshan, 2013).

In Pakistan, clearly, proficiency in English seems essential for educational advancement and securing job prospects. Unfortunately, the absence of English proficiency has negative implications on the academic and professional futures of individuals educated in government schools. The primary issue underlying this challenge is the inadequate focus on English fluency in government educational institutions, resulting in a diminished understanding of the language among students. As a result, many individuals encounter hurdles in realizing their educational and professional goals.(Ahmad, 2021).

Private schools offering education in English provide high-quality learning experiences to privileged children in well-equipped classrooms. These students, who also benefit from language-rich home environments, exhibit superior proficiency in English compared to their counterparts in under-resourced classrooms. These students often have limited exposure to English beyond their daily 30-35 minute English lessons. Consequently, the public and private school systems differ significantly in their education standards and students’ achievements, particularly in terms of their ability to communicate effectively in English, both orally and in writing. Proficiency in English serves as a crucial marker of social status, educational quality, and academic success. For many individuals, the line between being considered educated and being proficient in English can become blurred. Given these dynamics, the aspiration of most parents is to enroll their children in English medium schools to optimize their opportunities for a successful future. (Shamim, 2017)

2.11. Background and Context

Educational literature has extensively discussed the impacts of inadequate teacher training and the resulting poor educational outcomes. For instance, several studies have underscored the critical role of well-structured professional development programs in breaking this cycle of incompetence Furthermore, the expectations and perceptions of teachers significantly influence student performance, contributing to this self-reinforcing loop.

In addition, the preference for native speakers in English teaching roles, often referred to as “native-speakerism,” can undermine the confidence and effectiveness of non-native teachers. This cultural bias perpetuates ineffective teaching practices due to the lack of adequate support and professional development for non-native English teachers.

It is crucial to extend the already researched work on this topic and compare and study the literature review on the ELTs’ training approaches of both the public and private systems. By examining the existing research and methodologies employed in these different educational settings, we can identify the strengths and weaknesses of each approach. This comparative analysis will provide valuable insights into how teacher training programs can be optimized to enhance English language teaching in Pakistan. Understanding the distinct challenges and opportunities within public and private institutions will enable educators, policymakers, and stakeholders to develop more effective and comprehensive training programs that cater to the diverse needs of English language teachers across the country.

It is crucial to compare the methods of teacher preparation used in government and private schools for a number of reasons. First of all, it draws attention to the differences and similarities in the teaching methods used by these establishments, offering perceptions into the ways in which various settings affect the efficacy and readiness of teachers. Second, by being aware of these variations, educators and legislators can learn about best practices and areas that still require development, resulting in a more efficient and equitable educational system. Finally, this comparison analysis can shed light on the ways in which various training modalities affect student outcomes, eventually serving to further the overarching objective of improving English language competency among students throughout Pakistan.

This literature review will examine in further detail the particular approaches, materials, theoretical underpinnings, and real-world applications of English language teacher preparation in Pakistan’s government and private educational establishments. By doing this, it hopes to present a thorough knowledge of the ways in which these various approaches impact student learning and teacher effectiveness, providing insightful suggestions for future practice and policy in the field of English language teaching.

2.12. ELT Teaching and Training in the Government Schools

Imtiaz (2014) conducted a study on the conventional methods in large classes of public sector colleges in Lahore at the Intermediate level. The study suggested alternative approaches and strategies for teachers to effectively address the challenges of teaching English in large classes. A survey research strategy was opted for data collection, incorporating both qualitative and quantitative research approaches. Qualitative data was gathered through interviews with English teachers in the sample colleges, while quantitative data was collected through a questionnaire administered to Intermediate students. Three public sector colleges in Lahore were selected through random sampling for data collection. The research involved six structured interviews with English teachers and 60 questionnaires completed by Intermediate students.

The study highlighted different challenges faced by teachers in large classes of the government schools, such as a monotonous and boring atmosphere, classroom discipline issues, resource limitations, lack of student engagement, insufficient individual attention, and the absence of audiovisual aids, among others. Teachers were found to predominantly employ lecture-based methods, resulting in passive and unengaging learning experiences. Imtiaz (2014) recommended that teachers focus on employing activity-based teaching, collaborative approaches, group work, and interactive methods to enhance teaching effectiveness in large language classes. Furthermore, the study emphasized the crucial role of the government in initiating reforms and development within public sector colleges.

(Khan, 2020) in his research investigated the teaching methods and strategies practiced in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogical shifts in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many educational institutes (Khan, 2020). It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply.

The results showed that rather than sticking to a single approach, EFL teachers in both the public and commercial sectors use a variety of teaching strategies in their lessons. The information also shows how the teachers in the two sectors differ in their approaches to teaching. It’s interesting to note that EFL instructors in private schools seem to focus on communicative teaching methods. Teachers in the public sector, on the other hand, are more likely to employ Grammar Translation Methods (GTM) (Khan, 2020).

All elected governments decide to begin teaching English from grade I as a political ploy as soon as they take office, rather than as a sign of their political commitment to facilitating possibilities for widespread English literacy (Shamim 2008). This choice is made without a thorough implementation strategy or a feasibility investigation. The most recent Education Policy (Government of Pakistan, 2009) also suggests using English as the language of instruction for Science and Mathematics starting in class IV and English as a subject starting in grade I. But as Coleman (2010) states, there is ambiguity surrounding a number of this policy’s provisions. Coleman also points out that the policy documents contain some internal inconsistencies. For instance, the policy mandates that science and math classes in grades IV and V use English as the medium of instruction, which contradicts previous claims that schools may use any language for instruction in grades I through V. It is not surprising that there is a growing disparity between the “unwritten” language policy and the actual English language teaching and learning in Pakistan. As a result, most school and university graduates from public sector institutions join the workforce with only core English literacy abilities (Shamim, 2017).

Pakistan mainly depends on foreign funding from donor countries to fund English Language Teaching (ELT) development projects, hence sustainability is an important concern. Nonetheless, it is frequently questioned how these initiatives would affect Pakistan’s English language proficiency in the long run. A case study of a donor-funded ELT center in a public sector university in Pakistan’s province of Sindh revealed that despite initial success and financial independence during the project’s duration, the center faced neglect and uncertainty after the project ended.(Shamim, 2017)

The challenges faced by the ELT center post-project included a lack of support from university authorities, limited resources for repair and expansion, and a sense of detachment from the university’s organizational structure. The absence of ownership and a failure to adapt to changing needs led to the decline of the ELT center. Lessons from this experience highlight the importance of integrating “maintenance strategies” into ELT project planning, alongside development strategies, to ensure continuous improvement and sustainability. Addressing challenges in English language teaching projects, such as achieving education quality, balancing language needs, combating social stratification, and ensuring long-term sustainability, is essential for educational success in Pakistan(Shamim, 2017).

A study conducted by Nawab (2012) shows, teaching English in Chitral is no different from teaching other courses like social studies, history, etc. The majority of English instruction uses the translation method, and students rarely have the chance to develop their language skills in class. The lack of intentionally trained teachers, the unavailability of in-service training for secondary English teachers, the memory-driven testing system, the overcrowding of classrooms, the workload of teachers, the scarcity of resources, and the absence of a continuous support system are the causes of this approach to teaching English. The research suggested that teachers of English should receive specialized training with a focus on teaching the language in contrast to other courses (Nawab, 2012).

2.12. ELT and Training in the Private Schools

As per the most recent data from the Ministry of Education of Pakistan (2005–2006), roughly half of all students enrolled in public schools are in private schools with  army educational institutions being well-resourced, state-funded “elitist” residential schools(Rahman,2004).Majority of these schools catering to O and A levels are registered to Cambridge International Education through the British Council.

The British Council is a firm believer that assisting teachers in their professional growth results in better educational outcomes for students. It promotes quality professional development and reflective practice to different schools (mostly private) in Pakistan which are vital components of a teacher’s career. They provide various professional development options for teachers at any point in their professional path. There are three different formats of these courses: online, live virtual, and face-to-face, to accommodate different preferences and needs. (Cambridge Assessment International Education, n.d.)

So, far the predicament of ELT training in the private schools of Pakistan seems to be on the lead in comparison to the government school. Some Private schools have aced the pace of transforming the entire pedagogy in accordance with the modern education standards and they have set a model for others to follow while most private schools are still in the process of implementing and executing the educational standards of 21^st century they claim to possess in entirety.

A research conducted by Ahmad & Rao (2012) suggested that the private domain teachers were found more inconsistent in terms of their ELT pedagogy. Most of the inconsistent data was related to the teachers with less teaching experience. They discussed that some teachers who were an outcome of GTM system, despite of taking trainings, were unable to utilize the CLT approach substantially. They argued that there are some emerging themes like teachers with the background of working abroad were more proficient in the utilization of CLT than those of trained locally. They state that there is still a need for further investigation on this point.

2.13. The Destructive Discourse Loop

The author aims to highlight a phenomenon termed the “Destructive Discourse Loop,” which perpetuates inefficiencies in English language education. This concept refers to the cyclical problem where students taught by incompetent English teachers eventually become ineffective teachers themselves as can be seen as an essence of the literature viewed in this chapter. This cycle results in a continuous loop of poor teaching standards and suboptimal language acquisition outcomes.

2.13.2. Loop Input in Teacher Training

To address this issue, innovative methods such as loop input in teacher training can be implemented. Loop input ensures that the process and content of the training directly reflect the teaching skills being taught, thereby providing trainees with relevant and applicable teaching techniques​(Cambridge University Press & Assessment)​. This approach can significantly enhance the quality of teacher training programs and help break the destructive cycle.

2.13.3. Implications and Recommendations

Understanding the factors contributing to the Destructive Discourse Loop allows educational institutions to design targeted interventions. By improving teacher training programs, setting higher expectations, and reducing cultural biases in hiring practices, it is possible to enhance the overall quality of English language education.

2.14. Summary

Skimming through different research articles on ELT and training in Pakistan, it clearly seems that first of all there is a clear divide in the pedagogical manifestation of the two educational systems; public and private school. This disparity has a direct effect on the status of English language teaching and learning in both the systems. Lack of standardized trainings in the public sector has rendered compromised outcomes whereas struggle to provide and establish a standardized trainings has at least initiated a great shift and transformation in the English language proficiency of the teachers as well as the students of the private schools.

CHAPTER -3

MATERIAL AND METHODS

3. Research Design and Methodology

3.1. Research Design

The research design of the present study, as detailed in Figure 1, uses qualitative and quantitative procedures to ensure a holistic approach toward evaluating the English language teacher training programs in government and private sector schools of Gujrat, Pakistan. The qualitative aspect aims to understand the phenomenon by conducting open-ended interviews with teachers, school managers, and policymakers. These interviews are designed to elicit the participants’ views on the training programs; strengths, weaknesses, implementation process, and factors that perhaps affect those training programs in the classroom. Furthermore, qualitative data is complemented by a document review that aims at understanding the context, purpose, format, and execution plan of the training programs identified through a review of manuals, policies, and evaluation results. The qualitative findings are analysed for themes and patterns using thematic analysis techniques to better understand the training process. The quantitative aspect of the study is the collection of data collected from questionnaires administered to a sample of teachers from government and private schools. These surveys are meant to provide a variety of information regarding the frequency and period of the training programs and the perceived efficiency by the trainees. The survey questions consist of closed-ended items where the responses are likely to be quantitatively measurable using the Likert scale, and open-ended questions, where the teachers are recommended to type comprehensive responses regarding areas of improvement that may enhance their performance. The quantitative findings get subjected to statistical analysis, descriptive analysis to compile fundamental findings, cross-tabulation to determine the presence or absence of relation to different factors, regression analysis to assess the training factors which potentially affect teachers’ performance and classroom practice, i.e., content quality, trainers’ effectiveness, and resources available.

So, as a mixed method, this type of research has the advantage of establishing qualitative and quantitative results by comparing them and excluding biased results. A primary advantage is that qualitative knowledge provides background and meaning to the findings of quantitative work, while quantitative findings support and supplement ideas defined by qualitative conclusions. It assists in identifying not only the number of differences and association of outcome variables but also the prior information, experiences, and environment which define the success ratio of teacher training programmes. Consistent with these questions, the study examines the perception and the realisation of teacher training programs. As such, it aims to investigate teachers, administrators, and policymakers’ perceptions of these programs, the difficulties faced in implementing them and the match between training contents and institutional requirements. Furthermore, the research explores other research questions, such as the impact of teacher training on practices and teacher efficiency concerning government and private schools. To this end, this mixed method research design will effectively provide a sound approach to coming up with the most appropriate strategies, which can significantly enhance the training of teachers, thereby improving the professional experience of teachers to a level that will increase the achievements of their students in both sectors of education.

3.2. Triangulation of Research Tools

This research paper uses a triangulation of research tools to provide acceptable coverage and validity of the chosen research issue. Semi-structured interviews are the primary approach to collect qualitative data to capture participants’ experiences and views on the subject at hand at teachers, administrative, and policymaking levels. The guiding questions are open-ended, and follow-up questions draw our attention to barriers and systemic factors; these approaches allow for the discovery of a richer and more detailed understanding of training practices and experiences. At the same time, thematic analysis is employed to analyse the transcribed data (Neubauer et al., 2019). Document analysis of records, such as training manuals, policy guidelines, and school reports, is used to get historical and contextual understanding and look at gaps between formulated policies and real-occurring practices (Bowen, 2009). Observations are conducted to get information on the practical implementation of the training process in classrooms, the actual interaction between teachers and students, the practical application of training, and the overall classroom environment to see the gap between training theory and practice (Kawulich, 2005). Finally, an online questionnaire is administered to a larger pool of teachers to obtain quantitative data on the training programs’ frequency, duration, and perceived impact. These surveys are pre-tested, and the data collected is very reliable and valid; the data analysis is also done through descriptive analysis and cross-tabulation to emphasise the difference between the private and government schools, respectively. Using all these methods makes the data collected more robust and diverse, giving the researcher a complete view of the research problem area while making the study valid and reliable.

3.3 Sampling and Population

The present research examines the practicality and implementation of trainer training in teacher training programs in English for Gujrat, Pakistan’s government and private school teachers. A purposive sampling method is adopted in this study to sample persons in the best position to explain the teacher training practices, including teacher trainers, heads of institutions, and policymakers. This method also guarantees that training effectiveness is understood at the micro-level (individual trainers) and the macro-level (institutional managers and policymakers). Being in touch with several participant groups, the study encompasses the broad spectrum of teacher training practices and their effects on classroom teaching and overall educational development.

3.3.1 Teacher Participants

The study targets 60 ESL teachers; 30 are from government schools, and 30 are from private schools; 3 teachers are selected from each of the 20 schools, 10 GOVT and 10 private. This approach provides equilibrium for the study to consider variations and commonalities in training practices within education sectors. Some teachers have worked here for only 3-10 years, and all have Bachelor’s and Master’s degrees in Education. This diversity enables the study to examine how teacher training impacts various professionals drawn from different training experiences. This study design is important because the teachers under study have gone through both formal and informal training programs, which gives an insight into how these two types of training affect practices in the classroom.

Table 1: Breakdown of Teacher Participants

Type of School	Number of Schools	Number of Teachers per School	Total Teachers
Government	10	3	30
Private	10	3	30
Total	20	–	60

3.3.2. Administrator and Policymaker Participants

The study also designs views from ten administrators and five policymakers since they are important in implementing teacher training programs. Managerial respondents, including school Principals and department heads, should give information about the practical implementation and structures for ongoing professional development activities and details of policy actors to give a broader perspective on how training fits into national educational policies. Including this consideration guarantees a systematic analysis of the efficiency determinants of training initiatives concerning the impediments and prospects at the institutional and policy levels.

3.3.3. Classroom Observations and Surveys

The study accepts classroom observations and surveys as the primary data collection techniques to provide a realistic view of teacher training. Classroom observation is structured so that details of real-time interactions, teaching techniques, and methods of handling class are recorded to examine how the trained concepts are applied closely. Self-administered questionnaires from all 60 teachers provide quantitative information on the training’s frequency, duration, and perceived usefulness. Another strength of the surveys used in the current study is that closed-ended questions are adopted alongside open-ended questions to capture statistical data and qualitative data on teachers’ overall experiences and perceptions about specific issues.

3.3.4. Ensuring Balanced Representation

The choice of an equal number of teachers from both government and private schools redeemed an equitable selection of the teacher participants. This approach also helps define barriers and opportunities in a sector, such as resource differences and availability of training. This paper also benefits from involving the administrators and policymakers from both sectors in expanding the understanding of leading and policy structures for teacher training. By doing so, the study ensures that the findings capture all the facets of the educational context in Gujrat, Pakistan.

Table 2: Summary of Study Participants

Participant Group	Government Schools	Private Schools	Total Participants
Teachers	30	30	60
Administrators	5	5	10
Policymakers	5	–	5
Total	40	35	75

3.4 Procedure

The data collection methodology in the present study is assumed to be structured to ensure a comprehensive collection of qualitative and quantitative data to enhance the achievement of the study objectives. The method, which forms the process, consists of tool development, interviews with participants, observing the participants carrying out Their activities, analysis of documents, administration of questionnaires, and maintaining field notes and memos. Each of these stages is meticulously predetermined so that the indicated results reflect the accurate picture of the lived experiences of teachers and the actual practice of teacher training.

3.4.1 Tool Development

Developing the research tools is one of the basic steps and essential to guarantee the accuracy of the data collection instruments. Both qualitative and quantitative data will be collected by-products, including interview guides, observation protocols, survey instruments, and document frames. Interview guides are aimed to engage the participants in deeper conversations to help them explain their views on teacher training. These guides undergo a validation process by experts to ensure that they correspond to the study’s objectives and the research questions (Creswell, 2014). The observation protocols are dedicated to describing certain behaviours and teaching practices in the classroom to examine the direct outcomes of the training. Questionnaires are used to determine the overall perception of the trainers and teachers on the effectiveness of the training procedures indicated by the Likert-scale questions stated in the Appendix – Table 1 to determine the degree of change in the teaching practices resulting from the training. Lastly, document analysis frameworks are applied to gather the data, including the teacher training manuals, school policies, and evaluation reports, that allow for analysis of the history and context of the training programs (Bowen, 2009, p.22). These tools are then piloted with a small sample to refine the devices, and finally, feedback is implemented to the set of instruments.

3.4.2 Interviews

Therefore, this study’s primary data collection technique is through interviews, in which qualitative data is attained. Both members of each participant dyad are interviewed individually, and each interview lasts 45-60 minutes on average. Using semi-structured interviews, there is a certain level of flexibility while, at the same time, allowing for a certain level of codebook consistency across all types of interviews (Patton, 2002). The first interviews aimed to assess the teachers’ experiences and difficulties before the beginning of the training. It concerns their occupation, the type of vocational education they received, and the challenges they experience in the classroom. The second set of interviews seeks to establish the extent to which the teachers have been able to apply the training in their practices and their view of the influence the training has had on their strategies of teaching, student involvement, behaviour, and management. Each interview is conducted with the participants’ permission on audio and, later, transcribed precisely. The transcriptions are then subjected to quantitative data analysis, where the raw data is coded using thematic coding as suggested by Creswell (2014) on the research instrument used in the study. The interviews with the teachers help to add more detail about the teachers’ practices and the use of their training in classroom practice, which helps to complement information derived from observations and questionnaires.

3.4.3 Observations

Live observations of teachers inform the assessment within actual implementation environments of how instructors apply the training content. These observations are done in several classes and last between 2-3 hours for one session, attempting to capture various teaching practices, class dynamics, and student interactions (Maxwell, 2013). The observation form aims to help the observer record some significant instructional methods, discipline practices, and even teacher-pupil relations. Particular focus is made on how the teachers implement the training in their classroom practice. This is through watching the use of new approaches to teaching, students and their interactions, as well as how teachers adjust to the students they teach. Subsequent observations are made to enhance the chance of capturing as many types of teaching methods and classroom conditions as possible. An updated notebook contains various observations made during the study. The notes include chosen patterns in teaching and learning processes and other areas where the impact of the training has been observed. The observational data is blended with interview and survey data to enhance a synthesising view of how the training impacts teaching and learning indicators.

3.4.4 Document Analysis

The second type that will be common to all the projects is document analysis, which is the process of gathering additional data that contextualises the primary data collected during the interviews, observations, and surveys. These include texts and policies in teacher training and school and training and development reports of the educational institutions wherein these programs are practised. The manuals used to train teachers are analysed to identify what topics are covered in the programs, how they are organised, and what is expected by the end of the programs. This section dwells on the principles of school policies that pertain to teacher professional development and training to establish institutional support toward enhancing teachers’ performance through training. Authentic documents discovered during the first assessment of the training programs, which consisted of evaluation reports, were used to define the strengths and weaknesses of the training and compare these results with the findings of this study. Document analysis is done systematically by coding to look for patterns of recurring codes and meaningful data, which place into perspective the data gathered from the teachers (Bowen, 2009). This analysis enriches how one views institutional and historical factors’ role in the success of teacher training programs.

3.4.5 Surveys

Questionnaires are administered to 60 teachers, 30 from government school teacher training programs and 30 from private school teacher training programs, to obtain numerical data on their perception of the teacher training programs. The surveys are conducted through structured questionnaires that mix closed questions with a Likert scale admitting the teachers’ opinions on some training characteristics, such as the extent to which they find helpful, pertinent, or equipped to influence their teaching. When collecting participant surveys, descriptive analysis is employed to determine the overall results, which can be used to understand teachers’ responses in general. Relative comparisons were also made where the teachers in government and private schools were compared. This analysis assists in establishing whether specific sector-related factors affect the teacher’s impression of the training programs and their efficiency in enhancing teaching practices (Fink, 2013). The surveys give a broad idea of the training’s perceived effectiveness in a large sample of participants, and the results are consistent with the questionnaire results obtained from interviews and observation.

3.4.6 Field Notes and Memos

While collecting the research data, the research notes or memos are kept in a log. These notes include context and thoughtful musings about the data-gathering process. These observation checklists describe behaviours and events that may occur during classroom sessions, including classroom atmosphere, students’ disposition and behaviour, teacher-student interactions, and many others that may not be captured as elaborately in the field notes. Finally, these notes are important because they provide the big picture of the classroom dynamics. The memos are prepared constantly, focusing on the given patterns, themes, and renewed insights while operating within the data collection process. These memos also assist in recognising bias and methodological changes required when the research is being done (Patton, 2002). Field notes and memos offer a detailed account of the researcher’s analytical processes and guarantee that any themes under consideration are well-developed and analysed. It also reinforces the totality of the analyses while keeping the results firmly anchored in the actual context of a teaching classroom.

3.5 Data Analysis Techniques

This data collection and analysis rely on qualitative and quantitative methods to obtain a broad perspective of the study issue. This methodological approach helps to analyse relationships between numbers, look at the cases behind the numbers, and determine what else affects training results. To support the research objectives, the study adopts a multiple analytical approach, which offers a comprehensive and rigorous response to the research questions while boosting validity and dependability, as well as richness, of the conclusion (Creswell & Plano Clark, 2017). The analysis is conducted in three phases: data collection techniques, data analysis procedures, and cross-methods comparison and confirmation.

3.5.1 Qualitative Analysis

Thus, qualitative data analysis is considered particularly important, as it allows considering the peculiarities of the context in which the training of teachers occurs. This part of the analysis concerns participants’ experiences and how they will help to address the research questions. The sampling techniques used here include interviews conducted and recorded, observation and notes, and documents that provide the qualitative data, which is analysed using thematic analysis. In this method, there is facilitation and subsequent analysis of thematic development within the data, exposing one to concepts, questions, or concerns that assume cyclical features (Braun & Clarke, 2006). All coding and theme analyses are conducted systematically through an NVivo program to make analysis procedures efficient and transparent. Data analysis flow is made manageable, and it becomes easy to replicate repeatedly, leading to a comprehensive analysis when using NVivo.

3.5.1.1 Coding Process

Open coding starts with the interviewer carefully reviewing the interview transcripts, observational notes, and documents that he or she collected from the field in order to code segments of data that are appropriate. Each of these segments is then provided with codes that act as tags that identify them in response to the specific research questions (Strauss & Corbin, 1998). These initial codes are subsequently grouped into broader themes by axial coding, known as the relationships and patterns analyses between the categories (Charmaz, 2014). For example, variables like teacher experience, training frequency, and perceived barriers may come out as categories in the study, yet all refer to different aspects of training. Finally, selective coding is applied to enhance the themes and answer the research questions cohesively. Such an approach guarantees that until thematic development is completed, the possibility of data reanalysis and the extraction of new themes will be kept open until all themes have been linked with the data meaningfully (Saldana, 2016).

3.5.1.2 Identification of themes and their comparison

Finally, after coding, the themes derived are cross-sectional in attempts to identify similarities and differences of various cases regarding the participants’ experiences. For example, the study compares teachers’ views in private and government schools to determine how training inputs are affected by the school environment. This comparative study reveals how these contexts are different and how their distinctiveness can help to identify key Determinants of Training Success. Moreover, constant comparison is used throughout the analysis to make amendments and improvements to the identified themes. In the data analysis process, as new material is gathered and continuously analysed, earlier themes are reviewed to guarantee that the interpretation of material remains grounded and consequent to variations in the data (Glaser & Strauss, 1967).

3.5.2 Quantitative Analysis

The quantitative results offer an insight into the degree of these relationships as well as the overall impact of the training program. This study uses survey data obtained from 200 teachers and uses different analytical techniques to analyse the numerical patterns of the data. The primary purpose is to describe and compare features and interconnections between quantitative characteristics, for example, training duration, type of training, and effectiveness, according to teachers’ opinions.

3.5.2.1 Descriptive Statistics

Exploratory data analysis revolves around the description of the survey data, which gives results in terms of central tendencies that include mean, median, and mode; variability measures include standard deviation and range. Thus, the raw frequencies permit an appreciation of the general response pattern and form the basis of the following analysis (Field, 2013). For example, descriptive statistics could state that many teachers are trained in classroom management, not curriculum instruction, or at least state that, on average, the training programs last one or two days. Further, to analyse the occurrence of various responses, the number of responses / total student count is computed for frequencies and the percentage is also computed. This assists in identifying the percentage of teachers who proclaim satisfaction with the kind of training they underwent and the percentages of teachers who pointed out certain limitations of training efficiency.

3.5.2.2 Cross-Tabulation and Sector Comparison

Cross tabulation examines variability in training practices and results between government and private schools. This technique can be used to compare a number of categorical variables to establish a clear difference in response between different categories. For example, the study may reveal that, according to the interviewed teachers, trainers working for private schools attended more frequently training opportunities than trainers working for government schools, or it would discover that private schools invest more money in training programs that can distort the view on training effectiveness. Cross-tabulation also makes it easy to conduct a sector-wise comparison, allowing the study to determine whether the training effectiveness varies based on the type of school. This insight is important to develop training interventions that match various educational contexts’ requirements (Trochim & Donnelly, 2008).

3.5.2.3 Correlational Analysis

Correlational analysis compares the amount and direction of association of various variables. For example, it investigates the possibility of a positive relationship between the rate of training and teachers’ perceived enhancement of the Teaching Practices. Pearson r is used in measuring these relations and to analyse the exact role of the relation between the training-related variables and the values of the latent outcomes (Field, 2013).

3.5.2.4 Regression Analysis

The multiple regression analysis is used to determine the training effectiveness prediction variables. Using multiple regression analysis, the study investigates the impact of determinants such as teacher experience, training content, and training duration on the variation in perceived training outcomes. The regression model offers a statistical approach to identify and determine which factors influence the training outcomes most, hence being used to develop subsequent training programs. For instance, the results could show that factors such as teacher experience and relevance of content expounded impact the training success most (Hair et al., 2010).

3.5.3 Triangulation

Triangulation is the process of using various types of data sources and collection procedures to increase the credibility of the findings in the studies. According to the present research, the triangulation consists of blending the results of qualitative and quantitative analyses to ensure that the conclusions are built on consensus and from data of different kinds. This approach assists in finding the convergence and divergence between and among the data and developing a better understanding of the research problem (Fetters et al., 2013).

3.5 3.5.3.1 Convergence and Divergence

Using the concept of triangulation, some overlaps’ or ‘convergences’ are established; this implies that the evidence of the conclusion derived from the various data sources or methods corresponds. For example, while both the qualitative interviews and quantitative surveys show that government school teachers showed lower satisfaction with their training, the fact that both have yielded similar results gives the finding more credibility. On the other hand, qualitative and quantitative discrepancies, including when interviews indicate that the training program is effective but surveys do not, present research opportunities (Flick, 2018).

3.5.3.2 Validity improvement and bias treatment

Triangulation also increases the study’s internal validity since it deals with possible bias if the study depends on a single data type or collection technique. Triangulation helps keep the study objective, using various sorts of data and kinds of analyses, so the conclusion demonstrated in this study describes current participants’ experiences.

[i] The professed democratic objectives in the provided text refer to the claims or intentions made by successive governments in Pakistan to use English education as a means to achieve equality of opportunity. These objectives suggest that by offering English language education to all citizens, the government aims to promote equality, Promote equality and create a more inclusive society.

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