Identification of Teaching Styles in English Language Classrooms at Secondary Level

This study focused on the teaching style of the teachers teaching English at secondary level schools (Urban Area) affiliated with Federal Directorate of Education Islamabad (FDEI). The major objectives of the study were: a) To investigate the existing teaching styles of English language teachers in...

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Bibliographic Details
Published in:Bulletin of education and research 2020-12, Vol.42 (3), p.257
Main Authors: Mazloom, Saima, Hussain, Muhammad Athar
Format: Article
Language:English
Subjects:
English (Second Language)
Foreign Countries
Gender Differences
Identification
Second Language Instruction
Secondary School Teachers
Teaching Styles
Urban Schools
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Summary:This study focused on the teaching style of the teachers teaching English at secondary level schools (Urban Area) affiliated with Federal Directorate of Education Islamabad (FDEI). The major objectives of the study were: a) To investigate the existing teaching styles of English language teachers in Public secondary schools of Islamabad. (b) To compare the teaching styles of English language teachers gender-wise. The Population was all teachers teaching English as a compulsory subject to secondary level classes in FDEI Urban area. Purposive sampling technique was used to select the sample of teachers teaching English at secondary level schools. An adopted questionnaire "Know Your Teaching Style" with close ended items was used for the purpose of data collection to identify the distinct teaching styles. The instrument was coded, and SPSS 20 was used for data analysis. Before applying descriptive statistics to address the research questions, data cleaning was done. Results show that expert was the most dominant primary teaching style whereas facilitator was the least dominant primary teaching style. On the other hand, the major secondary teaching style was facilitator whereas formal authority was the least dominant secondary teaching style. Male and female teachers also differed in using teaching styles. Most of them preferred expert style, however, personal model style used by male teachers and delegator by the female teachers. These findings highlight that revision and reform is needed in policy and practice for English Language teaching because most preferred teaching styles reflect rote-learning and passive learning.
ISSN:0555-7747