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Influence of Teaching Methods on the Learning Outcomes of Secondary Level

Students at Karachi, An Action Oriented Approach Towards Educational
Reforms

A RESEARCH SYNOPSIS (PROPOSAL)

By

Irshad Ahmed(MSE-17F-002)

In the partial fulfillment of

The requirement of the degree of
MS Education

Under the Supervision of

Dr. Munir Moosa Sadruddin
Assistant Professor, Department of Education

DEPARTMENT OF EDUCATION
SINDH MADRESSATUL ISLAM UNIVERSITY, KARACHI

Dated 25/3/2019
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Table of content

Sections Content Page. No

SECTION-I STATEMENT OF THE PROBLEM 3-8

1.1 Background of study 3

1.2 Purpose 3
1.3 Justification / Significance of Study 3-6
1.4 Scope of Study 7
1.5 Definition of Key Terms 7
1.6 Research Objectives 7
1.7 Research Questions 7

SECTION-II RESEARCH METHODOLOGY

2.1 Methodology 08
2.2 Population 08
2.3 Sampling Procedure 09
2.4 Research instrument 10
2.5 Ethical consideration 10

SECTION-III DATA ANALYSIS PROCEDURE

3.1 Data collection /analysis 10

SECTION-IV TIME FRAME 10

4.1 Time frame 10
4.2 References 11
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SECTION-I STATEMENT OF THE PROBLEM

1.1 Background of the study

English language has been remained one of the most dominant language of the world. Many
methods have been derived to learn this language (Maurer, 1997). There are various methods
followed to study English. However, in Pakistan only few methods, i-e lecturer method with
exception, has been adopted. The methods, PPP and TBLT have remained one of the most
effective teaching models for language students across the world. Above mentioned methods will
be implement in this research study (Long, 2015; Samuda & Bygate, 2008). These will enhance
the communication skills of students at secondary level.

1.2.1. Purpose

The purpose of the research is to identify the influencing factors of different language teaching
methods on learning outcomes of secondary level students. Also, the study will assess the
effectiveness of the teacher’s teaching method which will be helpful to enhance the teaching
quality of secondary school teachers.

1.3 Justification / Significance of the Study

There is growing trend in global economy and standards which has escalated the demand to have
proficiency of English Language. The need to increase global economies, match international
standards and change the demography in the world has given attention to the lack of language
ability in our country's foreign languages, especially in the English language teaching ‘Penny
Ur’ (A Course in English Language Teaching, 2012). In order to prepare our students for the 21st
century, each aspect involves giving them an opportunity to learn English so that their
knowledge of multi-cultures can be enhanced (Maurer, 1997). The identity of success in the 21st
century world depends on various major factors including method of teaching and how to gain
knowledge of the English language Melissa Kelly (2004). Knowledge of English language
facilitates students with an enthusiastic approach of the whole world (Carless, 2007). To cope
with the growing challenges of language learning, different methods are being introduces in
order to learn the language properly and with a keen interest. Presentation, Practice, Product and
Task Based Language Teaching method have been remaining one of the most effective method
of English language learning (Branden, 2006).
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Decision of the pedagogical technique is crucial for the viability of second-language instruction,
there is a moderately restricted form of research on the strong point and faults of various
strategies. Research survey examines the viability of double distinct strategies by showing as we
know that the English is a second language, the production of introductory practices & task-
based language teaching.

The task-based language learning (TBLT) option is to reinforce classroom correspondence, to

put the student at the center of their concerns, to give them information about the language and to
director the student. Presentation Practice Production is a deductive, educator-centered strategy
in which linguistic is communicated clearly, with particular attention to reiteration.

Education has many components. You can have a decent learning on a subject, another might
concern the instructive part of education. Most instructors want to be great instructors, to have
the number of skills and abilities that may be allowed, or elements that the student deems
fundamental. An essential element, of course, is to reach the students and to teach them what the
educator has planned, for example, mathematics or topography, well-being or morals.

To probably do this, to be a teacher who effectively shows persons effects they did not have a
clue or could not do earlier, educators necessity investigation to depend on when they go in the
classroom. They must instructive techniques that rely on strong suggestion of observation.

This review examines the correlation of two language learning strategies, more explicitly the
teaching of the language. A strategy is remarkable, generally established and linked for some
time already, in this content called PPP (generation of introduction practices).

The central ideas of this technique are to expose a standard or certainty, to practice how to
handle it, and then to ask duplicates to produce their own identified material with what they have
worked with. The other technique is to undertake an education, an instructional strategy centered
on the meaning of language rather than structure. This is a subsequent strategy that tasks the
more established and progressively used PPP technique. These dual techniques are in all respects
the maximum used in Swedish schools. Nowadays, and the previous some is possibly the
maximum widely recognized.

Thinking of these two techniques is in line with this goal, as it is engaged in the field and
continues to seek valid experimental evidence for various educational strategies.
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This exam is intended to convey new learning on how to evaluate various educational techniques
and to draw attention to the strategies to be used in different circumstances.

The purpose of the reflection is to test, dissect and talk for too long about the strategies used in
the acquisition of a second language. Think about them, discover their shortcomings and discuss
their favorable circumstances.

The PPP technique is commonly used in many different contexts of obtaining a second language
(SLA). In any case, in this survey, the PPP technique will be defined with respect to service
levels.

The PPP technique is an educational strategy or approach established according to Shehadeh

(2005). Swan (2005) also claims that PPP is extra a reflection case on language teaching than a
teaching technique.

Even though PPP is known as a methodology, strategy or academic approach, it depends on the
possibility that a standard, phonetic or similar component is announced from the start in the
projection procedure, followed by diverse approaches to repeat and apply. standard or highlight
in various situations (Shehadeh 2005). It is also a technique that is largely controlled by the
instructor, which is most evident in the main arrangement (eg introduction) (Shehadeh 2005).

The second step of the PPP is the practice. The motivation behind this step is to rehash and apply
for all practical purposes the new data that the lining has learned during the introduction
(Shehadeh 2005). This is where the student should get an idea of what the educator has posted.
The third and final step of PPP is creation. Carless (2009) states that students aim to express
themselves in a language, communicating what they should say, as opposed to what the educator
has advised them.

Willis (1996) recommends creating an unexpected creation, because the generation can hardly be
free if duplicates are needed to create the shapes shown. TBLT is a teaching technique that
depends on the possibility that the language is better indicated when the student uses it in the
way it is used in regular correspondence. Regular correspondence is not something to be clarified
impartially, the same number of instructors probably translate normal correspondence
unexpectedly. Anyway, in this review, normal correspondence is essentially a discussion among
students where they have no content to keep. To obtain a common correspondence, the TBLT
uses separate courses, such as exchanges, recess, critical thinking, reading carefully, writing,
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discussion, etc. According to his plan, the assignment fragment must have a non-phonetic
purpose.

Thus, if functioning with a language, the instructor must introduce a phrase structure that is
relevant to the course. The technique created in the 1980s is a consequence of the discussion on
how to educate the language in a general way.

Bygate, Norris & Van lair Branden (2009) said, a second language has not been learned as
effectively as the PPP strategy is to be expected. Numerous scientists and language science
educators overwhelmed have put in place a method of progressive instruction and broadly
adapted to the needs of students since the early nineteenth century.

The importance of interaction in the language of the Realize class, both of which are true
examples of what would be the central thought of education. Therefore, the TBLT is the result of
an instructive movement that has been continuous for a considerable period of time and where
the center is furthermore the most imperative element is the correspondence. By gate et al. argue
that this was a constant progress in putting correspondence "at the heart of presentation
techniques", established on earlier investigation in the field of communicative language
education (Bygate et al., 2009).
1.4 Scope of the Study

The study will benefit all the language teachers across the country working in the same
paradigm. Secondary school teaching is very crucial stage because from this stage the students
choose their field of interest, i-e medical or engineering and language proficiency is very
important at this level. So all the secondary school teachers will be benefited from this study
particularly federal governments teachers as this study will be conducted in federal government
educational institutions cants garrisons.

1.5 Definition of the key terms

1.1 Teaching methods: Presentation, practice and product & Task Based Language
Teaching
1.2 Influence: A person or activity to have an influence on someone or something.

1.3 Learning: The acquisition of knowledge, skills or attitude through study, experience, or
being taught.
1.4 Outcomes: Results or consequences
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1.6 Research Objectives

1. To explore the influence of PPP method on language learning of 9th class students.
2. To inspect TBLT English language leaning model on the learning skills of students.
3. To investigate how far PPP is effective.
4. To examine TBLT method and its success in English language learning.
5. To know which language method between the above two is the most suitable and
successful at this stage of learning.
1.7 Research Questions
I. What is the influence of PPP method on the learning outcomes of students at secondary
level?
II. What is the impact of TBLT language learning method on the learning outcomes of
students at secondary level?
III. How far the PPP method of language is effective and successful for students?
IV. How TBLT contributes in the language learning of students?
V. Which language method is most suitable at this stage of learning?

SECTION-II RESEARCH METHODOLOGY

2.1 Methodology:
On the basis of research questions, qualitative research method will be followed.

Method:

Action research is a disciplined process of inquiry conducted by and for those taking the action.
For this study, Participatory Action Research type has been taken due to the nature of research
study.

2.2 Population:

The target population of the study will be all secondary students of FG system at Karachi.

Total 50 Respondents
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2 Public
Schools

25 respondents 25 respondents
from 9th grade from 9th grade

Action Research

Qualitative Research
Methodology

Convenient Sampling

Secondary schools of
Karachi

2 schools of Federal Board

1 School of FGPS Manora cantt 1 School FGPS MASROR

CANTT

2 Schools as a sample

25 25
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2.3 Sampling Procedure:

Convenient sampling will be used. A convenience sampling is a type of sampling in

which the sample is selected based on researcher’s easily accessible/ available audience/
sample.

Sample frame:

 In this study, sample size, 25 respondents will be taken from each class as an action
research. There will be 50 respondents total from two schools.

Sample Size:

 The research is consisting 50 respondents’, 25 from each class that would be selected
from two secondary schools of public sector out of 11 schools of FG in Karachi, Pakistan
i.e 25 respondents per class from two schools are taken as an action research study.

2.4 Instrument:

 As the study is based on qualitative methodology, rubrics and reflective diary will be
used to collect data.

2.5 Ethical Consideration:

 Keeping in view the ethical considerations, the consent will be taken from the
respondents as well as head of the institution to collect the data from the respondents.

SECTION-III DATA ANALYSIS

3.1 Data Collection / Analysis

 To collect this study data, rubrics and reflective dairy method will be used. The collected
data from rubrics and reflective diary will be analyzed through interpretations.
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SECTION-IV TIME FRAME

4.1 Time Frame Work

 A 7 months’ activity – wise time frame is given as below:

S. No Activity
1 2 3 4 5 6 7

1 Synopsis (Proposal) Writing

2 Review of Related Literature

3 Application of both the methods in schools

4 Collection of Data

5 Analysis of Data

6 Report Writing about Study

7 Final Report about Study

4.2.1 References
Nunan, D. (2003). The impact of English as a global language on educational
policies and practices in the Asia-Pacific region. TESOL Quarterly, 37,589–613.

Penny, U. (1996). A course in language teaching: Practice and theory. Cambridge:

Cambridge University Press.

Bygate, M., ed. 2016a. Domains and Directions in the Development of TBLT: A Decade of
Plenaries from the International Conference. Philadelphia: John Benjamins
Ziegler, N. 2016. Taking technology to task: technology-mediated TBLT, performance, and
production. Annual Review of Applied Linguistics 36: 136–63.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge:

Cambridge University Press.
Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. [21] Applied
Linguistics, 26(3), 376–401.
Carless, David (2009) 'Revisiting the TBLT versus P-P-P Debate: Voices from Hong Kong'.
AsianJournal of English Language Teaching [online] 19, 49-66. available from

<http://web.edu.hku.hk/f/acadstaff/412/Carless2009_AJELT.pdf> [13 February 2015]

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Criado, Raquel (2013) ‘A Critical Review of the Presentation-Practice-Production Model

(PPP) inForeign Language Teaching’. In Homenaje a Francisco Gutiérrez Díez [online] ed.
by Monroy,Rafael. Murcia: Edit Um, 97-115

Shehadeh, Ali (2005) ‘Task-based Language Learning and Teaching: Theories and
Applications’.In Teachers exploring tasks in English language teaching. Ed. by Edwards, C
& Willis, J.Hampshire: Palgrave Macmillan, 13-30