Chapter 2 – Presentation of findings

Language is more than a medium for communication. It reflects one’s thought and action.

With the advancement of technology, the need to learn other language has become need of every

other person. ESL/EFL courses are designed for English language learners. The data collected

form students and teachers, in quantitative and qualitative forms regarding the aims, requirements,

and interests of English language students, will be analysed and discussed here.

2.1 Analysis of test responses

Twenty students from Intermediate class were given writing and speaking tests. Each test

carried 10 marks. Following are the individual scores.

Table 2.1 Results of Test Responses

No. Student’s name Writing test Speaking test

1 Javeria Nasar 8 7
2 Nimra Anum 7 5
3 Asifa Sagheer 2 0
4 Rimsha 6 8
5 Fizza Abid 6 5
6 Aini 2 3
7 Muqadas 5 6
8 Naila 6 4
9 Nimra Asghar 7 6
10 Misbah 3 5
11 Nighat 8 6
12 Saba 5 6
13 Zainab 4 6
14 Rabia 3 4
15 Sana 2 3
16 Sidra 6 6
17 Nisha 6 7
18 Alisha 3 2
19 Rabia Ashraf 5 8
20 Sehar Zafar 6 7
Mean 5 5.2
Std Dev 1.95 2.04
 On average, students scored 5 marks in writing test while 5.2 marks in speaking test. The

mean of both tests show that difference in writing and speaking competence is not significant.

Standard deviation for writing score is 1.95 whereas for speaking test it is 2.04. Higher standard

deviation in scores of speaking test means the responses were polarized. Students made mistakes

of articles (missed or misplaced), spelling and punctuation. Past tense errors were frequent. Apart

from grammatical mistakes and errors, the test responses were assessed for relevance to the content

and the context.

The writing test comprised of two questions. Students were to write on one of the topic.

The responses deviate from the given topic. For instance, writing on a social issue like drug

addiction, students deviate from fact based writing to an ethical essay. The article was not

addressing “what is drug addiction?”, “what causes drug addiction?”, instead “should and should

not” was discussed. Most of the tests have the same error. The test responses relatable to the topic

but not completely relevant. The message of writing an article was not comprehended by the target

learners.

The topics in the speaking and writing tests were addressing real-life situations but the

analysis of the data showed that students need are not fulfilled by the course provided. The content

seems alien to them and the responses deviated from real-life experiences. Their knowledge was

rather “bookish”. Students cram and reproduce what is in the textbooks so the message of the ESL

classroom activities becomes ineffective. Thus students get fewer opportunities to communicate

what they want to.

 Further analysis of the test responses shows that the word-choice was according to the

context though students confused the forms of the verbs. In most responses, present tense was used

both in writing and speaking tests. However, responses did not utilize appropriate linguistic forms

to a large extent; the reason being the limited opportunities to interesting communications and not

so flexible language activities.

2.2 Analysis of student’s questionnaires

This project focuses on the impact of ESL course on the target learners. Same group of

students and their teacher were asked to give their opinions about their ESL course. The data was

collected using mixed-method. The items included both open-ended and close-ended questions.

Table 2.2 Results of Student’s Questionnaire

No. Questionnaire items Percentage

1. Focus on communicative needs 75%
2. Learning appropriate linguistic forms 50%
3. Topics related to real life situations 80%
4. Focus on message 60%
5. Learner’s interest 80%
6. Opportunities to communicate 20%
7. Flexible activities 80%
8. Activities related to real life communication 70%
9. Variety of topics 90%
10. Examples provided for variety of topics 60%

As shown in the Table 2.2, 75% students who responded positively to the first item varied

their degree of response from large extent to some extent. However, those who were highly

positive were fewer in number. 50% agreed that opportunities for learning appropriate forms is

provided. Their descriptive tests showed their lack of knowledge in linguistic aspects. 80%

students found that topics are in accordance with the real-world experiences and their interest in
language lesson. 80% students found activities flexible for English language learners. 60%

students believed that content, idea or the message is focused in ESL classroom. It could be

because of the attitude towards the language. English is taught and learnt as a subject like Pak.

Studies, Chemistry, Computer, etc, to pass final papers and not as another language like Urdu and

Punjabi. The least positive response was for the opportunities to communicate. The lower

percentage i.e., 20% means that purpose of ESL course cannot be completely achieved until all

language skills are learnt. It is required that students get the idea of the linguistic content so they

can participate in the ESL classrooms. The content-delivery needs to be primary focus and to be

redesigned. 90% students agreed that they are provided with variety of topics but only few supplied

the examples. Some of the topics were “college life, travelling problems and impact of social media

on a student’s life.”

2.3 Analysis of teacher’s questionnaire

Teacher’s questionnaire is an open-ended questionnaire. The items base on the same

questions as asked in the student’s questionnaire but in qualitative form. Unlike students’ response,

the teacher agrees that it the meaning that is the primary focus and not the linguistic structures

only. Language activities focus on appropriate linguistic forms like how students introduce

themselves in a formal situations. However, teacher finds the course content insufficient to cater

the target learner’s needs. Teachers are not given the authority to bring changes in the ESL course

and the pre-set course design is followed. That limits the flexibility of the activities to adjust the

needs and interests of the students.

In public sector in Pakistan, the pre-planned structure and an out-dated ESL course does

not reflect the current interest of the target learners and their requirements to a large extent. When

outside the classroom, students feel that the real-life communication is much different. However,
it cannot be said that they are not provided with the opportunities to express what they want to.

The creativity in topics and activities is limited which also limits their investment in learning

language.

The ESL course design, analysed in this project, provides students a variety of topics. A

few examples, provided by students and teacher, are “how media changes our perception, a social

issue” and “impact of social media on student’s life”. This chapter analysed data focusing the

requirements and the interests of the target leaners regarding their ESL course and how it facilitates

the learners to communicate what they want to.