EXPLORING TEACHER IN ACTION: ACTION RESEARCH IN REMEDIAL ENGLISH TEACHING AT THE UNIVERSITY OF SINDH

Abstract

     Remedial English serves as a bridge to build confidence and self-efficacy among many graduate students at University of Sindh. English language is more than a language i.e., more than a medium of communication. It becomes the egress for Pakistani graduate learners. English serves as Second and official language of Pakistan.

      The study explores the live experience of both teacher and student connection at the University of Sindh by integrating Piaget (1950) and Burner (1966) theory. According to them, learning is an active process.  The study aims to uncover the challenges in ESL teaching journey for teachers and students including the large classrooms and resources unavailability. The study further explores how several factors, i.e., teaching strategies, and classroom environment help to shape students’ motivation towards ESL learning. The study emphasizes the ESL active learning based on cognitive development among Graduate learners. It is drawn from Piaget constructivist learning theory.

     The study recommends that teachers must structure their teaching by lesson planning before the class is conducted. Along with it, they integrate interactive methods for nurturing a learning environment. The steps significantly advance foster students’ active engagement in the class. It also fosters a learning space where students can actively develop their competence. Remedial Education can become a transformative experience for ESL graduate students in Sindh University.  The research fills the gaps of practical recommendation of active learning for creating an inclusive and effective remedial English teaching framework.