Challenges in ESL Teaching in Pakistan

This document discusses the challenges faced by ESL teachers in Pakistan and the impact on students' learning. It highlights the deficiencies in the education system, such as inadequate knowledge of ESL curriculum objectives, inexperienced teachers, non-availability of required materials, and lack of supervision. The document emphasizes the need for improvement in the education system to enhance ESL teaching and learning in Pakistan.

Professional Doctorate

Table of Contents
INTRODUCTION...........................................................................................................................3
SELF ASSESMENT........................................................................................................................3
PERSONAL DEVELOPMENT PLAN.........................................................................................13
Identify the broad topic area you wish to research ..................................................................13
Show how your research relates to your career to date.............................................................13
Show how it will help you develop as a reflective practitioner................................................14
CONCLUSION..............................................................................................................................16
REFERENCES..............................................................................................................................17

INTRODUCTION
ESL is mainly termed as traditional term which simply specifies that this language is
learned or studied by the person who does not have native relation or belongingness with it. The
respected term is also popular with “L2” worldwide. In the following project detailed description
will be made on the personal experience of the ESL teacher and associated issues faced by them
while executing their respective job responsibility in Pakistan (Sung, 2016). The present report is
mainly divided into two sections that is self assessment and the initial personal development
plan. Both the sections are explained below in detailed manner effectively.
SELF ASSESMENT
As being, the practitioner as well as teacher of ESL in Pakistan, I have gone through
range of experiences. Few among them are related to the issues as well as barriers that have been
faced by me while delivering lectures in Pakistan. I also found that learning and teaching
situation within Pakistan are not all good as it does not develops sense of learning for students
and does provide required tools to teachers by which teachers can easily teach L2 to students. I
have realised that majority of population in Pakistan belongs to rural areas which simply means
that non development of the areas does not provides effective environment to learners where they
can easily develop their understanding over English and enhance their command over it so that it
can be easily used by them in the near future in effective manner. Along with this, it has been
further analysed that educational facilities within the rural areas does not satisfies the required
level of learning L2. By analysing overall learning situation of rural areas of Pakistan teacher as
well as other educators are concerned about the growth of Pakistan as its localise people
especially to the one belonging to rural area are not able to use or speak English fluently
(Richards, 2015). After analysing overall situation they have also determined that present
condition or situation of the nation is not at all satisfactory. Furthermore, I have also realised that
English holds a significant role in Pakistan as it is determined as the common language which
will used as the main communication language for individuals whose native language is not

same. English has been specified as the Lingua Franca within Pakistan after Urdu. After
analysing requirement of L2, Pakistan have ensured that every school as well as college will
have English as the compulsory subject where teachers and other respective faculty will teach
English to students. This initiative was mainly taken in rural areas as students belonging to this
region requires it at highest level. This is so because these students are not able to speak this
language fluently thus by incorporating English classes at school as well as college students will
be able to enhance their familiarity with this language and can easily use it properly without
facing any kind of hesitance over it.
Apart from this, I have also realised that English is also determined as L3 in some rural
region of Pakistan too. This is so because, in these areas regional languages are seen as L1, Urdu
is taken as L2 and due to this English comes at third number which is termed as L3 (Freeman,
2016). Students belonging to these region mainly makes use of regional languages as well as
Urdu at the time of communicating with one another. Because of higher influence of other
languages these students are not able to use English at regular basis which directly does not
provide chance to them to practice this language. Along with this, lacking familiarity with
English directly reduces command of students towards English at four different zones that is
listening, writing, speaking and reading. In order to enhance command over L2 it is essential for
teachers to approach students in such a manner that will directly improve their proficiency over
basic skills associated with English that is reading, writing, listening and speaking. In addition to
this, it is also highly important for the ESL teachers like me to proper required guidance to the
students about the uses of English in day to day life and how they can effectively enhance their
fluency over it in terms of speaking (Murray and Christison, 2019). As being ESL teacher I have
also realised that students are able to communicate in English within the classroom but when
they are moving outside the classroom they are not able to use it effectively. This is because,
students are not getting appropriate training within the classroom which ultimately creates
difficulty for them to use English while communicating with others outside the classroom.
From my overall experience as a ESL teacher in Pakistan I have realised that EFL
teaching practices are not performed effectively in Pakistan which ultimately places influence
over fluency of students while speaking this language. All of the stated issues have been
explored by me at the time of studying TESOL in UK. I have completed by education in UK and
wanted to continue my career as the ESL teacher. The main motive behind this is to support L2

learners and help them out in developing their knowledge on the targeted language. Also, I want
them to use L2 fluently without facing any kind of difficulty. Moreover, as per the discussion
made earlier, I have also realised that communication competence of L2 in Pakistan is not
effective this is so because of ineffective education system of Pakistan which is not at all
teaching students to effectively use English outside the classroom without any preparation.
While emphasizing on the finding out the overall issue related to the same, I got to know main
reason behind students non effective performance associated with L2 is that schools and colleges
are not using same syllabus. This simply means that few schools of Pakistan uses IGCSE
syllabus which belongs to UK whereas, other school follows their traditional syllabus. This is
mainly followed in Urdu medium schools (Nunan and Richards, 2015). This kind of difference in
syllabus enhances chances of inefficiency in speaking L2. After getting attainment of ESL
qualification from UK I got to know that teachers are required include new curriculum
frameworks in ESL so that they enhance learning capability of L2 students in effective manner.
Furthermore, it is observed that English is not being taught in Pakistan in appropriate
manner. Also, ESL teachers are not even making use of desired tools in order to teach students
about the English in detailed manner. Along with the teaching practices adopted by Pakistan
teachers is not at all good as they are not using right English textbook which can easily provide
guidance to students about the grammar rules, uses of English phrases and associated learning
information associated with English (Ellis, 2015). This clearly depicts that overall education
system in Pakistan is not developed effectively according to the learning zone of L2 learner.
Apart from this, it has been further realised that L2 teachers are not taking feedback from its
students after delivering lecture to them. This directly keeps teachers unaware about the actual
learning capabilities as well as lack areas of students. As a result, L2 teachers are not able to take
required action towards it effectively. Non cooperative support of teachers directly creates
negative image in front of students as they believes that teachers do not wants them to learn this
language effectively. As a result, ESL learners or students in Pakistan do not takes self initiative
towards learning English because they have negative attitude towards it. On the other hand, it
can be said that learning of students could have been more effective if they have positive attitude
towards ESL teachers. Thus, it can be said that teachers can easily influence students to develop
their learning L2 by effectively developing positive attitude among them towards learning. Here,
one of my colleagues has also told me that in Pakistan students are mainly using different

languages that belongs to their native language or Urdu (Christian, 2016). This directly reduces
influence of their attitude towards learning L2. Thus, for enhancing influence of students towards
learning, it is highly important to develop interest among children towards English. This will
directly develops sense of positive attitude towards learning English which will directly motivate
them to take self initiative towards learning in lucrative manner.
On the basis of overall self assessment and my personal experience related to the same, it has
been explored by me that there are few weak areas in the overall Pakistan education system that
is placing negative influence over the learning of children (Leki, 2017). Some of the main
drawbacks among them are stated as below in detailed manner:
Non adequate knowledge towards objective of ESL curriculum
In Pakistan teachers are not having detailed knowledge on the core curricular objectives
of the ESL programs. This ultimately makes it difficult for the teachers to deliver appropriate
lectures on the core topic because if they are not clear about the subject then it would not be
possible for them to teach students about L2 in systematic manner. As a result, when students
attends classes from the teachers who is not even clear about their core concept then they are also
not able to develop their self interest towards the subject (Dörnyei, Henry and Muir, 2015). This
directly places impact over their learning capability. In addition to this, later it has also been seen
that placement system of Pakistan is not judging students on the basis of their writing and oral
proficiency. This ultimately develops the feeling of carelessness among students as they thinks
that they will easily get selected during the test.
Inexperienced teachers:
Even though ESL teachers are having good command over the language as well as about
the practices through which they can easily teach students about L2 and its practical application
in their day to day life. But still experience also plays huge role in every field. At current stage,
ESL teachers who teaching in rural areas of Pakistan are not having adequate amount of
experience in the field. Because of non effective experience in the same field, teachers are not
able to make use of different books, latest technologies and effective technique that ultimately
helps them out in teaching students in most effective manner. While talking about ESL trainer in
Pakistan, it is highly important for the education system to select experienced teachers who
knows about each small detail about the ESL curriculum, its core objectives and learning pattern
of children (Vandergriff, 2016). Along with this, it can be said that educational system of

Pakistan is also required to focus on providing effective training sessions to teachers where they
can easily develop their learning on new teaching practices and methods associated with ESL
and modification made in the learning pattern of students. I have also attended many seminar
associated with ESL. These seminars are mainly conducted with the motive of providing training
to the L2 teachers by which they can easily develop their understanding over effective ways by
which students can easily improve learning pattern. But, my own experience related to this
seminar was not at all as realised that the overall program was only conducted with the motive of
generating amount. Also, I found that non of the related topic was discussed in the seminar in
detailed manner. According to me, these seminar should include detailed discussion on the goals
of ESL, how motivation among children can be enhanced, new syllabus of ESL etc. All of the
stated term must be enrolled in the seminar so that experience of teacher associated with ESL can
get embraced effectively (Burke and Hardware, 2015). I also believes that these kind of
workshops are required to be conducted in Pakistan at regular basis so that teachers can groom
themselves with the passing time.
Non availability of required material
This is determined as the deficient area of ESL. This is so because, Pakistan is so
backward especially in rural areas where all of the required material is not available for the
teachers which can be used by them for teaching students in appropriate manner (Im and Martin,
2015). Flash cards, models, filmstrips, projectors, tape recorders, charts, computer or Laptops,
pictures etc. are determined as the main material which provides support to teachers in delivering
lecture to ESL learners in effective manner. All of these are the common elements but it is
mainly identified that in Pakistan teachers are not having effective access to these material or
equipments. This ultimately makes it difficult for them to execute their working activity that is
teaching students English in effective manner. Also, audio visual equipments for very important
for teaching especially L2. Usage of this equipment directly provides support teachers in
influencing interest of students towards the L2.
Deficiency in supervision:
This is determined as the another lack area of Pakistan education system which is directly
placing impact over the learning capability of the students. I have personally realised that there is
no one in Pakistan who is monitoring teachers performance and their working pattern. Thus, if
teachers in Pakistan makes any kind of mistake then they will not get any kind of guidance on it.

In addition to this, it can be said that supervision is not only required for the students but it is
also important for the students too (Chukharev-Hudilainen and Saricaoglu, 2016). ESL teachers
are required to monitor performance of each and every student at regular basis tin order to check
out that whether they are learning according to their curriculum or not. This supervision will also
ensure that each and every objective related to the curriculum will get attained by them in
effective manner.
All of these above stated issues in Pakistan educational system have been determined by
me from my personal experiences. According to the all of the stated issues as well as problems
that has been determined education system of Pakistan are considered as the major one for me.
This is so because I personally felt of these issues from own experience while teaching in
Pakistan as the ESL teachers. This can be well understood with the help of the example which
have been expressed by me in above specified section. In that instance, I have clearly expressed
that all the seminar associated with ESL are not that much effective as they are mainly focusing
on gaining monetary benefits instead of providing training to teachers or developing their
knowledge over the same. I also believes that if I would have attended good quality seminar
programs in Pakistan then I would have been good teacher of ESL. This is so because, as being a
ESL teacher in Pakistan I have gone through numerous of problems like non availability of
required equipment, ineffective training on tools and techniques used for ESL and many others.
All of these problems have made it difficult for me to teach my students in desired manner as I
was not having required sources related to it. Acknowledgement of these lack areas will allow
me in finding out several ways by which I can easily overcome it and develop my level of
learning in effective form. While analysing influence of these issues on my career it can be said
that deficiency related to educational system of Pakistan have also affected my career growth.
The main reason behind this is that these lack areas directly develops numerous obstacles for me
which ultimately develops difficulty for me in performing teaching associated work according to
the curricular objectives of ESL (Larsen-Freeman, 2015).
Gibbs reflective Model:
This framework was mainly given by Sir Graham Gibbs. This was initially represented in
his book named as “Learning by Doing” in the year 1988. The respective framework is mainly
helpful for individuals or its user in expressing and analysing their overall analysis for particular
situation (Grami and Alkazemi, 2016). In order to express my own experience associated with

the career, I have personally made use of Gibbs reflective model. This framework or reflective
cycle is mainly consist of 5 stages which are explained below:
Description: This is the first and foremost stage of reflective cycle which clearly
provides an overview or description on event or activity which have been taken place (Larrotta,
Moon and Huang, 2016). With reference to my personal state, it can be said that after completion
of education in Pakistan I have started my career in Pakistan only as the ESL teacher. For the
future growth of my career I have pursued diploma in UK in order to improve their knowledge as
well as understanding over ESL. Also, I wanted to enhance my teaching performance related to
L2 for increasing command of Pakistan students English. This is so because, in rural areas of
Pakistan students are not having good command over English. This also places impact over the
career growth of children because they are not able to use English language with fluency in terms
of speaking and writing. This directly provides opportunity to the on who have good command
over this language.
Feelings: This stage of reflective cycle clearly depicts about feeling of individual
associated with the particular situation (Armstrong, 2015). With reference to my own scenario, it
can be said that I was initially very happy and excited about working as the ESL teacher in
Pakistan. This is so because as I have spent my maximum initial life in Pakistan which have
development sense of attachment with the place. Also, I like English language from the initial
days of my life. This have directly provided me support in helping students in learning skill
effectively as it is the part of their core life. By looking at the part of this situation that is
working as the ESL teacher in Pakistan, it can be said that the decision taken by me towards
teaching students was good as it belongs to own area of interest (Aytac, 2016).
Evaluation: This stage generally evaluates the positive as well as negative side of the
overall situation which have been experienced by individuals (Shi, 2017). In context of my own
experience it can be said that the overall experience of teaching English as a ESL teacher is good
at one point but at the same time few of the associated experiences related to the same were not
at all good. The positive experience related to this states that I was having strong and positive
relations with my student. This is so because our cultural background was same. Also, it was
easier for me to understand the core weak areas at which children's were not able to learn the
respective language. Also, same belongingness have also developed positive bond among me and
students which have also motivated them to share their issues with me effective manner. On the

other hand, while emphasizing on the negative experience related to the same, it can be said that
after some time as a ESL teacher in Pakistan I got to know that students in this nation were not
getting quality education (Roever and Al-Gahtani, 2015). The main reason behind this was
ineffective education system whose curricular objectives towards ESL syllabus were not clear.
Along with this, I have also realised that teachers are also not having core equipments associated
with teaching such as audio visual players, projector, right books etc. This has simply developed
negative experience associated with the teaching L2 in Pakistan. Along with this, it can be
further said that contribution of education system in this was highly negative as its concentration
towards supporting children as well as teachers in ESL learning was not at all good.
Conclusion: From the overall experience associated with the teaching of ESL in Pakistan
it can be said that the overall experience was fine (Warren and Miller, 2015). If I will face this
kind of situation again in future that means if I will teach L2 in Pakistan again then I will use my
developed knowledge from the past experiences effectively. Here, I will make use audio visual
tools, projectors, latest syllabus and also follow all guidelines associated with the teaching of L2
in order to teach students in best possible manner. From my overall experience, it can be said
that I have developed range of skills by studying in UK. Some of the main skills among them
were advanced communication skill, good technological knowledge, strong convincing power
etc. It can be further said that development of these skills were highly effective for me this is so
because, as being a ESL teacher it is important for me to teach students English in such a manner
that will enhance their command over it (Helgesen, 2016). Along with this, if I would face this
kind of situation again in my life then I can effectively handle the situation again. The main
reason behind this is my string command over education system as well as latest syllabus. This
knowledge will allow me to deliver good knowledge to Pakistan students who wish to learn
English in effective manner.
Action: This is the last stage, in which individual develops an effective action plan that is
helpful for them in improvising their growth in the near future (Helgesen, 2016). With reference
to my own experience, it can be said that I will effectively make use of overall developed
knowledge on ESL during my studies in UK. In order to use it in my professional life effectively
I will prefer to attend seminars associated with this learning at regular basis. By doing so, I will
be able to update myself on the proposed topic. Along with this, it would be easier for me to

utilise knowledge developed from these sessions while teaching students in Pakistan in rightful
manner.
The overall experience related to working as ESL teacher in Pakistan and a learner or
student in UK was good for me as it has developed my knowledge and skills effectively. Also
learning in UK has helped me out in attaining success in terms of career as I was having more
number of opportunities as compared to the other ESL teachers teaching in the Pakistan and does
not have any kind of experience and attained training related to teaching ESL students in
appropriate manner that will develop their learning in best possible manner.
As per my analysis, it is much evident that Pakistan lacks an effective and efficient
system or education policy to teach English to people. Going in details, it can be seen that the
nation specially lacks trained specialists who can provide individuals with adequate knowledge
regarding the concerned language. Such an ineffective teaching system makes the English
language instructors to be satisfied in relation to the way they impart knowledge to individuals.
This even tends to worsen the situation prevailing within Pakistan with respect to English
teaching (Terhune, 2016). The thought that appears in the minds of such instructors is that when
the education system is not strong enough, their pro active role in imparting knowledge would
also not prove to be handy in teaching English language to individuals. This has made them stout
and they have started avoiding undergoing personal as well as profession development. The
present educational policy within the confines of Pakistan has made their behavioural and
teaching pattern completely inflexible (Uchidiuno, and et. al., 2016). Their mindsets have been
shaped in such a manner over the course of time that they do not even make the effort or take the
initiative to devise a formal teaching plan consisting of planned chain of events which would
help in imparting quality English language education.
Teaching in L2 requires immense dedication and strategic course of action to ensure that
students perceive exactly what is taught to them. In this regard, I can easily point out that the
English language teaching system in the territory of Pakistan has not been capable of providing
quality education to students with the help of which they can facilitate their academic
development. I believe that this is the prime reason behind the individuals of this nation lacking
behind from students of other nations like United Kingdom (Essien, 2015). One of the most
apparent factors that have been placing a negative impact over the educational policies devised
by government of Pakistan is acknowledged to be corruption. The policies that have been

specifically developed for the instructors associated with L2 training are not effectual to support
their development of knowledge about the concerned language. Further, I have myself seen some
of the L2 learners pointing out towards the lack of audio visual aid in the classrooms as a result
of which they are not able to carry out development of their existent knowledge of ESL. The lack
of initiatives taken up by supervisory authorities as well as instructors has resulted in decline in
quality of ESL education provided within the territory of Pakistan.
Over the course of time, my attention has had been specifically drawn to the education
system prevailing within UK. The country consists of specialised instructors who are equipped
with sound knowledge of English (Vu and Shah, 2016). Further, the educational policy of the
nation is effective to support the growth and development of students studying in Universities
within United Kingdom. Thus, I think that there is a dire need for Pakistan to enable an effective
shift in its existing English language teaching policies and systems. This is significant so as to
ensure that the students studying within the Universities of Pakistan are exposed to an education
system which is equipped with all the prerequisites to support their academic development. ESL
education needs to be provided in a manner that students are pro active towards attaining such
knowledge from the instructors (Álvarez Valencia, 2016). For this purpose, inspiration should be
drawn from the education policy and system of UK, which provides sound infrastructure through
which students studying there are able to enhance their existent knowledge of English. Pakistani
L2 classrooms should be equipped with all the necessary resources through which the instructors
can themselves carry out their professional development at regular intervals of time. Whereby
the teaching faculty and supervisory authorities would be keen to upgrade their knowledge in
timely intervals, the students belonging to the Universities would look upon it as an inspiration
and undertake measures to do the same (Truong, 2016). This would consequently imply the
development of an effective and sound education system to which the people of Pakistan would
be significantly drawn.
By facilitating a shift in the educational policies and systems within the confines of
Pakistan, I would be able to facilitate career development of mine. This would be done by
enhancing my existing level of knowledge and proficiency in ESL. It would provide aid to me in
imparting quality English Language education to students, thereby helping them in getting
elevated in terms of professional development (Cornell, Dean and Tomaš, 2016). In addition to
this, it can be said that improvements in current education policies would imply better provision

of training facilities for L2 teachers. This will generate opportunity for me to upgrade myself as
per the modern world requirements. With this, I would even be able to create a better learning
atmosphere for L2 learners within the classrooms. I would take assistance of audio visual aid to
facilitate enhancement of my knowledge of English language. Thus, it is essential to introduce
alterations within the educational policy of Pakistan by government so that the citizens of
country do not move to other locations for gaining proper knowledge of ESL.
PERSONAL DEVELOPMENT PLAN
Identify the broad topic area you wish to research
The present research is conducted on the topic of second language acquisition in context
of to Pakistan and find different methods for the students as well as teachers which can make the
procedure of learning & teaching of ESL/EFL quite easy and effective (Pinto-Llorente and et. al.,
2017). The present research help in enhancing the understanding about the topic so that future
growth and development will be gained in an effective manner. While doing my studies in UK it
has been analysed that the system of Pakistan is not so effective as they do not have enough
tools, techniques or other methods for providing teaching lessons to the individual within the
country. Therefore, by conducting the present research in an effective manner it has been said
that knowledge and understanding will be developed in such manner that they will provide
various positive benefits (Leki, 2017). The present research topic has a wide scope which help
other investigators to enhance their knowledge and understanding on the concept. There are
various topics included in the whole research which help in gaining insights on the basic
concepts.
Show how your research relates to your career to date
While conducting this research, it has been observed by me that there are various types of
innovative methods used by UK people in order to enhance their learning and teaching skills.
This research help in enhancing the understanding of individuals on the topic of how new tools
and techniques will aid practitioner in providing best guidance to the students (Morton, Storch
and Thompson, 2015). It has been analysed that when I was a practitioner at Pakistan where I
provide English learning classes to the students, there were not so effective tools as compared to
the other countries. As I was a person who work as a English teacher have enough knowledge

about the concept but when I was in UK doing my further studies, I got to know that Pakistan is
the country who haven't use advanced tools and techniques. Therefore the present research is
conducted on the same topic which was my profession in Pakistan when I was a practitioner. It
has been identified from the given scenario, it is clearly examined that all the educators within
Pakistan mainly concerned that English language which is taught within the country are far from
being satisfactory. But on the other hand, it has seen that apart from Pakistan, there are various
tools and techniques used by teachers in order to learn English which are quite effective and
advanced in nature (Larsen-Freeman, 2015). This as a result aid me as I have enough knowledge
about the topic so I can gather effective and required information about the topic. As a
practitioner this research will aid me in developing my inner skills, capabilities as well as
knowledge so that better learning and teaching will be provided to the students.
Show how it will help you develop as a reflective practitioner
Reflective practitioners refers to a person who develop as well as examines knowledge
and understanding about learners, culture and curricula of schooling along with the relation
where learning and teaching occur (Farrell, 2015). These are the practices which aid an educator
in order to simultaneously renew, modify, invigorate as well as maximize the
whole teaching process. In general, it has been said that reflective practitioner is a person or
individual who looks back and examine their back on a regular basis and check the work
procedures as well as identify various ways with the help of which they can improve their work
in an effective manner. Apart from this it has been said that reflective practitioner or a reflective
teachers refers to the one who have effective and efficient interpersonal relations with the
students as well as they experience high job satisfaction so that they can provide positive results
(Crusan, Plakans and Gebril, 2016). They are the who are enough confident about whatever they
think as well as what they do. In addition to this, they are the one who are always ready to
involve in professional interactions with other peoples about their experiences, views and
thoughts. They reflect or examine the work they had done in past and develop strategies so that
they can reduce mistakes and develop best and favourable outcomes. With the help of
conducting whole research in an effective manner I will be able to enhance my skills and
capabilities which leads towards the attainment of various opportunities effectively. It has been
identified that the present research has wide scope which assist in enhancing the understanding

of individuals regarding teaching and learning English. This will aid in grabbing ample number
of opportunities at the competitive marketplace which assist in creating favourable outcomes in
an effective and efficient manner (Dashtestani, 2016). By examining what has been done in past
and minimizing errors, researcher will be able to produce positive outcomes.
I have chosen this topic to conduct research with the motive of developing my own
knowledge on ESL as well as how students of Pakistan can easily develop their understanding
over this language with the motive of attaining success in terms of my professional life in
effective manner. Also, current problems as well as drawbacks in Pakistan's education system
has influenced me to conduct research in effective manner as I have believes that by conducting
detailed research over it I can easily find out proposed solution for the same. Also it will help me
out provide me knowledge on the specific suggestions that I can easily provide to education
system of Pakistan. By incorporating or looking after my proposed solutions there are higher
chances that education system of Pakistan could be developed effectively. This development will
also provide support to them in improving quality education as well as knowledge of its localise
people towards English (Long, 2017). Also, it can b be said that development of strong
educational system in Pakistan will develop a strong educational base for Kids towards L2 that
will help them out using fluent English inside as well as outside the classrooms. Apart from this,
another reason for conducting research on this area is to become an effective ESL teacher in
Pakistan who can easily teach its students L2 in most appropriate manner as they are aware about
all of the latest technique that works as the supportive factor by which students can easily
develop knowledge on L2 (Angelova and Zhao, 2016). Usage of this technical tools are also
helpful for the teachers as well because it makes working process teachers more simpler. These
tools also develops interest of students in learning which engage them in the learning of L2 for
longer period of time.

CONCLUSION
On the basis of above analysis, it is determined that English as Second Language should
be promoted by Pakistan backed upon effective and efficient education system. In this regard, it
has been identified that the current educational policy of the nation has not been capable of
imparting high quality English language education owing to deficiencies prevailing within the
academic policies of Pakistan. The country is recognised to be lacking in terms of specialised
instructors to provide sound knowledge related to English language to students. Apart from this,
it has been acknowledged that the teachers within Pakistan are not eager to undergo professional
development as they seem to feel content with their teaching pattern looking upon the ineffective
education system off the country. In addition to this, it is inferred that United Kingdom is a
nation which lay due emphasis upon development of sound atmosphere to support the
development and growth of students getting English language education. The nation promotes
L2 owing to which the individuals of other regions such as Pakistan are also drawn to the
English language teaching atmosphere prevailing within the confines of United Kingdom.

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