English Language Teachers’ Perceptions About Outcomes-Based Approach For Developing English Language Competencies

Abstract

Experts in English language teaching have, of late, been recommending the development of requisite language competencies through an outcomes-based education (OBE). Following this spirit, the government of Punjab in Pakistan outlined the desired core competencies for secondary school students in the National Curriculum for English Language (NCEL) in 2006. Foregrounding Biggs’ (2014) theory of Constructive Alignment, this study attempted to explore the extent of alignment of these core competencies with the classroom practices. For this purpose, 5 focus group discussions of two-hour duration, each consists of 7 members, were held with 35 teachers, who teach English to grade 10 in the government secondary schools of district Jhelum. The data was transcribed and analyzed thematically following interpretative analysis approach. The findings show a lack of alignment of teachers’ self-reported classroom practices with the learning outcomes presented in NCEL. Lack of awareness of the teachers regarding OBE, absence of professional qualification and training, a traditional assessment system, and lack of expertise of the teachers and students in English language were found to be some of the main reasons for this lack of alignment. The study has implications for policymakers who devise and implement policies without taking sufficient actions on the ground at the micro-level. It recommends an overhaul of the teaching and assessment system to make the OBE work.