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Abstract
Abstract
This study explored teachers’ strategies for promoting classroom participation in English as a Second Language (ESL) contexts in Pakistan. The research aimed to examine how teachers encourage students to actively participate in English-language classrooms and which practices are considered effective in the local educational context. A qualitative research approach was adopted to gain in-depth insights into teachers’ experiences and classroom practices. Data was collected through semi-structured interviews with 5 ESL teachers working at the Department of English, Quaid-e-Awam University of Engineering Science and Technology, Nawabshah, Pakistan. The participants were selected through purposive sampling to ensure that they have sufficient experience in teaching English. The findings revealed that teachers employed a variety of strategies to enhance student participation, including group discussions, questioning techniques, interactive activities, and the use of local examples to make lessons more relatable. Teachers also encouraged a supportive classroom environment to reduce students’ hesitation and anxiety in speaking English. The study highlighted that culturally relevantteaching practices and teacher encouragement play a significant role in improving classroom engagement. Overall, the study provided valuable insights into how teachers in the Pakistani ESL context facilitate student participation and contribute to more interactive English language learning environments.
This study explored teachers’ strategies for promoting classroom participation in English as a Second Language (ESL) contexts in Pakistan. The research aimed to examine how teachers encourage students to actively participate in English-language classrooms and which practices are considered effective in the local educational context. A qualitative research approach was adopted to gain in-depth insights into teachers’ experiences and classroom practices. Data was collected through semi-structured interviews with 5 ESL teachers working at the Department of English, Quaid-e-Awam University of Engineering Science and Technology, Nawabshah, Pakistan. The participants were selected through purposive sampling to ensure that they have sufficient experience in teaching English. The findings revealed that teachers employed a variety of strategies to enhance student participation, including group discussions, questioning techniques, interactive activities, and the use of local examples to make lessons more relatable. Teachers also encouraged a supportive classroom environment to reduce students’ hesitation and anxiety in speaking English. The study highlighted that culturally relevantteaching practices and teacher encouragement play a significant role in improving classroom engagement. Overall, the study provided valuable insights into how teachers in the Pakistani ESL context facilitate student participation and contribute to more interactive English language learning environments.