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Coversheet for Thesis in Sussex Research Online View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository A University of Sussex DPhil thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details i Investigating Students’ Experiences of Learning English as a Second Language at the University of Sindh, Jamshoro, Pakistan By: Irfan Ahmed Submitted for the Degree of Doctor of Philosophy School of Education, University of Sussex September 2012 ii Table of Contents Declaration......................................................................................................................vi Acknowledgements .........................................................................................................vii List of Abbreviations and Acronyms ..............................................................................viii Thesis Summary ..............................................................................................................ix Chapter One: Introduction............................................................................................. 1 1.1. Aim of the Research ................................................................................................................1 1.2. Background and Rationale ......................................................................................................3 1.3. Overview of Methodology ......................................................................................................6 1.4. Structure of Thesis...................................................................................................................7 Chapter Two: Context of the study.................................................................................9 2.1. Pakistan: an introduction .........................................................................................................9 2.2. Education policy in Pakistan .................................................................................................12 2.3. Higher education policies in Pakistan ...................................................................................13 2.4. English Language Teaching policies in Pakistan ..................................................................14 2.5. English Language Teaching at different educational levels in Pakistan ...............................17 2.5.1. English in Schools.........................................................................................................17 2.5.2. English in universities...................................................................................................20 2.6. University of Sindh, Jamshoro, Pakistan (UoSJP) ...............................................................21 2.6.1. Students at UoSJP.........................................................................................................22 2.6.2. UoSJP as a political space.............................................................................................24 2.7. ESL programme at UoSJP.....................................................................................................27 2.8. Summary................................................................................................................................28 Chapter Three: ESL Teaching and Learning in Higher Education.............................. 30 3.1. The Approaches to Learning and Teaching Perspective .......................................................30 3.2. Activity Theory .....................................................................................................................38 3.3. Conceptualising Identity........................................................................................................42 3.3.1. Gender identities ...........................................................................................................47 3.3.2. Rural-ethnic identities...................................................................................................49 3.3.3. Previous learning experiences and identities ................................................................51 3.4. Conceptualising Community .................................................................................................54 iii 3.5. Institutional Influences and ESL ...........................................................................................59 3.6. Summary and Research Questions ........................................................................................62 Chapter Four: Methodology ......................................................................................... 65 4.1. Epistemological and Ontological Stance...............................................................................65 4.2. Methodological Orientation...................................................................................................67 4.3. Case Study as a research strategy..........................................................................................68 4.4. Positionality...........................................................................................................................70 4.5. Data Collection......................................................................................................................72 4.5.1. Documentary Review....................................................................................................72 4.5.2. Observation...................................................................................................................73 4.5.3. Interviews......................................................................................................................75 4.6. Sampling................................................................................................................................78 4.7. Data Analysis.........................................................................................................................84 4.7.1. Translating the data.......................................................................................................85 4.8. Reliability and Validity .........................................................................................................87 4.8.1. Triangulation.......................................................................................................................88 4.9. Ethical Considerations...........................................................................................................89 4.10. Limitations of the Study ........................................................................................................91 4.11. Summary................................................................................................................................91 Chapter Five: Institutional influences on the ESL programme.................................... 93 5.1. Field of Higher Education in Pakistan...................................................................................93 5.2. English Language Teaching Programmes in Higher Education............................................94 5.3. UoSJP’s position in the field of higher education .................................................................95 5.4. Institutional influences of UoSJP on the ESL programme....................................................99 5.4.1. University’s Entry Requirements..................................................................................99 5.4.2. Offering ESL as a support programme .......................................................................100 5.4.3. Large Class Sizes ........................................................................................................101 5.4.4. Teaching......................................................................................................................102 5.4.5. Relations between ESL teachers and the administration ............................................103 iv 5.4.6. Assessment..................................................................................................................105 5.4.7. Quality Enhancement Cell (QEC)...............................................................................108 5.4.8. Learning Resources.....................................................................................................109 5.5. Summary..............................................................................................................................110 Chapter Six: Students’ interactions with teachers and peers in the community of ESL classroom ....................................................................................................... 112 6.1. Teachers’ pedogogic strategies and their interaction with students in the community of ESL classroom ........................................................................................................................................112
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