SLA THEORY TO TESOL PRACTICE: A MIXED-METHODS INVESTIGATION OF PAKISTANI PRE-SERVICE AND IN-SERVICE TEACHERS’
Keywords:
Communicative Teaching, Mixed-Methods, Pakistan, Professional Development, Second Language Acquisition (SLA), Teacher Cognition, TESOLAbstract
This study explores how English language teachers in Pakistan conceptualize and apply Second Language Acquisition (SLA) theories in their classroom practices. Using a mixed-methods design, data were collected from 80 preservice and in-service teachers through a Likert-scale questionnaire and open-ended responses. Quantitative findings indicate a high level of theoretical awareness, with in-service teachers demonstrating significantly stronger application of SLA principles (p < .01). A strong positive correlation between SLA knowledge and classroom practice was also observed. Qualitative analysis highlights contextual challenges, including large class sizes, limited resources, institutional constraints, and exam-oriented curricula, which hinder effective implementation. The study underscores the need for sustained, context-sensitive professional development to bridge the gap between SLA theory and TESOL practice in Pakistan.
Downloads
References
Andrews, S. (2007). Teacher language awareness. Cambridge University Press.
Borg, S. (2019). Teacher cognition and language education: Research and practice. Bloomsbury Academic.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education. Routledge.
Jabeen, F., & Ahmad, R. (2021). English language teaching practices in Pakistan: A classroom-based analysis. Journal of Education and Educational Development, 8(1), 45–62.
Khan, S. (2020). Challenges of English language teaching in Pakistan: A sociolinguistic perspective. International Journal of English Linguistics, 10(3), 112–120.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Nunan, D. (2006). Task-based language teaching. Cambridge University Press.
Rahman, T. (2019). Language policy and education in Pakistan: A critical review. South Asian Language Review, 12(2), 25–40.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sumra Peeran , Dr. (Mufti) Imran Khan, Ufaq Binte Jamal (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
