• Ameer Ali University of Sindh
  • Mohammad Ibrahim Government Boys Degree College



modern pedagogies,, teaching, learning, needs


The current research investigates the use of modern pedagogies in Pakistan. It is intended to address the teaching community's pedagogical problems in Pakistan. Besides, the research also motivates teachers to make use of modern pedagogies and make their teaching effective. Although most teachers use obsolete methods of teaching, this research attempts to investigate and encourage the use of modern pedagogies in Pakistan. Furthermore, modern pedagogies effectively address the learning needs of students. Therefore, this research seeks to investigate which teaching pedagogies are used in teaching English in Pakistan’s Sindh province. Purposive sampling technique and survey questionnaire were used for collecting data from six participants who teach English in government colleges of Pakistan’s Sindh province. The research findings show that the participants are using modern pedagogies when teaching English in their colleges. Additionally, the researchers applied a qualitative method to analyze the data and used a survey questionnaire to collect primary data with the help of purposive sampling. Hence, the current research studies the problem of using modern teaching methodologies in a detailed manner.


Ali, A. (2021a). Lesson Planning and Proactive Classroom Management Strategies for Teaching English at Tertiary Level in Pakistan. Elsya?: Journal of English Language Studies, 3(1), 8–16.

Ali, A. (2021b). UNDERSTANDING THE ROLE OF TRANSLANGUAGING IN L2 ACQUISITION: Applying Cummins’ CUP Model. Journal of Cultura and Lingua, 2(1), 15–25.

Canagarajah, S. (2014). EAP in Asia. In English for Academic Purposes (EAP) in Asia (pp. 93–102). Rotterdam: SensePublishers.

Crystal, D. (2012). English as a Global Language. United Kingdom: Cambridge University Press.

Durrani, N. (2008). Schooling the “other”: The representation of gender and national identities in Pakistani curriculum texts. Compare, 38(5), 595–610.

Fareed, D. M., Jawed, S., & Awan, S. (2018). Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems. Journal of Education and Educational Development, 5(1), 80.

Graham, S., & Hebert, M. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review, 81(4), 710–744.

Idris, M. (2019). Developing the Reading Comprehension by Using Grammar Translation Method.

Kachru, B. B. (1994). ENGLISH IN SOUTH ASIA. In The Cambridge History of the English Language (pp. 497–553). Cambridge University Press.

Khan, H. K. (2011). Becoming teacher educators in Pakistan: voices from the government colleges of education. Journal of Education for Teaching, 37(3), 325–335.

Khatmah, A. (2020). English Foreign Language Teachers’ Pedagogical Beliefs: Traditional Teaching and Language Socialisation. Studies in English Language Teaching, 8(3), p101.

Mehmood, R., Hussain, M., Chaudhry, A. I., & Kashif-ur-Rehman. (2011). Student Counseling: Adding Value to Educational Institution. Journal of Education and Vocational Research, 2(3), 116–119.

Nawab, A. (2012). Is it the way to teach language the way we teach language? English language teaching in rural Pakistan. Academic Research International, 2(2), 696–705.

Richards, N. (2000). An Island Effect in Japanese. Journal of East Asian Linguistics, 9(2), 187–205.

Rogers, R. (2004). Review: African American Literacies. Applied Linguistics, 25(4), 545–548.

Savignon, S. J. (2008). Interpreting communicative language teaching: Contexts and concerns in teacher education. Yale University Press.

Vazir, N., & Ismail, S. (2009). Developing creative writing skills in early childhood?: A case study from Pakistan. Journal of Educational Research, 12(2), 302–317.