ELF - Shah Abdul Latif University Khairpur

107 Pages·2011·0.67 MB·English

by  Talabdar Hussain

ISSN.1026-7026

E L F
ENGLISH LANGUAGE AND LITERARY FORUM
ANNUAL RESEARCH JOURNAL
(HEC Recognized Research Journal)
Vol. No.12 Refereed Journal 2010

Department of English

Faculty of Social Sciences and Arts

SHAH ABDUL LATIF UNIVERSITY, KHAIRPUR
SINDH, PAKISTAN
II
ISSN.1026-7026

E L F
English Language and Literary Forum
ANNUAL RESEARCH JOURNAL
Department of English

Shah Abdul Latif University, Khairpur
Sindh, Pakistan

Vol. No.12 Refereed Journal 2010

EDITORIAL BOARD
Dr Ghulam Mustafa Mashori Editor-in-Chief
Dr Ziauddin Khand Member
Syed Zulfiqar Ali Shah Member
EDITORIAL ADVISORY BOARD
Dr Zafar Iqbal Member
Dr K.M Lark Member
Dr G.M. Hall (UK) Member
Dr J.L. Milton (UK) Member
Dr Estela Ene (USA) Member
Dr Xiaoming Li (USA) Member
Dr Kaplan M. Lindsay (USA) Member
Dr Paul Tench (UK) Member
Dr Thomas W. Meyer (USA) Member
III
NOTES ON EDITORIAL ADVISORY BOARD
• Dr Ghulam Mustafa Mashori Editor-in-Chief
Associate Professor
Department of English
Shah Abdul Latif University, Khairpur Pakistan
• Dr Ziauddin Khand Member
Associate Professor and Chairman
Department of English
Shah Abdul Latif University, Khairpur Pakistan
• Syed Zulfiqar Ali Shah Member
Assistant Professor
Department of English
Shah Abdul Latif University, Khairpur Pakistan
• Dr Zafar Iqbal Member
Chairman
Department of English
University of Management Sciences and Technology Lahore
Pakistan
• Dr K.M Lark Member
Department of Business administration
Iqra University Defense view, Karachi
• Dr G. M. Hall (UK) Member
School of Arts/Applied Linguistics
University Wales Swansea
• Dr J.L. Milton (UK) Member
Head of School of Applied Linguistics
University Wales Swansea
• Dr Estela Ene (USA) Member
School of Second Language Acquisition and Teaching
University of Arizona
• Dr Xiaoming Li (USA) Member
Associate Professor of English
Long Island University, Brooklyn Campus NY
USA
• Dr Kaplan M. Lindsay (USA) Member
School of English
George Town University,
Washingtion D.C
• Dr Paul Tench (UK) Member
Senior Lecturer School of English
Cardiff University, U.K
IV
NOTES FOR CONTRIBUTORS
ELF is a HEC recognized research journal published once a year. Articles
submitted to the Journal should be original contribution¸ and should not be under
consideration for any other publication at the same time. If an article is under such
consideration, authors should clearly indicate this at the time of submission.
Authors are entitled to 20 free off prints and a copy of the issue in which their
articles appear. Copyrights in articles rest with the publisher. Articles should be typed on an
IMB compatible word processor (preferably MS Word 2000, Adobe Page Maker 7) if at all
possible, and the CD should accompany the typed script at acceptance stage. CD should be
labeled with the title of the articles, the author’s name, and the software used.
Articles should be submitted in duplicate, double spaced throughout (including
notes), with ample margins. Pages, including those containing illustrations, diagrams or
tables, should be numbered consecutively. The articles should conform to the journal style
outlined below. Any figures and tables must be clearly produced ready for photographic
reproduction. The source should be given below the table. Each manuscript should be
preceded by a summary/ Abstract (of up to 175 words in length) which should be an
abstract of the whole article, not of the conclusion alone.
Length
Articles of around 3500 words in length are preferred. It is not possible for us to
accept articles over 4000 words long. Please give a word count at the end of your article.
Word counts should include tables and appendices, but may exclude the abstract and the
list of references (APA).
Title and abstract
Please give your article a brief, clear, and informative title. Titles should
preferably be a maximum of 50 characters long, with an absolute maximum of 70,
including spaces. Begin your article with an abstract of no more than 150 words
summarizing your main points.
Headings and subheadings
Headings and subheadings should be on a separate line, ranged left. Underline
main headings, but do not underline subheadings. Do not use a numbering or lettering
system for headings. Do not try to format your submission in the style of a published article.
An international format of research papers is suggested.
The ELF Annual Research Journal is published annually by the department of
English. All correspondence should be addressed to the Editor-in-chief ELF, Annual
Research Journal, Faculty of Social Sciences and Arts, Shah Abdul Latif University,
Khairpur Sindh Pakistan.
E-mail: [email protected]
ISSN 1026-7026
Subscriptions:
Pakistan: Annual Rs.100
Foreign: Annual US $ 15
Copy right@ 2010: Reserved with the ELF Annual Research Journal
Publisher: Department of English, Shah Abdul Latif University, Khairpur
Printed by: Popat Press, Mall Road Khairpur Mirs
Designed by: Hubdar Ali Mangi
Composed by: I Khairpur
V
ISSN.1026-7026

E L F
English Language and Literary Forum
ANNUAL RESEARCH JOURNAL
Department of English

Shah Abdul Latif University, Khairpur
Sindh, Pakistan

Vol. No.12 Refereed Journal 2010

CONTENTS
01. Students’ Reactions Regarding the Use of Process Strategy for Oral
Presentations in ESP.......................................................................................1
Mr Mohammad Fareed Dar, Dr Sajida Zaki and Dr Hina Hussain Kazmi
02. Investigating the Causes of Domaki’s Decline...............................................13
Dr Fauzia Janjua
03. Practicing Process Writing Strategies in English: An Experimental
Study of Pre and Post Process Teaching Perceptions of
Undergraduate Students at Shah Abdul Latif University Khairpur.................25
Dr Ghulam Mustafa Mashori
04. Teaching English Vocabulary to the ESL Learners through
Inferencing Techniques..................................................................................59
Dr Ziauddin Khand, Syed Zulfiqar Ali Shah and Mr Mukesh Kumar Mandhan
05. Motivation for learning English in Pakistan....................................................75
Mr Habibullah Pathan, Ambreen Shahriar and Mr Mumtaz Ali Mari
06. The Role of Illustrations in an Encoding Dictionary.......................................93
Mr Mahmood Ahmad and Prof. Dr Zafar Iqbal
VI
NOTES ON CONTRIBUTORS
01. Mr Mohammad Fareed Dar
Lecturer, Department of Humanities, NED University of Engineering and
Technology, Karachi
02. Dr Sajida Zaki
Associate Professor, Department of Humanities, NED University of
Engineering and Technology, Karachi.
03. Dr Hina Hussain Kazmi
Associate Professor, Department of Education and Learning Sciences, Iqra
University Karachi
04. Dr Fauzia Janjua
Department of English Air University Islamabad
05. Dr Ghulam Mustafa Mashori
Associate Professor, Department of English, Shah Abdul Latif University,
Khairpur Sindh Pakistan
06. Dr Ziauddin Khand
Associate Professor, Department of English, Shah Abdul Latif University,
Khairpur Sindh Pakistan
07. Syed Zulfiqar Ali Shah
Assistant Professor, Department of English, Shah Abdul Latif University,
Khairpur Sindh Pakistan
08. Mr Mukesh Kumar Mandhan
Assistant Professor, Department of English, Shah Abdul Latif University,
Khairpur Sindh Pakistan
09. Mr Habibullah Pathan
Lecturer at English Language Development Centre Mehran University
Jamshoro. Mr Pathan completed his M.Ed. ELT in 2009 from University of
Glasgow, UK. Currently he is pursuing doctorate at the University of
Glasgow. His research interests are SLA, L2 Motivation and Language policy
and planning.
10. Ambreen Shahriar
Lecturer at the Institute of English, University of Sindh. She did her first Master's in
English literature from University of Sindh followed by her second Master's in Tesol
from University of Leceister. Presently she is pursuing her PhD at the Goldsmith
University of London UK
11. Mr Mumtaz Ali Mari
Lecturer at the Department of English, Shah Abdul Latif University, Khairpur Sindh
Pakistan. Presently he is pursuing his doctoral studies in Applied Linguistics at
Northumbria University, UK
12. Mr Mahmood Ahmad
Ph D Scholar, Department of English B. Z. University, Multan, Pakistan
13. Prof. Dr. Zafar Iqbal
Department of English language and literature U M T, Lahore, Pakistan
Students’ Reactions Regarding the Use of Process Strategy
for Oral Presentations in ESP
Mr. Mohammad Fareed Dar•, Dr Sajida Zaki•• and Dr Hina Hussain Kazmi•••

ABSTRACT: Oral communication and presentation skills are the
most demanding and crucial skills to individuals, especially
professionals; however, the ESL settings reveal these as deficiencies in
students who are acquiring tertiary education. The major factor
responsible is the fact that these skills are neither consciously nor
systematically taught and learnt, despite the fact that these courses are
being essentially taught at all academic and professional programmes.
This paper presents a study that makes use of a systematic instructional
strategy using process approach enabling students to consciously focus
all components of the presentation activity from the planning to
delivery stages thereby enhancing their presentation skills and
ensuring quality outputs. The empirical study was carried out a public
sector professional university with twenty seven participants who
volunteered for the study. Following a systematic implementation of the
process strategy, the participants’ perceptions about the experience
and its impact were collected using a questionnaire which drew
evidence that stated that the students found the strategy beneficial in
reducing their anxiety and fear, and enhancing their interest and
overall performance.
INTRODUCTION
“English Language has come a long way from being the native language
establishing the identity of a nation, to its status raised to that of lingua franca for many
countries to maintain social and economic links. With globalization and technological
revolution its status is further elated to the status of international means of
communication for the residents of this global village”. (Zaki, 2007, p.1). The non-native
language users have outnumbered the native speakers (Crystal 1997, Graddol 1997), and
English has become the dominant language of science (Ammon, 2001) and the language
of international communication. The choice and ability to use English can affect one’s
understanding and judgment while approaching academic material especially of the
scientific and technical nature (Tonkin & Reagan 2003); language proficiency and
professional know- how are highly interlinked and the language proficiency will be an

• Lecturer, Department of Humanities, NED University of Engineering & Technology, Karachi
•• Associate Professor, Department of Humanities, NED University of Engineering & Technology, Karachi
••• Associate Professor, Department of Education & Learning Sciences, Iqra University Karachi
2 ELF Annual Research Journal 2010 Vol.12
extremely useful tool in working in environments having multicultural workforce
(Jaatinen, 2006); and facts like these have serious implications for English Language
Teaching (ELT) pedagogy (Jenkins 2002). The scope of teaching and learning English
language has increased immensely owing to the impact language proficiency makes on
the personal and professional lives; and today learners are learning English as they
require using it as a tool for education, work and life (Hull, 1997). Consequently, it is
desirable that the educators examine and adjust teaching programmes and pedagogical
materials in order to meet better the changing realities that occur within societies in
personal or professional spheres of its people (Byrnes 2006).
Language and communication skills learning is a priority matter in professional
education and training and this can be established on the evidence from the medical
profession which reveals “there is a growing acceptance of the need to teach and assess
communication skills in medical schools” (Makoul & Schofield, 1999) especially oral
communication and presentation skills, since oral communication plays a central role in
clinical care (Haber & Lingard, 2004) and the eight recommendations of the International
Conference on Teaching Communication strongly make a case for essential language and
communication skills development especially the recommendation number “ (5)there
should be a planned and coherent framework for communication skills teaching and (6)
that students’ ability to achieve communication tasks should be assessed directly”
(Makoul & Schofield, 1999). Likewise, the engineering discipline is resonating under the
calls for reinventing engineering education where it is strongly felt that engineers today
need much more than mere technical skills (Crawley et.al 2007) and they should be able
to interact with people effectively (National Academy of Engineering, 2009) for which
they require strong language and oral communication skills. Dr Hassan Al Basri (2010) in
his key note speech at the Fifth International Forum on Engineering Education shared the
results of a nation- wide study conducted by the alumni of engineering universities in
Malaysia to help academia in identifying key areas for improvement at engineering
education and of the identified areas “communication and interpersonal skills” topped the
list which was merely a re-endorsement on the Malaysian Employers Federation (2004)
report that stated that one of the key skills employers want to see at the time of
recruitment is oral communication, particularly presentation skill.
The global trends have also pervaded the local context, where English is the
official language and is also, to a large extent, enjoying the status of the second language
since, “It is language of government, business technology and law in Pakistan”. (Malik,
1996, p.11). Language proficiency and communicative competence is required by every
professional, initially during their academic and professional education and later in their
careers; also the employers sought and demand language and communication skills while
recruiting graduates. Hence, English Language competence is directly linked with the
employability and growth opportunities of an individual as stated by Kelli Fisher (2006)
“A person in the non-English speaking world who is proficient in the English language is
Students’ Reactions Regarding the Use of Process Strategy for Oral Presentations in ESP 3
granted more opportunities and has access to better jobs and higher salaries.” It has now
become a well recognized fact that all professionals in Pakistan: doctors, engineers,
teachers, entrepreneurs etc. need to have good command of English language. Importance
of English language increases when these professionals join a multinational organization
or want to go abroad for job or further education. In many cases these professionals can
compete internationally in their respective fields, but lack of English proficiency becomes
a barrier as pointed out that “A graduate of today lacks competence in written and spoken
English” Malik (1996:13). This observation about the local context has already echoed
globally that Second Language Learners of English language fail to develop academic
proficiency which will enable them to undertake activities in their academic settings and
later train them for the real professional world. Realizing the far reaching impact of
language and communication skills, all academic programmes at tertiary level education
has English or Communications skills course as an essential component. Considering the
importance of English language in higher education and the declining quality of English
language teaching in Higher Education Institutes (HEIs), Higher Education Commission
(HEC) initiated English Language Teaching Reforms Project (ELTR) in 2004 with the
objective of improving the language teaching practices across Pakistan so our graduates
and professionals can compete in the global arena with professionals from other regions.
Efforts are being made at several tiers right through teachers to policy making quarters
towards development of effective instructional methodology and materials that can
facilitate the development of crucial language and communications skills among students.
STUDY FOCUS
This paper shares a study about the use of a planned instructional strategy to
improve students’ oral presentation skills during an ESP course at a public sector
engineering university with students pursuing undergraduate degree. The study began
with the implementation of an instructional technique for teaching presentations skills to
students using process approach which involved providing well planned and meaningful
inputs at various stages of the planning for an improved and effective output. The paper
shares empirical data collected from students regarding their reactions towards the
experience and the way it impacted them. The primary objectives of the study were: (1)
to explore the students previous oral presentation experiences in order to know whether
or not they were taught oral presentations formally and systematically by the use of some
standard instructional technique, (2) to identify students’ reactions towards the use of
process strategy in developing presentation skills and to capture the benefits that students
perceived they received owing to the use of this strategy.
The paper can be classified under the theme of “learner strategy training” which
Brown H Douglas (1991) identified as one of the four major themes in ESOL Teaching
and Research which was an important concern in ESP courses. Presentations and oral
communication skills are not just required for employment and professional purposes in
professional career settings, rather they are needed at all times by everybody pursuing
4 ELF Annual Research Journal 2010 Vol.12
higher education as part of their regular class presentation, oral examination, proposal or
thesis defense. If oral communication is in second or foreign language, the difficulty level
particularly in formal oral communication increases. The situation is further aggravated if
learners are not trained for formal oral communication in academic institutions. Broadly,
speaking can be divided into two categories, informal and formal. The informal speaking
generally involves no planned thinking or practice for e.g. social discussions among
friends, family members etc.; however, the formal speaking is drastically different since
it is well planned, researched and even practiced such as job interviews, official meetings,
presentations, oral reports etc. (Kassim & Ali 2010) believe that speaking or oral
communication should be given more importance as to other skills because they think it
is key skill looked for by employers. As per study conducted by Malik (1996) Pakistani
college students also prioritized spoken English as their number one need in English.
Guffy (2003), also, states that speaking skills often play an important role in successful
career of business people. According to Lesiker and Flatley (2002) for many people
formal oral communication is the most difficult but at the same time they believe that
speaking can be improved by learning speaking techniques and putting them into
practice. Locker (1998) considers that a good presentation is more than just a good
delivery: it also involves developing a strategy that fits your audience and purpose,
having good content, and organizing material effectively. Kerry Shephard (2005) is of the
view that a fixed external model of a good presentation cannot be fixed. Haber & Lingard
(2004) strongly felt that by making explicit the tacit rules of presentations, these can be
improved and that while teaching and learning oral communication and presentations
context should be focused more than the content. Krizan et al (2008) believe that amount
of time one spends on giving oral presentations varies widely depending on one’s
position in an organization but they believe that effective oral presentations are “a thread
common to many careers”. Thus, it can be concluded that presentation skills are to be
essentially developed with teacher and learner making use of a planned strategy.
The results and conclusions of this study may be used by students and teachers
at all similar HEIs who are undertaking mandatory courses in language and
communication. Th
PROCESS APPROACH FOR PRESENTATIONS
Though Process approach (Raimes, 1983, Zamel 1982, 1983) is one of the main
line approaches in teaching and learning of writing skills, but it can be used effectively
for presentations and oral communication skills too. The process approach for writing
offers systematic steps like planning , rehearsing, writing content, revising and feedback
which comfortably enable the students to achieve their written outputs smoothly and
successfully. The approach is very much flexible and not fixed, process steps can be
moulded according to the needs (Murray,1985); however, most commonly used steps in
process approach as suggested by Campbell (1998) are planning, gathering information,
drafting, revising and editing.