Comparison between Pakistani ESL Undergraduates' and Teachers’ Attitudes, Perspectives and Challenges in Collaborative Learning Approach

Khan, Abdul Bari (2025) Comparison between Pakistani ESL Undergraduates' and Teachers’ Attitudes, Perspectives and Challenges in Collaborative Learning Approach. PhD thesis, University Malaysia Sarawak.

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Abstract

In the 21st century, English language pedagogy has increasingly moved from a teacher- centered to a student-centered approach, a shift that has influenced educational practices globally, including in Pakistan. Collaborative Learning Approach (CLA) is central to this transition, encouraging active student engagement and interaction. Therefore, this study aimed to examine the extent to which Pakistani ESL undergraduates' attitudes, views, and challenges in CLA match their teachers' perspectives. The study employed survey design and data were collected using questionnaires with items adapted from a combination of previous studies. The questionnaires were validated from three English language experts. Sixty Pakistani ESL undergraduates and ten Pakistani ESL teachers participated in the pilot survey. Good to excellent reliability on Cronbach alpha was measured in all questionnaires adapted for Pakistani ESL undergraduates and teachers. Then the main study was conducted which involved 420 Pakistani ESL undergraduates and 35 Pakistani ESL teachers who were selected randomly through cluster sampling from seven out of thirteen public/government universities of Islamabad, the federal territory of Pakistan. Descriptive and inferential statistics were used to analyse the data. The findings showed that the attitudes of Pakistani ESL undergraduates are positive towards learning English. Similarly, Pakistani ESL teachers also revealed positive perspectives about their undergraduates’ attitudes towards learning English. A weak negative correlation between the attitudes of Pakistani ESL undergraduates towards learning English and the perspectives of Pakistani ESL teachers about their undergraduates’ attitudes towards learning English was reported. Moreover, Pakistani ESL undergraduates revealed positive views about CLA in learning English. Likewise, Pakistani ESL teachers revealed positive perspectives about their undergraduates on CLA in learning English. A weak negative correlation between the views of Pakistani ESL undergraduates about CLA and the perspectives of Pakistani ESL teachers about their undergraduates on CLA in learning English. In addition, Pakistani ESL undergraduates faced moderate challenges in CLA in learning English. Further, Pakistani ESL teachers revealed moderate perspectives about the challenges faced by their undergraduates in CLA in learning English. A weak negative relationship between the challenges faced by Pakistani ESL undergraduates in CLA and the perspectives of Pakistani ESL teachers about the challenges faced by their undergraduates in CLA in learning English. This study will assist educators, policymakers, and curriculum designers in the development of innovative and useful policies for improved ESL learning.

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