THE EFFECT OF DIRECT TEACHING METHOD ON THE DEVELOPMENT OF ENGLISH PROFICIENCY SKILLS AMONG UNDERGRADUATE ESL LEARNERS: AN EXPERIMENTAL STUDY

Abstract

The ability to write creatively and to communicate is important in the twenty-first century and an important goal in the teaching of English. The use of learner centered methodologies in the teaching-learning process is on the rise. The English language instruction in Pakistani universities still incorporates traditional teaching methods that do not support authentic communicative activities and creative use of the language. This study addresses the effectiveness of the Direct Teaching Method to enhance creative writing and speaking ability of the undergraduate ESL students of Pakistani universities. The aim of this study is to compare the performance of students taught using Direct Teaching Method and students taught using regular teaching method in order to describe the performance of students who are taught through the Direct Teaching Method with the performance of students who are taught using regular teaching method using quantitative experimental research design. The data were collected for this study using pre- test and post -test assessment techniques on creative writing and creative speaking skills, as well as a structured questionnaire to collect the student's opinion on the method of instruction. These statistical tools were employed include descriptive statistics, independent-samples t-test, paired-samples t-test and analysis of covariance (ANCOVA). The Direct Teaching Method is expected to produce a lot of achievement for the students in creative communication, oral fluency, vocabulary usage, grammar accuracy and communicative ability. The results were helpful in contributing to the literature on communicative language teaching. Moreover, the research has its educational applications since it provides useful information for English language teaching specialists, curriculum planners, and educational policy makers on how to implement the student-centered teaching approach when teaching ESL undergraduates.