Transformational Teaching Practices in Bachelor English Programs within

Transformational Teaching Practices in Bachelor English Programs within Pakistan: A Qualitative Examination Dr. Khazima Tahir Department of Special Education, Punjab

Introduction ØThe importance of English as a language of power ØReforms to teach English to students (Mansoor, 2004; Rahman, 2005; Siddique, 2007). Ø Students need access to good quality English language education (Khalique, 2006). ØA pattern of surface learning for the English language and traditional teaching environments ØResearch studies indicate that professor instructional practices predict student deep learning (Economos, 2013; Nelson-Laird, Seifert, Pacarella, Mayhew & Blaich, 2014). ØThe potential of transformational teaching to improve instruction is seen in various studies ( pounder, 2005; Harrison, 2011).

Purpose • The purpose of this qualitative study was to examine undergraduate students’ descriptions of English professors’ instructional practices including professors’ use of motivation, individualized consideration, intellectual stimulation and deep learning techniques in bachelor English programs within Pakistani universities, and how these practices impacted student learning.

Theoretical Framework Transformational Teaching Individualized consideration Intellectual Stimulation Instructional Practices Deep Learning Professorial Charisma Motivation

Transformational Teaching

Deep Learning

Motivation

Methodology • The data for this research study was extracted from a dissertation study conducted by Khazima Tahir in partial fulfillment of the requirements for the degree of Doctor of Education at Dowling College, School of Education, Department of Administration, Leadership, and Technology, New York (2015). Permission to complete this research was sought through the Internal Review Board for the Protection of Human Subjects in Research (IRB) at Dowling College, New York, USA and department chairs of the universities in the Punjab, Pakistan. The study was guided by the following research question: • How do students in four focus groups describe their English professors’ instructional practices, motivational techniques, individualized consideration, intellectual stimulation, and use of deep learning techniques impact their English language learning?

Data Gathering Techniques • Qualitative research approach was used with six major protocol questions for undergraduate students. • Four focus groups participated in the interview protocol. • Each group consisted of six students. • Researcher requested permission from each participant to participate in the research process. • Interviews were recorded digitally and field notes were taken to record participants’ responses. • Subjects were guaranteed anonymity and confidentiality

Interview Protocol Dimensions

Data Analysis An analysis of similarities, patterns and discrepancies from the general theory of student motivation, transformational teaching, individualized consideration, critical thinking and deep learning was identified among the respondents.

Themes Patterns Instructional Practices Lecture-based teaching in literature caused student frustration students indicated that their personal tendencies for learning English literature or language skills impacted their views regarding their professors’ skills in engaging them. Charisma • • Charisma inspires and provides • emotional support to students. Uninspiring professor • behaviors resulted ineffective • teaching. Professor personality traits were a great source of inspiration for them. Multiple languages, Interdisciplinary knowledge Individualized Consideration connected with those professors who were sensitive to individual students’ needs Use of lecture method by literature professor led them to treat their students as a group. Motivation Students personal interest professors’ use of pedagogical motivation influenced their level of motivation techniques resulted in an increased student to learn English. motivation to learn the subject Intellectual Stimulation Led students adopt deep approaches Deep learning Student adopted deep approaches Literature classes instilled in them a greater to learn literature as compared to commitment and passion for learning, and led language classes them to make greater connections in real life Literature had greater room to involve students in intellectual discussion and resulted in increased student-engagement.

Recommendations § Professors should integrate their lecture-based teaching style with more creative activities in the classes. §. Student personal interest in literature courses should be utilized to maximize deep learning experiences in the classes. § Professor should adopt a caring attitude while they teach a second language and its literature. § English professors should nurture more active and individualized environments in order to influence their students’ approaches to learning. • Professors should use transformational teaching behaviors in the class. Higher education institutes should create staff development opportunities to promote transformational teaching in Pakistan.

Recommendations • Student personal interest in literature courses should be utilized to maximize deep learning experiences in the classes. • They should be given curricular experiences in language classes where they examine the strengths and weaknesses of their views, integrate ideas from different sources, and include diverse perspectives in their assignments. • Professors should involve students in a dialogue regarding the importance of the language and literature for student passion, commitment and love for learning. • Professors should use transformational teaching behaviors in the class. Higher education institutes should create staff development opportunities to promote transformational teaching in Pakistan.

Thank You