Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan
Bibliographic record
Abstract
Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents’ interest and inadequate teachers’ training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.211 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".