A Case Study of Master of Arts in English Language Teaching and Linguistics Program at Institute of Education & Research

Abstract

The study was designed to conduct an in-depth investigation of how well the Master of Arts in English Language Teaching and Linguistics (M.A. ELTL) program of Institute of Education and Research (IER), University of the Punjab, prepared its prospective teaches of final semester (PTFS) and alumni in twenty domains identified through literature as essential components of a quality English teacher education program. The PTFS, alumni, heads of educational instructions (HEIs) where alumni were teaching, and Instructors of MA ELTL program, confirmed the importance of these essential components for improving the quality of teaching learning process. These twenty essential components fall under four areas namely instruction, curriculum, professionalism, and English language skills. The study was based on mixed method approach. The Convergent Parallel Mixed Methods Design was used for triangulation and better understanding of the phenomenon. The qualitative data were collected through interviews from Instructors of Program (IP) and HEIs where alumni were employed. Moreover, minutes of meetings at the time of development of the program, scheme of studies, course outlines, notifications, official documents, were carefully reviewed. The quantitative data were collected through the survey responses, based on twenty domains identified as essential components and used as indicators of a quality teacher education program. The PTFS and alumni of the M.A ELTL program rated the importance and their level of preparedness to teach in real world classrooms after receiving training through MA ELTL program, in each of these twenty essential components that fall under curriculum, instruction, professionalism, and English Language Skills. Classroom observation schedule was also used as research tool in the study. The researcher revealed that the essential components of engagement andxviii collaboration were not aligned with the course content of the MA ELTL program indicating a gap that needs to be filled amicably. The researcher revealed that curriculum, instruction, professionalism, and the English language skills were very important areas of MA ELTL program. The researcher concluded that MA ELTL program moderately prepared its PTFS and alumni in instruction, curriculum, professionalism, and the English language skills. No significant difference was found between the perceptions of male and female Alumni & PTFS of M.A ELTL program regarding the importance and their level of preparedness in instruction, curriculum, and English language skills. However, significant difference was found between opinions of male and female students regarding the importance and their level of preparedness in professionalism. The results of this study can be used for future curriculum development and supplement the present form of program evaluation. This study can be helpful in improving the quality of M.A. ELTL program as it identified its weaknesses and gaps. The study can contribute to better alignment in components of this program, and may lead to an improved curriculum of the Program. Keywords: Evaluation, English Language Teaching, Level of Preparedness, Teacher Education