Abstract
This study investigates English language teaching (ELT) practices used in the Access Program and public schools. Its main focus is on the effect of the Access Program and public schools ELT practices on linguistic achievement of learners. It is an experimental research in which an experimental group (Access students) was treated through Access teaching model while the controlled group (public school students) was taught through traditional method as used in public schools. All Access students and those public school students who appeared for the test to get admission in the Access Program were the population of the study. The respondents of this study were selected through cluster sampling from the Access Program and random sampling from public schools. A diagnostic test was used as a tool for data collection. The diagnostic test was comprised of two parts: written (assessing reading and writing skills) and oral (assessing listening and speaking skills) parts. It was used as pre and post-test for data collection from the respondents. Data were analyzed through SPSS using independent sample t and dependent sample t tests. There was no statistical difference between the mean scores of the Access Program and public school students in the pre-test while there was a significant statistical difference in the mean scores of the Access Program and public school students in the post-test. The Access Program students showed better linguistic competence and performance than the public school students. Hence, it can be inferred that ELT practices used in the Access Program can bring better results than those used in public schools.
Muhammad Iqba, Muhammad Shaban Raf. (2018) A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools, Bulletin of Education & Research, Volume 40, Issue 3.
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