Teaching Spaces in Pakistan: A Case of English Language Learning Skills at Tertiary Level
DOI:
https://doi.org/10.55737/qjssh.579341510Keywords:
Teaching Space, Language Learning, Tertiary Education, Gender Inequality, Study SupportAbstract
This study examines English language learning skills among students at the tertiary level, specifically in teaching spaces. A quantitative approach has been used in this study. The students of the BS (4 Years) program constitute the population of the study. Cross-sectional research was undertaken, and a structured questionnaire was used to collect the data. The measuring tool consists of different variables, including identification, socio-demographic characteristics, teaching spaces, and English language learning skills. A pilot test was done on 25 randomly selected students, and the value of Alpha was reported as above .721. A statistics analysis includes the Chi-Square test and Independent Sample T-test. The findings of the study revealed that the teaching spaces have a favourable effect on English language learning skills among students at the tertiary level. The results of Chi-Square confirm an association between variables (teaching spaces and English language learning skills). Similarly, the independent sample T-test asserts that there is a significant difference in physical infrastructure, presentation assignment activity, and study support material among male and female students for English language learning in higher education in Pakistan.
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