Methodic Analysis of Language Teaching in Access Microscholarship Program: A New Perspectiv

Abstract

The current study aims to find the distinguishing traits of the teaching method used in the Access Microscholarship Program funded by the US State Department. The teaching method is analyzed based upon the model given by Richards & Rodgers in 1986 and further refined in 2001 and 2014. The study is experimental and used a small survey besides experimentation. There were two groups, the control and experiment group and homogeneity was applied by using the same age bracket and background. The researcher completed the experiment, proving that the students taught by Access teachers improved significantly compared to the traditional teaching method used in ESL/EFL classes in Pakistan. Post-test comparison of both Access and ESL classes showed a significant difference in the results of both classes that showed the efficacy of the teaching method used in Access classes. After the experiment, the method is compared with the model of Richard and Rodgers to know its distinguishing factors. That comparison shows that the model gives students better learning and makes them good citizens by adding a weekly module on social work. The study accepted H1 as a proven hypothesis, and H0 was rejected, which ultimately proved the efficacy of the teaching method used in Access classes.