Developing English Language Proficiency through Critical Pedagogy at Undergraduate Level

Abstract

In Pakistan English language has been used as a second language and it is also given the status of official language of Pakistan since 1947. It is also used as a medium of instructions in educational institutes. In Pakistan, ESL classrooms are providing chances to the students to learn and use English language in different domains of their lives. This quantitative study aims to examine the effectiveness of critical pedagogical practices to enhance English proficiency of students in ESL context at undergraduate level in Pakistan. A questionnaire with close-ended questions was developed in order to elicit responses of university students. The obtained data were computed through the postulates of (Kincheloe, 2008). A significant portion of students expressed dissatisfaction with their courses in terms of fostering critical thinking skills, encouraging active participation, and providing materials that resonate with diverse cultural backgrounds. Many respondents stated that their English courses did not effectively encourage independent thinking, critical reflection on societal issues, or the exploration of different perspectives.