Transforming English Tense Pedagogy: Evidence-Based Strategies for Overcoming Learning Barriers in Pakistani Higher Education
Abstract
Traditional grammar instruction methods in Pakistani universities consistently fail to develop practical English tense competence, despite years of formal instruction. Students demonstrate persistent difficulties with complex tense applications, voice transformations, and authentic communicative contexts. This gap necessitates the implementation of evidence-based pedagogical strategies that effectively integrate communicative approaches with technological innovation. This mixed methods study systematically evaluated multiple instructional approaches among 256 undergraduate students. The research employed a comprehensive data Collection approach, utilizing structured questionnaires and ten semi-structured interviews to examine implementation experiences and learning outcomes. Five distinct pedagogical strategies were tested: communicative transformation tasks, timeline visualization techniques, technology-enhanced platforms, collaborative learning methodologies, and integrated skills approaches. Quantitative data analysis was conducted using SPSS 22.0, while qualitative findings underwent systematic thematic analysis.
Keywords: Pedagogical Strategies; English Tense Instruction; Communicative Language Teaching; Technology Integration
