An Evaluative Study of the English Language Teaching- Learning Process in Government Polytechnics in North Coastal Districts in Andhra Pradesh
https://doi.org/10.5281/zenodo.13687972
Author(s): Nirmala Sadasivuni & Prof.
S. Prasanna Sree
DOI: https://doi.org/10.5281/zenodo.13687972
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Volume 15 | Issue 4 | August 2024
Pages: 392-405
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The Criterion: An International Journal in English Vol. 15, Issue-IV, August 2024 ISSN: 0976-8165
www.the-criterion.com
https://doi.org/10.5281/zenodo.10448030
An Evaluative Study of the English Language Teaching-Learning
Process in Government Polytechnics in North Coastal Districts in
Andhra Pradesh
Nirmala Sadasivuni
Research Scholar,
Dept. of English,
Andhra University,
Visakhapatnam, Andhra Pradesh.
&
Prof. S. Prasanna Sree
Article History: Submitted-21/07/2024, Revised-14/08/2024, Accepted-25/08/2024, Published-31/08/2024.
Abstract:
The present research paper deals with teaching the English language in government
polytechnic faculties in the North Coastal Districts of Andhra Pradesh. It is a prospective
study that aims to establish students’ current attainment levels, assess how effective
current teaching methods are, and assess whether the educational resources available are
sufficient. The study gathers comprehensive data from students and faculty members
using a mixed-methods approach comprising questionnaires, interviews, and classroom
observations. The findings suggest significant gaps in language proficiency, inadequate
teaching techniques, and limited resource availability. It provides practical
recommendations for improving curricular, pedagogical, and resource support to
improve English language learning. This report underscores the significance of practical
communication skills for the employment and career success of individuals with
technical diploma. This report underscores the impending transformation in polytechnic
colleges to align their education system with today’s the workforce needs.
Keywords: English language teaching, learning process, student proficiency,
Teaching methods, educational resources.
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An Evaluative Study of the English Language Teaching-Learning Process in Government Polytechnics in North
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Introduction:
English teaching at polytechnic institutes can greatly influence students’ career
prospects, especially if English is not their first language. It evaluates English teaching
and learning in government polytechnics in Andhra Pradesh’s North Coastal Districts.
English proficiency is necessary for technical students. It boosts employment and
worldwide economic participation (Kirkpatrick, 2007). Many polytechnic students in
these regions struggle with language proficiency due to educational difficulties, so
English is essential. Consider how effectively the curriculum meets students’
communication needs. Teachers typically disregard conversational skills needed for
professional success in favour of grammar (Richards & Rodgers, 2014). This discrepancy
may cause students to have academic knowledge but not practical English skills.
Teachers’ training and professional development have a significant impact on the quality
of English language teaching. Without modern teaching methodologies, teachers may
struggle to satisfy students’ needs (Brown, 2004). In the North Coastal Districts of
Andhra Pradesh, government polytechnics present unique challenges and opportunities
for English language teaching. Due to its socioeconomic variety, this region’s students
require adapted methods. The purpose of this study is to evaluate the existing English
teaching-learning process and offer improvements. This research will improve teaching
methods, helping students improve language proficiency and academic and professional
performance (Aizawa & Rose, 2019).
Statement of the Problem:
The North Coastal Districts of Andhra Pradesh’s government polytechnics face
significant challenges in teaching and studying English, which hinders students’
communication and competency. English is vital to global business and technical
education, yet many polytechnic students struggle to learn it. Conventional teaching
methods, which highlight the grammar and theory over practical communication skills,
worsen this problem, leaving students well-prepared for written exams but unprepared
for
real-life
communication
(Richards
&
Rodgers,
2014).
The English language curriculum in these polytechnics often does not meet students’ or
industry’s needs. We must adopt interactive and communicative teaching approaches to
improved prepare students for professional success. English language educators also lack
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professional development, which hinders their ability to adopt modern pedagogical
approaches and meet students’ diverse teaching needs (Brown, 2004). This teacher
readiness gap exacerbates pupils’ English competence. To address these issues, we need
to evaluate English language teaching and learning at government polytechnics in
Andhra Pradesh’s North Coastal Districts. This research examines the pros and cons of
current educational techniques, student needs, and ways to improve English language
instruction. The study addresses these issues to improve English education, prepare
students for the world, and improve their job and academic chances (Aizawa & Rose,
2019).
Objectives of the Study:
1. This study aims to critically evaluate the current English language teaching
and learning process in the government polytechnics of the North Coastal
Districts of Andhra Pradesh.
2. This study aims to explore the correlation between teacher qualifications,
experience, and student performance.
3. The aim is to explore how teaching methodologies, learning materials, and
classroom management influence the English teaching-learning process.
Need of the Study:
Communication skills are crucial for technical diploma holders in the 21st century,
affecting their employability and career success. Rapid globalization and technological
advances have raised the demand for proficient English in technical fields, where clear
and concise communication is vital for teamwork, problem-solving, and innovation.
Technical workers with high communication abilities can handle complex work
environments, collaborate with several teams, and interact with foreign clients (Riemer,
2007). Thus, conveying technical knowledge in English, boosts career prospects and
helps companies compete globally (Jenkins, 2014). The changing nature of education in
the 21st century emphasizes the need for English language skills in technical education.
Language learners do better academically and are more versatile in varied learning
situations (Crystal, 2003). This is especially important at polytechnics, where the
curriculum requires academic and practical knowledge. Thus, government polytechnics
must examine their English language teaching and learning processes to ensure that
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students are prepared for modern technical careers. This research aims to improve
technical education by overcoming language instruction gaps and preparing diploma
holders with 21st-century employment capabilities (Graddol, 2006).
Literature Review
This chapter uses quantitative and empirical research to examine polytechnic
college English language instruction and acquisition. This analysis examines how these
studies may improve English language instruction in such organizations. The chapter
emphasizes the necessity to combine qualitative research with educators’ and students’
practical experiences to understand English language teaching practices. It also advises
against ignoring qualitative research’s essential insights in favor of empirical and
quantitative investigations. The chapter discusses the necessity for a holistic approach to
polytechnic English language teaching and learning.
National studies on the English language teaching and learning process:
Sharma, R., & Reddy, S. (2023). Sharma and Reddy’s paper, “English Language
Teaching in Indian Polytechnics: Challenges and Opportunities,” examines the current
state of English language teaching at Indian polytechnics and identifies areas for
improvement. The inadequate instructional materials and the dearth of qualified teachers
are two of the main problems noted. A dearth of certified English instructors at many
polytechnics lowers the quality of education. The fact that pupils often arrive at these
colleges with a poor foundation in English from a variety of socioeconomic origins and
regional languages further complicates teaching. The paper emphasizes the potential of
technology to enhance English language instruction (ELT). Online platforms and digital
technologies may enhance more conventional teaching techniques by offering intriguing
and interactive learning opportunities. The writers contend that including these
technologies in the curriculum would help to alleviate some of the resource limitations
and provide students with more individualized learning opportunities. They also promote
ongoing professional development so that educators can stay current with ELT
approaches and tools while meeting their students’ language learning needs. Polytechnics
can greatly improve the quality of their English language instruction by addressing these
issues and taking advantage of the opportunities.
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Kumar A. and Gupta N’s (2020) article, “Impact of Communicative Language
Teaching in Polytechnic Classrooms: A Case Study,” investigates the effects of
implementing Communicative Language Teaching (CLT) methods in Indian polytechnic
institutes. The study highlights how CLT, which emphasizes interaction and real-life
communication over rote learning and grammar drills, significantly enhances students’
language proficiency. Through various communicative activities such as group
discussions, role plays, and problem-solving tasks, students became more engaged and
confident in using English for practical purposes. This method shifted the focus from
teacher-centered instruction to a more student-centered approach, fostering better
participation and collaborative learning among students.
However, the article also addresses several challenges in implementing CLT in
polytechnic settings. These include a lack of adequately trained teachers proficient in
CLT methods, limited resources, and resistance to change from traditional teaching
methods. Despite these hurdles, the study found that the overall impact of CLT was
positive, leading to improved language skills and greater student motivation. The authors
propose that effective integration of CLT into polytechnic curricula, with appropriate
training and resource allocation, can yield substantial benefits for language learning in
technical education contexts.
Gupta and Singh (2018) published their article, “Integrating Technology in
English Language Teaching: An Empirical Study in Government Polytechnics of Andhra
Pradesh,” in the Journal of Educational Technology and Applied Linguistics in 2018. The
article offers a comprehensive examination of the integration of technology in English
language education within these institutions. The research emphasizes the prospective
advantages as well as the challenges encountered by instructors. According to research,
technology has the potential to significantly improve student engagement and learning
outcomes by providing interactive and multimedia-rich settings. Nevertheless, the report
also highlights significant obstacles, including insufficient infrastructure, insufficient
teacher preparation, and a reluctance to embrace new technology. The authors propose
the implementation of focused training programs and improved resource allocation to
fully maximize the advantages of integrating technology in language instruction. The
critical analysis highlights the need for a supporting legislative framework and ongoing
professional development to overcome these obstacles and enhance the efficiency of
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English language education using technology. This balanced approach ensures creative,
feasible, and long-lasting technology use.
International studies on the English language teaching and learning process:
Villafuerte et al. (2020) examine the governmental strategies for English as a
Foreign Language (EFL) education for students with disabilities in Ecuador, emphasizing
the need for an inclusive educational approach. In his study, Dzulkurnain (2020)
examines the process of English teaching, delivery, and translation of instructional
materials in a school in Indonesia with a moderate religious orientation. The study
specifically focuses on the design of the syllabus, learning goals, material instruction,
assessment, and teaching strategies. These studies provide a comprehensive
understanding of the difficulties, advancements, and most effective methods in the
process of teaching and learning English in different educational settings.
Villafuerte Jhonny (2017): The objective of this research is to examine the attitudes of
learners regarding engaging in English practice on social networking sites (SNS). The
study included a total of 110 students, including 55 from the University Laica Eloy Alfaro
de Manabi in Ecuador and 55 from the University of the Basque Country in Spain. The
researchers created a specialized Likert scale questionnaire to assess two aspects: (i) the
incorporation of social networking sites (SNS) into students’ daily academic routines, and
(ii) students’ views on using the English language on SNS. IBM’s SPSS V24.00 analyzed
the data. The findings revealed associations between learners’ views and variables such
as gender, age, and nationality. The findings also validated that both Spanish and
Ecuadorian university students exhibit a preference for YouTube and Google+ due to
their convenient accessibility and adaptability in enhancing English hearing, reading, and
comprehension abilities. Moreover, students may use Facebook and WhatsApp as tools
to improve their proficiency in English reading, writing, and speaking.
Mesfin Mekuria Dangore (2019), the research examines the influence of English
as the prevalent language in Ethiopia, emphasizing the need for higher education to
prepare professionals for international markets. The study included a total of 267 students
from 40 different sections, which comprised seven high-achieving kids, English
instructors, and school officials. The survey revealed that four schools exhibit
substandard English instruction, whereas students, parents, instructors, supervisors,
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educational specialists, and school administrators all advocate for English language
acquisition. The study suggests that effective learning and development require a well-
planned teacher training program, which also provides strategies for managing classroom
attitudes.
Methodology:
This chapter explains this investigation’s methodologies in detail. The research
team developed the designs for this study. The study aims to (a) evaluate the
infrastructure and resources used in English language teaching, and (b) evaluate how well
the curriculum aligns with the learning requirements of students. Teachers’ language-
learning methods should be assessed. (d) Examine the methods used to assess the
language proficiency of students.
This chapter describes the research demographic sample in detail. This chapter
categorizes the sample based on age, gender, and teaching experience. Surveys from
students and teachers are the main data sources. Our extensive research of academic
journals, papers, articles, dissertations, and theses yielded a lot of secondary data. To
communicate with instructors, the researchers used blogs, as well as internet data from
other sources.
Research Design:
Research design includes various elements such as the number of groups involved
in a study, the treatment given to each group, the allocation of people to these groups, the
number of independent variables being examined, and the time spent measuring the
dependent variable. Kothari (2004) defines “a research design as the systematic creation
of settings for collecting and analyzing data in a way that balances the study objective
with efficiency”.
Data Collection:
To methodically record and evaluate the impressions of the dependent variables,
we created a set of tools. The researcher collected data using a combination of an
achievement exam and an English language teaching and learning process perception
questionnaire. According to O’Leary (2004), obtaining reliable data is a difficult task,
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and it is important to recognize that there is no right or wrong way to collect information.
The study should evaluate each approach’s intrinsic benefits and drawbacks in line with
the study objectives (O’Leary, 150). The researcher has developed the following set of
research tools to carry out this study as effectively as possible.
Sample: A total of 360 students completed the survey and a total of 22 educators actively
participated in this research and provided their perspectives and insights based on the
teachers’ survey.
Data Analysis:
The researcher aimed to extract teachers’ and students’ perceptions of the methods
and materials used in the process of teaching and learning English. The researcher aimed
to document the impact of various variables, including gender, academic and professional
qualifications, teaching experience, medium, teaching class, management, and locality,
on the perceptions of both teachers and students. Following the data collection, the
researcher tabulated and statistically analyzed the data, ultimately presenting the findings
in the next chapter. They presented each item’s analysis separately using tables and
graphs, accompanied by an explanation.
Research Question:
• How effective is the English language teaching and learning process in the
North Coastal District government polytechnics in Andhra Pradesh?
• How do teacher qualifications and experience correlate with student
performance in English language learning?
• How do teaching methodologies, learning materials, and classroom
management impact the English teaching-learning process?
Hypothesis:
• The English language teaching-learning process in North Coastal Districts’
government polytechnics in Andhra Pradesh is currently effective, but there
may be areas that require further improvement.
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• There is a strong positive correlation between the level of teacher
qualifications and experience and students’ performance in English language
learning.
• The effectiveness of classroom management, the quality of learning
materials, and the efficiency of teaching methodologies all have a significant
impact on the success of the English teaching-learning process.
I am comfortable with written communication in English
Comfortable with written communication in English
comfortable with written communication in English
Completely
Agree
Agree Neutral Disagree
Completely
Disagree
Total
Gender Male
68
100
22
3
1
194
Female
68
75
20
1
2
166
Total
136
175
42
4
3
360
The study shows that both male and female students feel comfortable with written
communication in English. Male students, comprising 35.05% of the total, agree that they
are comfortable, while female students, representing 40.96%, agree, with a slightly
higher percentage of 45.18%. The total percentage of positive responses is 86.14%, close
to the male percentage. Females’ neutral responses account for 12.05%, and only a small
68
100
22
3
1
68
75
20
1
2
0
20
40
60
80
100
120
Completely
Agree
Agree
Neutral
Disagree
Completely
Disagree
comfortable with written communication in English
Male
Female
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number disagree or completely disagree. Out of 360 respondents, 37.78% agree, while
175 agree, making 311 students (86.39%) feel positively about their written
communication skills. A smaller segment, 42 students (11.67%), remains neutral, and
only 4 students (1.11%) disagree or completely disagree.
These percentages indicate a strong overall confidence in written English
communication skills among the student population, with minimal negative responses,
suggesting that written communication is generally not a significant barrier for most
students.
I can understand the English language textbooks of other
subjects with ease.
Understand the English language textbooks of other subjects with
ease.
Completely
Agree
Agree Neutral Disagree
Completely
Disagree
Total
Gender Male
72
94
25
1
2
194
Female
66
83
15
1
1
166
Total
138
177
40
2
3
360
Among male students, 83.5% either agree or completely agree that they can
understand English-language textbooks for other subjects with ease. Specifically, 72
72
94
25
1
2
66
83
15
1
1
0
10
20
30
40
50
60
70
80
90
100
Completely
Agree
Agree
Neutral
Disagree
Completely
Disagree
Understand the English language textbooks of other subjects
with ease.
Male
Female
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males (37.1%) completely agree, and 94 (48.5%) agree. 25 males (12.9%) are neutral, 1
(0.5%) disagree, and 2 (1%) completely disagree. This indicates a strong level of
comprehension among male students when it comes to English-language textbooks in
other subjects.
For female students, 79.5% either agree or completely agree that they can
understand English-language textbooks for other subjects with ease. 66 females (39.8%)
completely agree, and 83 (50%) agree. 15 females (9%) are neutral, 1 (0.6%) disagrees,
and 1 (0.6%) completely disagrees. This shows a high level of understanding among
female students when it comes to English-language textbooks in various subjects.
Overall, a significant majority of students (86.4%) agree or completely agree that
they can understand English-language textbooks of other subjects with ease. 138 students
(38.3%) completely agree, and 177 (49.2%) agree. 40 students (11.1%) are neutral, 2
(0.6%) disagree, and 3 (0.8%) completely disagree. This data suggests that most students,
regardless of gender, feel confident in their ability to comprehend English-language
textbooks across different subjects.
Result and Finding of the Study:
This chapter derived the study’s findings from the triangulation of data collected
using several research instruments, including field notes, questionnaires, interview
techniques, and classroom observations. The study deliberately posed a series of
questions to both teachers and students to get their distinct perspectives on various
subjects. Subsequently, the study validated the findings through direct observation of
instructional sessions. This chapter can categorize the study’s findings into the following
groups:
Students’ confidence and proficiency in using the English language in
communication:
• The study found that male and female students have differing confidence
levels in speaking English in class conversations. The study found that
60.28% of pupils were confident. 128 (35.56%) were impartial, 11 (3.06%)
disagreed, and 4 (1.11%) strongly disagreed. The research shows that most
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students feel secure in English classroom conversations. Several pupils are
indifferent, while a few are less certain.
• 35.05% of male students and 40.96% of female students reported feeling
comfortable writing in English. While 86.14% of students support it, a minor
number of women oppose it. Few students dislike their written English.
Application of English language skills in other subjects:
• There is a large gender gap in the agreement between male and female
respondents on comprehending English language textbooks. Complete
agreement is greater among men (37.11%) than women (66.76%). More
men (166 out of 194) agree or agree than women (149 out of 166). This
shows a gender-based difficulty in students’ views of their English-
language textbook comprehension, necessitating more inquiry or
intervention for fair educational results.
• The evidence shows that male students may be uncomfortable answering
English test questions. Most students agree although gender differences are
considerable. Male students are more comfortable than female students,
with 79 agreeing and 84 agreeing. However, many male students respond
neutrally, indicating confusion or hesitancy. A lack of disagreement may
suggest cultural prejudice or hesitancy. Further research and solutions
would promote equal learning.
Students’ perceptions of the teaching methodologies, learning materials, and
classroom management:
• The study shows that English teaching methods are ineffective. Many
students, especially girls, like the approaches, yet many are ambivalent or
disapprove. Out of 360 responses, the neutral 210 students (58.33%)
indicate little interest or influence. Additionally, 35 students (9.72%) and
10 students (2.78%) fully disagree, demonstrating that some pupils find the
existing approaches useless. This suggests examining and refining teaching
methods to engage and benefit all students.
• The study highlights a problem with English learning materials’ perceived
comprehensiveness and effectiveness. Most students agree or strongly
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agree that the resources are helpful, although some are indifferent and
others disagree. It appears that 14.44% of students, or 52 out of 360, do not
find the contents thorough or useful. The study might improve the
curriculum to meet the diverse needs and expectations of all students.
Conclusion:
The present study only focuses on the academic English language requirements
of polytechnic students in the coastal regions of Andhra Pradesh, considering their
academic character and time constraints. It is necessary to carry out comparative research
to comprehend the status of English language acquisition in rural and urban Polytechnical
colleges. The findings will aid in the development of effective teaching methods and the
identification of areas of concern. This will enhance the quality of English language
training in various educational settings. This will provide pupils with a competitive edge
in their future academic pursuits and professional endeavours.
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S. Prasanna Sree