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Journal of Asian Development Studies Vol. 13, Issue 1 (March 2024)
Emerging Trends and Issues in English Language Teaching:
A Bibliometric Analysis
Moazma Abdul Aziz
1
, Amber Azizullah
2
and Sanober Baloch
3
https://doi.org/10.62345/jads.2024.13.1.83
Abstract
English language has been considered a lingua franca and used as a medium of instruction in
Pakistan. The English language has been taught with traditional methods of teaching, which fail
to develop language competency among learners. The study has been designed to analyze
Pakistan's emerging English teaching trends based on available literature. The data has been
collected by secondary literature published in various research journals. The articles were
selected by inclusion and exclusion criteria by searching with key words of English language
teaching. We then selected various articles, read them, and used them as a resource. For this
purpose, the content analysis was used by Braun and Clark (2006) by focusing on the content of
the paper. It has been found that there needs to be more technology in language teaching and
technological resources for teaching purposes, along with a shortage of language teaching skills
and professional development of the teachers in English language teaching. Using technology in
the classroom is recommended, adopting multi-model learning and communicative language
teaching.
Keywords: English Language, Trends and Issues, Teaching and Education.
Introduction
Teaching English is challenging for teachers because English is morphologically dissimilar from
the local languages, including Sindhi, Urdu, Balochi, Pashto, Punjabi, and other languages. In the
Pakistani context, when there is a lack of resources and professional development, it has been
challenging for teachers to teach the second language and attain the desired outcomes (Lashari et
al., 2018; Ahmed et al., 2023). This review paper aims to analyze the current trends and issues in
teaching the English language. We collected data by reviewing articles from various journals about
English language teaching trends and issues. The research articles were selected from Google
Scholar based on the keywords, then by Clark and Braun (2017).
English is widely used as a global language to facilitate communication between people who do
not speak English as their first language (Lashari et al., 2021). However, in today's society, English
should not only be seen as a language in isolation but also in the context of different sociocultural
and sociopolitical backgrounds and various ideologies (Blommaert, 2010; Fang, 2018; Nieto,
2017). For colonial history, English has gained its dominance in South Asia, particularly in
Pakistan. Besides this having political and economic reasons, and is now considered a language
1
Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.
Corresponding Author Email: moazmaabdulaziz111@gmail.com
2
Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.
3
Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.
Copyright: ©This is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
Compliance with ethical standards: There are no conflicts of interest (financial or non-financial). This study did not receive any funding.
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Journal of Asian Development Studies Vol. 13, Issue 1 (March 2024)
(Kachru, 1998; Mahboob, 2009), permeating many aspects of people's daily lives (Lashari &
Umrani, 2023). Due to globalization, the role of English is increasing worldwide (Lashari et al.,
2023a; Magsi et al., 2023). In Pakistan, English is one of the official languages, especially for the
professional job (Rahman, 2005; Lashari & Umrani, 2023) because it can be used as the domain
power (Magsi et al., 2023; Simming et al., 2015). English can be used for self-improvement and
career success (Bukhari et al., 2023; Rahman, 2002). It can indicate social class, and people
prioritize a superior language (Shamim, 2008). But in the education system, the main reason or
source of failure of ordinary people is the minor use of the English language (Bruthiaux, 2002;
Lashari & Umrani, 2023).
The role of an English language teacher is very challenging when teaching English as a discipline
without available resources (Imran et al., 2022). English teachers should know their significant
role in improving their students' English language because English is the fastest-growing language
and official language of Pakistan; it is a professional language that promotes professional growth
(Bukhari et al., 2023; Simming et al., 2015).
Teachers are the fundamental building blocks of educational institutions, responsible for
transforming knowledge, skills, and values. The goal of class teachers is the development activities
to drive changes in teachers' practices, beliefs, attitudes, and, ultimately, the learning outcomes of
their students (Amur et al., 2023). As the educational landscape shifts, teachers face new
challenges, such as catering to their students' diverse learning styles and multiple intelligences
(Siddiqui et al., 2023). Hargreaves (1997) emphasizes that teachers require both in-classroom
support and external assistance to adapt to these new demands. Ongoing professional development
programs can allow teachers to renew their skills, knowledge, and visions for good teaching
(Simming et al., 2015; Siddiqui et al., 2023). Fullan and Hargreaves (1992a) the importance of
these programs enables teachers to introduce and utilize new practices.
Over the years, there has been a significant change in the way English language teachers are
perceived. Educational theories, from Behaviorism to Progressivism, reveal that teachers' roles
have transformed from threatening authority figures to facilitators (Bukhari et al., 2023; Lashari
et al., 2018). This shift can be seen in the difference between Skinner's (1976) approach of "skill
and drill" and Lowery's (2011) emphasis on effective teachers being flexible and making content
memorable rather than just memorable. It seems like primarily English teachers use inappropriate
and inadequate methods, strategies, and techniques of language teaching, which can't be
implemented CLT, but public school textbooks in English are based on it (Simming et al.,
2015; Abbasi & Lashari, 2017). According to Lashari et al. (2023), it can be the ideal approach.
In Pakistani public schools, CLT (communicative language teaching) is included in English
textbooks. The majority of English language teachers appear to improper teachers of English
language teaching and do not apply the proper, appropriate methods, strategies, techniques, and
pedagogies in general (Al-Shamiry, 2000; Lashari et al., 2023)
Additionally, they conclude that although Pakistani English teachers possess a considerable level
of "knowledgeable of the principles of CLT," their classroom practices do not demonstrate this
knowledge (Al-Shamiry, 2000). The availability and use of educational technology have improved
in the modern era, making storing vast amounts of data easier. Utilizing cutting-edge educational
technology helps manage sounds, images, instructional strategies, and many other things that this
technology can swiftly advance. One essential system that significantly contributes to English
language instructors' ability to make decisions in Pakistan's private schools is "education " (Bushra
et al., 2024).
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Educational institutes and organizations know that creativeness of English language teaching can
empower English language teachers, and English language teachers need to use interpersonal skills
in learning and teaching and as well as they should have to improve the effectiveness and the
quality of their teaching (Berestova et al., 2020). It is essential that English language teachers
should have to understand all the concepts of language teaching and should have to be confident
in their English language, also use technology to teach effectively and provide new ways of English
language teaching (Lashari et al., 2023)
English language teachers should be aware of innovative leadership styles and the proper use of
technology (Herrera & Lucas, 2020). Innovation is another name for creating new ideas and facing
challenges. Empower English language teachers and leaders should to know and be aware of the
further successful and effective integrating technologies of English language teaching and learning
techniques and strategies because, in simple words, the goal of all the discussion is that give
English language teachers more authority and power that they can take every decision by
themselves (Lashari et al., 2023; Lashari & Umrani, 2023).
Problem Statement
The English language has become the need of every institute, field, or profession because it is an
international language. The English language is the source of career success, dominance, and
power. Still, the main thing is that in our educational institute, primarily English language teachers
don’t know about the English language teaching trends and issues because most teachers don’t
practice in their fields. They are not trained, so they face many hurdles and difficulties while
teaching English. The main problem is that the various teachers come from diverse cultures, so
proficiency problems also occur when teaching the language subject.
Another problem is that, as we know, English is an international language. We are living in a
modern era of technology. Still, unfortunately, in our educational institutes, there is no usage of
integration of technology for teaching, no use of the new era’s modern method, which is not
applied in the classroom, and a lack of use of different kinds of methodologies, strategies,
techniques, and pedagogies of English language teaching. So, these all are problems of English
language teaching which exist in our educational institutes.
Study Objectives
English is the international language, and our topic is the Trends and Issues in English language
teaching. Hence, the object is to discover the emerging trends, issues, and problems in English
language teaching in our education system. To find out the teaching emerging trends of integrating
methods, techniques, strategies, and pedagogies of English language teaching and the main object
is to find the solutions to the problem which is creating problems during teaching the language
subject of English and also highlight the different ways and modes of English language teaching
in the educational institutes. This study will focus on all aspects mentioned in the study's objective.
Literature Review
With 65 different languages spoken there, Pakistan is a multilingual and multiethnic nation
(Rahman, 2005). Pakistan has had Urdu as its official language since gaining independence.
Conversely, English has a significant impact on Pakistani society and the social development of
an individual since it is the official language and has the privilege to enjoy in every part of life,
including the judiciary system, administration, military sector, and media journalism (Lashari et
al., 2023; Shamim, 2011). Ignoring its significance in obtaining employment in the public and
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Journal of Asian Development Studies Vol. 13, Issue 1 (March 2024)
commercial sectors is simple, given its well-known strategy and holding position (Lashari et 2023).
Pakistan set its vision for increasing the educational ratio in the country by making a solid primary
and high-level education sector within 100% by 2030 (Rahman, 2005). Still, it was barely able to
reach 62% because of poor enrollment and a low survival rate (Buriro et al., 2023). Students'
motivation and attitudes toward studying English might be influenced by the quality of English
instruction they get in the classroom (Al-Sohbani, 1997). Every year, ASER surveys elementary
schools in rustic and non-rural regions of the state to assess the state of literacy. The most recent
data indicates that, compared to other competencies, English learning countrywide still needs to
fulfill its desired ratio, as it's seen only at 55%. Learning in rural regions is still in dire straits
(Jamil, 2020). Sindh province has the lowest literacy rate at the provincial level, at just 27% (Jamil,
2020).
Teaching English with Technology
Language is one of the practical elements that affect international communication activities.
Students utilize the various parts of English tutorials, which help them increase their skills in
reading, writing, speaking, and listening to English for the betterment of their skill of
communication (Grabe & Stoller, 2002). Technology also plays a crucial part in giving instructions
and taking instructions. It is an essential part of teaching where facilitators facilitate the learner.
Technology is also the name of integration, so when we talk about technology with learning, we
must rethink technology and add it to our curriculum to support the English language learning
process (Eady & Lockyer, 2013).
Technology is an essential tool and instrument of teaching and learning. It is a significant and vital
part of teaching and learning. Teachers should use technology to support the subject and
curriculum syllabus so that the students will increase their technology knowledge and improve
their language skills (Costley, 2014). The plan should have to be aligned according to teaching and
technology, and must know the use of that. Teachers should know about the best approach to
teaching the English language because it is the most effective way a teacher teaches to his students
with the help of integrating technologies in the classrooms (Madiha et al., 2023). ICT encourages
computer-assisted language learning (CALL), e-learning (Lashari et al., 2023a), and multimedia-
assisted language (MALL); that’s why primarily countries use computer technology in educational
institutions because it's also happening in many countries, excessive use of computers is also the
cause non-development of many countries through the affecting of the educational system.
The utilization of ICT is essential to teaching the English language because it has become a critical
process of learning and teaching. The teacher should be prepared to teach the English language,
including the capacity of ICT in the teaching process. In this current era, technology is critical, but
its use is shallow in our classroom. This is why we are facing a lot of difficulties just because we
are not using this technology trend.
Traditional Method of Teaching (TMT)
The Traditional Method of Teaching "consists of giving the students grammatical rules and
paradigms," according to (Schackne, 1994). Lists of forms organized grammatically are called
paradigms. With this approach, vocabulary lists are also provided to the pupils with their mother
tongue translations. The pupils' proficiency with the language's facts is assessed. In the past, the
direct approach—also known as the oral or natural technique—was used instead of this method
(GTM).
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Direct Method
According to Hubbard et al. (1983), the direct technique evolved in response to the grammatical
translation method. This technique relies on the idea that children learn a language through
listening and speaking. The students converse with one another. Writing and reading skills can be
acquired later. The audio-lingual approach is the third (Lashari et al., 2018).
Contemplative Application and Instructor Acquiring
It discusses an instructor inquiry and examination of their instructing practices. It involves
organized curiosity that goes beyond our current knowledge and actions to discover how to
improve or do things differently (Robinson & Mpalanzi, 2023). Teachers engage in a process of
inquiry to enhance their teaching practices beyond their current knowledge and actions. The
fundamental concept behind this process is reflection, which involves a teacher observing and
understanding the level of an ongoing process in the learning setting, relying on it, gaining from
it, and making things different to refresh their instruction method.
Method of Learning Language Through Meaningful Content
Learning language through meaningful content is a hugely meaningful idea to language learning
that pressurizes the integration of subject matter with language instruction. Unlike traditional EFL
lessons, which focus on communication-based material, CBI places greater emphasis on the
content itself. As an example of a communicative approach in teaching (CAT), the goal of learning
language through meaningful content is to improve learners' communicative competence through
various methods. Overall, CBI provides a more comprehensive and engaging learning experience
that can significantly benefit language learners (McCarthy & Carter, 2006).
Task-based Instruction (TBI)
Task-Based Instruction (TBI), also known as learning a Language from task or taking instruction
from task activities, was first proposed by N. S. Prabhu in his book, published by Oxford
University Press in 1987. Prabhu's idea of TBLT resulted from a five-year project on language
learning instruction. He discovered that students can learn a language just as effectively when
presented with non-linguistic problems as when presented with linguistic problems.
Some Media Use (4.0.) to Improve English Skill
Teachers use various methods and strategies to enhance English language skills while giving and
taking instructions. Specific mainstream platforms also play an essential role in improving English
language skills. Teachers use different media depending on the skill they want to improve. For
instance, social media platforms like Twitter, Facebook, and Instagram are used to improve writing
skills in English. Other media platforms are utilized for the progression of foreign language
techniques. Using the right technology and media in the instructional methods creates learners'
interest in participating in the material. However, some media used in the 4.0 era can be
complicated if not used properly. Therefore, achieving the goal of the giving and taking instruction
process starts with the instructor’s awareness of digital literacy. Teacher's impact is vital in the
students' self-improvement.
Aural-Oral, Functional Skills, or American Method of Language Teaching
The word audio lingual method's primary meaning is a technique of foreign language instruction
that emphasizes audio-lingual skills in reading and writing. This method consists entirely of
drilling in one form or another. This method was introduced by a man from America who was
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proficient in languages in the 1950s. It is based on the principle that a language primarily consists
of vocals used for social contact, and put upon the system, which comes in a secondary phase used
for saving languages which is spoken. This is burdening and highlights the importance of listening
and speaking skills upon the skills of reading and writing (Costley, 2014).
Content-Based Instruction Learning (CLIC)
The CLIC approach involves teaching English through cross-curricular content, allowing students
to learn the content and language simultaneously. Brinton, Snow, and Wesche (1989) define
Content-Based Instruction (CBI) as the study of both language learning and content-based learning
simultaneously, where content material determines the shape and matter of presenting a language
base. Although the provided is relevant to content-based instruction, its basics are generally
likened to Canada’s immersion programs, the most identified examples of content-based
instruction. It encompasses certain types of concentration as well as more programs (Stoller (2008)
gives through to content-based instruction learning to be a guardianship for principles that include
dialect and subject matter objectives. However, the differences are also visualized by learning a
language and its content.
Communicative Language Teaching
Our primary means of communicating with people about our ideas is language. It is a part of
existence. Individuals do only someone it in a certain amount of time. It's a product of nature.
McDonough and Shaw (2003) claim that frustration with the procedures of earlier teaching
approaches brings incensement to the methods and techniques of the Communicative approach to
teaching (Richards & Rodgers, 2001) add that The language teaching philosophies of the 1970s,
which mainly concentrated on grammar, gave rise to CLT. This concept is similar to that of
(Larsen-Freeman, 2000), who stated that while the earlier approaches to teaching languages had
been successful in getting pupils to "produce sentences accurately in a lesson, could not use them
appropriately when genuinely communicating outside of the classroom," some instructors have
noted this (Larsen, 2000).
Similarly, Howatt (1984) argues in a similar vein, Howatt (1984) believes "the original motivation
for adopting a communicative approach in the early seventies was remedial, an attempt to
overcome the inadequacies of existing, structural syllabuses, materials, and methods" (Rehman,
2004). The need for workers to connect with their employers and the rise in European immigration
in the 1970s led to the creation of the CLT (Savitri, 2010). It was particularly famous among British
peoples, North Americans, and Australians, who prefer learning language instruction as a short-
term subject in classrooms through partner and collaborative work, and English instructors have
knowledge and information to be aware of the need to adopt a collaborative, competency,
innovative skills to approach in education. (Holliday, 1994). Knight (2007) believes that
communicative language teaching for instructing other language speakers in English is "the current
dominant methodology." It is well-recognized as a popular and effective teaching tool that
encourages learners to communicate authentically (Cook 2005; Kumara, 1993). It has grown into
a dynamic force that affects how English language teaching (ELT) programmers plan, execute,
and assess their work practically everywhere in the world (Kumara, 1993).
Methodology
We used the review paper method as our methodology during our research on trends and issues in
English language teaching. We analyzed various articles related to our topic and summarized their
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findings. We noticed that many of these articles were in alignment with our research. Our study
was based on research papers obtained from several sources, including ResearchGate, Pertanika,
World Englishes, Open University Malaysia, Journal of Education and Educational Development,
PJAEE, Linguistics and Literature Review, Semantic Scholar, British International Science
Conference, International Scientific Online Conference, Journal of English Language and
Literature, Indian Journal of Applied Research, and International Journal on Studies in English
Language and Literature. We conducted a search using phrases such as "English language and
teaching," "English language teaching and pedagogy," "English language teaching and use of
technology," "trends and themes in the English language," "growing trends of English language
teaching," "technology on empowering English language teaching," "issues, problems and
solutions of English language teaching," "key issues in English language teaching," and "English
language as the developing language in Pakistan." More than sixty journals were found, of which
more than forty were read, and more than twenty-five met our criteria of being written in English
with full open access and relevant text.
Language in Education in Pakistan
According to the 1973 Pakistani constitution, English will continue to be the official language of
the country until plans are made for Urdu to take its place, which is expected to take 15 years.
Urdu will be the official native tongue or most spoken language of Pakistan (Coleman, 2010). The
fact is that English is credited as the tongue of personal and professional development in Pakistan
since it is the tongue of army personnel, government servants, and higher educational institutions
(Mahboob, 2002; Shamim, 2011). English frequently serves as a gatekeeping role because it is
required for admission to universities and programs that lead to positions of authority like
Pakistan's government services. Pakistani schools are separated into two categories: governmental
schools that teach Urdu and private schools that teach English (Khattak, 2014; Mustafa, 2015).
The main characteristic of Pakistan's unstable parallel education systems, which are the joint and
non-public zones, is apparently separating communication and instruction mediums (Waseem &
Asadullah, 2013).
The latter system represents the powerful, westernized, and elite segments of society, with English
as their preferred language of communication. Higher education institutes (HEIs) further
strengthen this Urdu-English medium split. While, Urdu serves as the language of teaching for a
smaller number of linguistic capitals, which are the language resources that people hold and
transfer through formal and informal networks and which impact their ability to advance in life. In
Pakistan, where the English and Urdu language gap goes beyond families and casual interactions
into more formal learning systems, linguistic capital can be considered an essential component of
learners' identities in educational institutions (Waseem & Asadullah, 2013).
Teachers should adapt to current trends, especially the use of technology such as the Internet,
mobile applications, and technology platforms. Students are well-versed in using these tools in
their daily lives. They actively seek resources supporting their learning goals, particularly
regarding technology and gadgets.
Additionally, teachers should use various strategies, methods, and practical examples to convey
the importance of the subject and language to their students. Teachers should also apply the law
of primary recency theory to enhance students' vocabulary and improve their learning abilities.
This approach encourages students to explore and learn on their own.
Instructors must be equipped to adapt to the latest trends, especially the utilization of technology
like the Internet, mobile applications, and technology platforms. Students are already proficient in
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using these tools daily. They constantly look for resources that can help them achieve their learning
goals, particularly regarding technology and gadgets. Therefore, teachers should be innovative in
their teaching approach, incorporating technology into the classroom along with traditional
textbooks.
Even so, allowing students to use mobile phones while learning English or other languages is also
important, but it must be done under the guidance of the instructor. The instructor must be able to
guide students when they want to choose the application to be used and motivate them to use their
time as efficiently as possible when using the internet.
Challenges in English Language Teaching
Previous research has identified several problems related to English literacy, both in Pakistan and
worldwide. The problem with today’s youth is that English is being taught as a main subject in
primary educational setup without focusing on the skills and expertise of teachers being able to
teach foreign languages. There is a severe shortage of certified and experienced teachers, as several
studies have found (Nawab, 2012; Bashiruddin & Qayyum, 2014). The second issue that has been
highlighted in foreign language studying is the crowded classroom sizes in Pakistan (Khan &
Khan, 2016). And other parts of the world (Shamim, 2012), which makes it difficult for instructors
to implement learner-centered instruction or complete collaborative projects (Hoque, 2009).
Control and discipline are further problems associated with large-sized classrooms, mainly when
speaking activities occur within the classroom (Littlewood et al., 2007). The second general source
of trouble for teachers is having sufficient materials for teaching according to their requirements.
According to reports, a further difficulty facing teachers in rural schools is a need for more funding
and instructional resource availability (Hungi et al., 2017). Modern trends or digital learning have
been formulated as the most effective source for teaching English (Yasin et al., 2014), even though
it has yet to be presented to teachers in Pakistani schools (Nawab, 2012). The skills and expertise
of instructors in teaching foreign tongues are a significant additional issue. Studies have frequently
shown that instructors have low confidence and speaking competence (Ahn, 2011; Shamim, 2008).
Due to their limited proficiency in English, teachers instruct learners in national or other native
tongues (Coleman, 2010).
Moreover, many instructors think that teaching in the selected tongue could make students nervous
and make them doubt their talking and hearing capabilities (Kuchah, 2009). Another significant
issue is a lack of understanding and communication between teachers and students, particularly in
rural regions. Educators frequently discover that they cannot converse with pupils in their native
language. This issue is highlighted by Pal et al. (2016) since most students struggle to learn their
native tongue because they are not skilled in it, using national language training in the classroom
can be problematic. The exact issue is identified by Akram (2017) accordingly, a student's learning
and performance are greatly influenced by their home environment and family history (Farooq et
al., 2011). Encouraging students is another problem that has been identified, especially in rural
places where kids rarely find use for the English they learn (Kam, 2002). View Bilal et al. (2013)
including innovative works in the syllabus to encourage learners to learn the foreign international
spoken languages (Kam, 2002).
The literature on guiding foreign language learners has recognized numerous urgent difficulties.
Second, in elementary schools, English is often included as a required subject for giving efficient
cognition to the one with the command to instruct it. There is reportedly a serious scarcity of
qualified international communication guides for basic schools in some countries (Hu, 2005; Hu,
2007; Kirkgöz, 2009; Nunan, 2003; Nur, 2003). Teachers sometimes experience difficulty
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teaching adult learners/students because of not having the proper training in that subject. The
condition is terrifying, particularly acute in underprivileged villages. It is suggested that learners
should emphasize improving their interaction skills more than their foreign language instruction
proficiency has grown due to English's widespread use as a lingua franca. Consequently, the
emphasis in more recent curricula for young learners has been on communicative skills. This has
frequently resulted in the introduction of Communicative Language in East Asia (Hu, 2002),
Thailand (Prapaisit & Hardison, 2008), Hong Kong (Carless, 2004; Ahn, 2011), Korea (Li, 1998;
Mitchell & Lee, 2003; Tinker, 2009).
Instructing with the help of task materials and task-wised guidance could be challenging for
educators to implement these cutting-edge techniques for various reasons. Therefore, it might not
be suitable for instructing big classes of kids in classrooms with little supplies. Teachers may also
find it challenging to apply it effectively if they only receive rudimentary tutoring in the premise
and empirical requisition that underpin it. (Butler, 2005; Littlewood, 2007). The academic heritage,
in the perception of Jin and Cortazzi (2003), they refer it as "cultures of learning," may be at odds
with these foreign methods (see, for example, Baker, 2008;) (2002; Littlewood, 2007). The topic
of resources is related to pedagogical policies. Textbooks are required in certain nations, including
Malaysia (Pandian, 2003) and South Korea (Butler, 2004). In several nations, teachers can select
books that the government has approved. These nations include Pakistan (Mahboob, 2002;
Shamim, 2011), Singapore, and China (Hu, 2005). The degree of international language
proficiency that they demand is another possible difficulty for educators. The literature frequently
notes teachers' low proficiency levels or inadequate self-efficacy in their potential (Baker, 2008;
Ghatage, 2009; Kuchah, 2009). Different educationist thinks that content-wised teaching requires
a specific academic setup and practices; this type of instruction is in the exact language, which
brings uncertainty to them about their skills, potential, and abilities, especially in hearing and
talking (Kuchah, 2009). Huge class sizes are creating problems generally in specific areas of the
globe (Wedgwood, 2007; Shamin, 2012). As a result, teachers often feel that implementing
teaching on behalf of students is difficult or impractical, as it is tough to observe learners' dialect
terms (Li, 1998) or pair and group work (Hoque, 2009). tool for thriving in the increasingly
globalized economy, highlighting the importance of further learning English.
In addition, the American and British language serves as the gatekeeper for the majority of
occupations, making it the language of every public institution within holding government ranks
and typically a demand for many executive jobs in Pakistan (Haidar, 2018; Rahman, 2005).
(Coleman, 2010). Comparably, higher education is also conducted in English, which aids in
evaluating national and international resources and promotes professional achievement and self-
improvement (Mansoor, 2004; Rahman, 2007; Rassool & Mansoor, 2009). Given the need for the
significance of the English language, it is noted that in the Pakistani environment, students with
exceptional English language proficiency can gain admission to prestigious universities more
swiftly than those with less proficiency (Zeeshan, 2013).
In Pakistan, American and British language is often taught as a second or international language,
and learners depend heavily on foreign materials to improve their fluency. However, when English
language teachers attempt to teach their students, they often need help with incorporating cultural
elements into their lessons. Brown (2007) argues that teaching the English language is an art that
cannot be separated from culture. Although English is primarily used in classrooms to teach all
subjects except for a few cultural subjects, the ultimate goal is to create an English-speaking
environment that allows learners to immerse themselves in the language and learn how to
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communicate effectively. The aim is to make the students use the English Language in real-life
matters.
Conclusion
The main aim of our study was to find out the emerging trends and current issues in teaching of
English language. We collected our data by reviewing the different kinds of articles from various
kinds of publications and journals that were related to the topic and different themes of English
language teaching trends, issues, and problems. After reading and analyzing different kinds of
articles, we found the problem of English language teaching is that the inadequate use of
integrating technology, technological teaching resources, lack of expertise in the language subject,
lack use of current methodologies, pedagogies of teaching, lacking of teaching practices, lack use
of multi-teaching approaches, improper use of strategies and techniques in the classrooms,
untrained English language teachers, highly demotivated and the diverse culture language were
the major problems of the English language teaching.
As we know, in Pakistan, the English language is the official language of Pakistan and the
international language. Hence, it is used in all professional and occupational work and jobs. It can
be used as a powerful source of making and establishing a career. Our article was based on English
language teaching trends, issues, and problems, so all trends and issues are mentioned above. Still,
the important thing is that to teach the English language, an instructor should play the role of
facilitator, motivator, supporter, helper, guide, and counselor. He should have expertise and
command of the subject. He should have practiced English language teaching and taken proper
training before and during teaching this English language subject because it is an international
language and every highly recommendable institute demands proficiency in English language
teaching.
Teachers are the backbone of every country’s educational institute. They are the biggest source of
knowledge, values, and skills transformation. They can change the beliefs, attitudes, and learning
outcomes of students, so they should teach the subject according to the subject requirements and
according to the mental, intelligence, and learning style level of the student.
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