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Prospectus: MS: Dr. CS: Dr.
Prospectus: MS: Dr. CS: Dr.
Prospectus: MS: Dr. CS: Dr.
MS: Dr.
CS: Dr.
:
Contents
Chapter 1 Chapter 3
Introduction Research Design
Statement of the Problem Research Instruments
Objectives Sampling Procedure
Research Questions Data analysis
Hypothesis
Chapter2
Background Review
Framework
Effects of Learning Strategies on Pragmatic and Grammatical
Awareness among Gen Z AVRK English Language Learners
Gen z
Gen z
Learning Styles Gen z
Learning Strategies
Auditory Awareness
Direct
Visual Pragmatic
Indirect
Read/Write Grammatical
Digital
Kinesthetic
Introduction
English is thought as a compulsory subject to students for 14 years in Pakistan
but still the level of competence of students is considered poor.
Pragmatic and grammatical awareness are two of the competences selected
from the model developed by Bachman (1990)
Gen z (born between 2000- 2010) are called digital natives (Prenskey 1990).
Oxford (1990) introduced English Language Learning Strategies used by
different countries and generations for understanding ESL learners adopted
strategies.
AVRK (Auditory, Visual, Reader and Kinesthetic) are the learners styles of
leaning which according to Dunn, Beaudry, and Klavas (1989) is present in
learners of every age.
Statement of the Problem
ESL learners may produce utterances that are perfectly grammatical, but they
may violate social norms of the target language because they lack pragmatic
competence (appropriateness of meaning) to incorporate with grammatical
competence (appropriateness of form).
In Pakistani context though English is taught as a compulsory language from
primary to graduate level, nevertheless the pragmatic knowledge of learners
is lacking far behind as compared to grammatical knowledge (Saleem, Azam &
Saleem. 2014; Mojabi. 2014; Khan & Ali. 2018; Rasool. 2019) resulting in lack
of confidence, sense of unaccomplishment and eventually being left behind in
job market
Continue
Without relevant Language learning strategies which include actions, behaviors, steps, or
techniques (such as seeking out target language conversation partners or giving oneself
encouragement to tackle a difficult language task) ESL learners will not be able to enhance their
learning. However, if these strategies are neglected, hurdles will be created in acquisition,
storage, retrieval, and use of information of language.
In Pakistan’s education system till date, teacher centered technique is used ignoring the
individual differences of styles and strategies.
Many Language learning theories have been constructed, adopted and promoted till date
starting from Rubin’s direct and indirect learning strategies (1975) followed by O’Malley
metacognitive, cognitive and sociocognitve theory (1990) and the one used in the current
research i.e. Oxford strategy inventory for language learning (1990) but none of these theories
uplift the notion that the digital generation needs learning strategies which exploits technology
for learning.
Objectives
Objectives for the current research are to:
identify the most and the least frequently used learning strategies as
reported by Gen z ESL learners;
compare the grammatical and pragmatic awareness of Gen z ESL learners;
what extent AVRK learners differ from each others in using different learning
strategies for pragmatic and grammatical awareness;
analyze the relationship between grammatical and pragmatic awareness and
learning strategies of Gen z ESL learners;
highlight the opportunities and challenges faced by Gen z ESL students in
learning grammatical and pragmatic competencies.
Research Questions
1. What are the most and least frequently used learning strategies as reported by Gen z English language learners?
2. What is the level of Grammatical awareness of Auditory, Visual and Kinesthetic English language learners of Gen
Z?
3. What is the level of Pragmatic awareness of Auditory, Visual and Kinesthetic English language learners of Gen Z?
4. Based on the Pragmatics and Grammaticality Judgment Task,
a. do Gen z English language learners have more grammatical knowledge as compared to pragmatic awareness?
b. what type of errors do Gen z English language learners perceive as more severe; pragmatic errors or grammatical
errors?
5. Is there any relationship between pragmatic competence and:
a. direct strategies used Gen z English language learners?
b. indirect strategies used Gen z English language learners?
c. digital strategies used Gen z English language learners?
6. Is there any relationship between grammatical competence and:
c. direct strategies used Gen z English language learners?
d. indirect strategies used Gen z English language learners?
c. digital strategies used Gen z English language learners?
7. What are the opportunities and challenges faced by the Gen z ESL learners in learning grammatical and
pragmatic awareness?
Research Hypothesis
In this correlational study, three hypotheses (HI, H2, H3) are addressed from Research Question 5 and three hypotheses (H4,
H5, H6) from Question 6
Hypothesis 1 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Direct strategies and their pragmatic
awareness.
Hypothesis 2 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Indirect strategies and their
pragmatic awareness.
Hypothesis 3 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Digital strategies and their
pragmatic awareness.
Hypothesis 4 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Direct strategies and their
grammatical awareness.
Hypothesis 5 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Indirect strategies and their
grammatical awareness.
Hypothesis 6 (Ho):
There is no statistically significant relationship between Gen z English language learners’ Digital strategies and their
grammatical awareness.
Significance of the study
Noticing Hypothesis
Input
A general principle rule pattern
Indirect strategy
Metacognitive Strategies
Affective Strategies
Social Strategies Grammatical
Knowledge
Auditory
Visual
Reading/ Writing Direct strategy
Kinesthetic Memory Strategies
Cognitive Strategies
Pragmatic
Compensatory Knowledge
Digital strategy
Using technology
Multitasking
Graphic communication
Research Design
Research Questions
Frequently used AVRK learners differ in Awareness of grammatical Relationship between gram Opportunities and
learning strategies strategies knowledge with pragmatic and prag awareness & challenges faced by Gen z
strategies
Pilot Study
Data Collection
Interviews
Findings
Methodology
The study will apply exploratory sequential mix method research design with
the quantitative method of survey questioners and qualitative methods of
interviews for data collection and data analysis as well as ascertaining the
study’s findings.
Quantitative Sampling
Questionnaire (IBQ)
3 Strategy Inventory for Language Oxford, R. L. (1990). Language learning strategies: Memory, Cognitive, Compensation, Metacognitive, Affective, Social
Learning (SILL) What every teacher should know. Boston: Heinle &
Heinle.
4 Discourse Completion Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language Pragmatic Knowledge
5 Digital Native Assessment Scale Teo, 2013; Using technology, multi-tasking, graphics and instant gratification and
6 Retrospective interview Developed in the light of the available literature and Problems and Opportunities faced by students
data collected.
Data Collection and Analysis
Research Question Instrument Data analysis
1 Students' most and least frequently used Language Learning Strategies (Oxford Descriptive statistics (mean, percentage,
2 Students' identification of pragmatic Pragmatics and Grammaticality Judgment Descriptive statistics (mean, percentage,
awareness and grammatical awareness Task (PGJT Standard Deviation and frequency)
3 Relationship between frequency of strategy Language Learning Strategies, Pragmatics Regression Analysis
4 Relationship between frequency of strategy Language Learning Strategies, Pragmatics Regression and Process Analysis
(PGJT)
5 Opportunities and challenges faced by Developed semi-structured interview. Thematic analysis, NVIVO
Pragmatic Awareness.
Thank you!!
Thank You!!!