Sla Theory to Tesol Practice: a Mixed-methods Investigation of Pakistani Pre-service and In-service Teachers’
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study explores how English language teachers in Pakistan conceptualize and apply Second Language Acquisition (SLA) theories in their classroom practices. Using a mixed-methods design, data were collected from 80 preservice and in-service teachers through a Likert-scale questionnaire and open-ended responses. Quantitative findings indicate a high level of theoretical awareness, with in-service teachers demonstrating significantly stronger application of SLA principles (p < .01). A strong positive correlation between SLA knowledge and classroom practice was also observed. Qualitative analysis highlights contextual challenges, including large class sizes, limited resources, institutional constraints, and exam-oriented curricula, which hinder effective implementation. The study underscores the need for sustained, context-sensitive professional development to bridge the gap between SLA theory and TESOL practice in Pakistan.
Institution: Hamdard University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7218019331