Attitudes of ESL Teachers towards Outcome-Based Education in Higher Education in Pakistan
Keywords:
ESL teachers, English as a second language (ESL) learning, outcome-based education (OBE), teachers’ attitudeAbstract
This study examines ESL teachers’ attitudes towards the Outcome-Based Education approach at the university level ESL instruction in Pakistan. It also finds out how university teachers’ attitude correlate with their demographics. For this purpose, the study employed a descriptive-correlational research design. A total of 70 university ESL teachers were surveyed and the resulting quantitative data were analyzed using SPSS version 22. Means and percentages were calculated to determine respondents’ attitudes towards the Outcome-Based Education approach. Spearman’s rho correlation coefficient was used to determine the strength and direction of the relationships between demographic variables and university ESL teachers’ attitudes. The findings indicated that respondents demonstrated relatively consistent, although cautious, agreement regarding their understanding of OBE and held positive beliefs about its implementation. The findings further revealed that only two variables—gender and educational attainment—were significantly associated with university ESL teachers’ attitudes towards OBE. However, these relationships were weak. Conversely, ESL teacher’s age, academic rank, teaching experience, university type showed no significant correlations with their attitudes towards OBE.
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Copyright (c) 2026 Muhammad Imtiaz Saeed, Dr. Muhammad Umer Azim, Samar Kamal Fazli (Author)
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