Investigating the Readiness of English Language Teachers’ Instructional Practices, Teaching Approaches and Technology Integration in Karachi, Pakistan

Abstract

This study investigates English language teachers’ preparedness and preferences regarding instructional methods and approaches through technology integration in teacher education programs at private universities in Karachi, Pakistan. The primary objective of this study was to discover the usage and perception of four key English language teaching methods, Grammar-Translation Method, Direct Method, Audio-Lingual Method and Communicative Language Teaching. A descriptive survey design was employed, and data was collected from 130 English language teachers through a structured questionnaire. The findings revealed that all four methods received a high level of agreement among respondents. Communicative Language Teaching received the highest overall mean score (M = 4.465), indicating a strong preference due to its focus on real-life communication. It was followed by the Audio-Lingual Method (M = 4.253), Direct Method (M = 4.239), and Grammar-Translation Method (M = 4.153). The results suggest a shift toward more interactive and student-centered teaching approaches. The study recommends professional development and teacher readiness programs focusing on CLT and technology integration to enhance communicative competence in English language classrooms.