TEACHERS’ BEHAVIOR AND ESL LEARNERS’ PRODUCTIVE SKILLS PROFICIENCY: A SURVEY-BASED QUANTITATIVE STUDY FROM STUDENTS’ PERSPECTIVE AT ELEMENTARY LEVEL IN DISTRICT RAHIM YAR KHAN

Abstract

Behavior is a concept that refers to the range of actions and mannerisms of individuals, organisms, systems, or artificial objects in reaction to the environment or interior stimuli. It has both external behaviors as well as internal behavior, in the form of thoughts and feelings that determine how the individuals perceive their interactions with the environment (Baron and Byrne, 2003).

The behavior of the teachers play important role because it determines the academic success of the English as Second Language (ESL) learners, especially in skills like speaking and writing. The current research examined how the behavior of teachers influences the proficiency of ESL learners when it comes to acquiring the productive skills at elementary level.

It was a study based on a quantitative research design with a structured questionnaire on Likert scale being used. The results suggested that positive teacher behavior played a significant role in increasing the motivation and classroom participation as well as speaking and writing skills in the learners, but at the same time, negative teacher behavior impact negatively on the confidence and performance of the learners. The research indicated the need to embrace positive, supportive, and learner friendly behaviors among teachers in ESL classrooms and avail pedagogical implications to teachers, curriculum makers, and future researchers as ways of enhancing ESL teaching in the elementary schools.