Title Objectives Research Methodology Conclusion Recommendatio

n
A Comparative Study 1.) To teach the students Experimental Method After a year of English
of English Language English language was used for this observation and Language
Teaching Practices at skills. research and the sample study, the result Teaching
the Access Program 2.) To give students was applied equally proves that practices used in
and Public Schools exposure to the divided into two groups: English Access Program
American culture and Experimental groups Language should be widely
democratic values. and Control group. Teaching study to further
3.) To make them practices in the improve the
computer literate. form of the educational
4.) To enhance their Teaching Purposes Access Program system of
culture and affected the Pakistan and to
democratic values. Experimental Group students build, create and
5.) To make them (Access Teaching positively. develop a
participate in Method) – teachers were globally
community service properly trained and well- Access Program competitive
activities. equipped. holds a better students.
learning
Control Group (Public environment
GOALS: Schools) – teachers with better
taught through traditional learning
1.) To get better jobs to method --- talk and chalk. achievements
support their families. as it is proven
2.) To avail educational Data Collection on the learning
opportunities. Procedure outcome
3.) To compete for future compare to
exchange programs Access Program – the public schools.
in the United States. researcher used random
4.) To make them better cluster sampling
individual of the technique. A class were
society. randomly selected both
female and male from 4
different provinces that
includes 25 students
each that makes 200
students in total.

Public Schools-
purposive sampling
technique was used by
the researcher. Only
those students who took
the Access pre-test were
included in selection. 50
students (gender
balanced) were selected
from each provinces.

To evaluate the linguistic

achievement of the
students, a diagnostic
test was adapted. For
reading and writing skills,
the test was an adapted
version of the Compass
Publishing (Malarcher &
Janzen, 2010). For
listening and speaking
skills, and oral test was
adapted with an inclusion
of single domain.