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Key objectives include identifying existing teaching styles in public secondary schools of Islamabad and comparing styles by gender. Using purposive sampling, the study applies an adopted close-ended questionnaire, “Know Your Teaching Style,” with SPSS 20 for coded data analysis. Findings show “expert” as the most dominant primary style, “facilitator” as the most dominant secondary style, and gender differences in preferred styles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/identification-of-teaching-styles-in-english-language-classrooms-at-secondary-level/596302/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/identification-of-teaching-styles-in-english-language-classrooms-at-secondary-level/596302.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study explores teaching styles of English language teachers at the secondary level and examines how those styles relate to student engagement and learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the teachers’ teaching styles identified and analyzed?",{"text":117,"@type":113},"A close-ended questionnaire titled “Know Your Teaching Style” was used for data collection. The responses were coded and analyzed with SPSS 20 after data cleaning and before descriptive statistics.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching styles were found to be most and least dominant?",{"text":121,"@type":113},"“Expert” was the most dominant primary teaching style, while “facilitator” was the least dominant primary style. For secondary teaching style, “facilitator” was most dominant and “formal authority” was least dominant.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596302,1792190871,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Identification of Teaching Styles in English Language Classrooms at Secondary Level  \nSaima Mazloom* and Muhammad Athar Hussain**  \nAbstract  \nThis study focused on the teaching style of the teachers teaching English at secondary level schools (Urban Area) affiliated with Federal Directorate of Education Islamabad (FDEI) . The major objectives of the study were: a) To investigate the existing teaching styles of English language teachers in Public secondary schools of Islamabad. (b) To compare the teaching styles of English language teachers gender-wise. The Population was all teachers teaching English as a compulsory subject to secondary level classes in FDEI Urban area. Purposive sampling technique was used to select the sample of teachers teaching English at secondary level schools. An adopted questionnaire “Know Your Teaching Style” with close ended items was used for the purpose of data collection to identify the distinct teaching styles. The instrument was coded, and SPSS 20 was used for data analysis. Before applying descriptive statistics to address the research questions, data cleaning was done. Results show that expert was the most dominant primary teaching style whereas facilitator was the least dominant primary teaching style. On the other hand, the major secondary teaching style was facilitator whereas formal authority was the least dominant secondary teaching style. Male and female teachers also differed in using teaching styles. Most of them preferred expert style, however, personal model style used by male teachers and delegator by the female teachers. These findings highlight that revision and reform is needed in policy and practice for English Language teaching because most preferred teaching styles reflect rote-learning and passive learning.  \nKeywords: Teaching Styles, English language teaching, primary and secondary teaching style.  \n* PST, GBPS Kalri, Rawalpindi; Punjab School Education Department, Pakistan.  \nEmail: [saima2hussain@gmail.com](saima2hussain@gmail.com)  \n** Assistant Professor, Early Childhood Education and Elementary Teacher Education Department, Allama Iqbal Open University, [Islamabad. Email: Muhammad.athar@aiou.edu.pk](Islamabad. Email: Muhammad.athar@aiou.edu.pk)  \nIntroduction  \nAmongst various countries, Pakistan is one where language learning is a crucial issue as English is not our native language. In our education system, English is a compulsory subject up to graduation level, but desired outcomes become very difficult to be achieved. Every year hundreds of students get failed in the subject of English. There are many reasons of their failure; but ways of teaching and students’ engagement are two important issues which really need to be focused. Hence, there is a great need to engage students especially in English language classrooms by practicing interactive ways of teaching to achieve the desired learning outcomes. By adopting a wide variety of strategies, English teachers can promote positive emotions, active participation and deep understanding among students.  \nUnfortunately, in Pakistan English learning in classroom emphasizes on rote memorization of spellings, grammatical rules, words meaning, and so on rather than focusing on comprehension skills development. Hence, our students are unable to understand and even apply the grammar rules and comprehend the statements. That’s the reason that our students don’t have command over English in terms of reading, writing, speaking as well as listening. There is a great need to utilize such a teaching style in English classrooms that not only eradicate the anxiety of the students but also motivate them to learn English effectively.  \nBasically, teaching and learning are two main elements of education system looks like a coin which has two sides. Effective and capable teacher and his/her teaching way majorly determine the effectiveness of teaching-learning process and significant enough to achieve learning outcomes. One major challenge","cbCaib8bL7bmMCQu","https://ap.wps.com/l/cbCaib8bL7bmMCQu","pdf",585645,17,"English","# Abstract\n# Introduction\n## Teaching challenges in Pakistan\n## Need for interactive and student-centered approaches\n## Teaching styles model and rationale\n## Technology trends and instructional concerns","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explores teaching styles of English language teachers at the secondary level and examines how those styles relate to student engagement and learning outcomes.\"},{\"question\":\"How were the teachers’ teaching styles identified and analyzed?\",\"answer\":\"A close-ended questionnaire titled “Know Your Teaching Style” was used for data collection. The responses were coded and analyzed with SPSS 20 after data cleaning and before descriptive statistics.\"},{\"question\":\"What teaching styles were found to be most and least dominant?\",\"answer\":\"“Expert” was the most dominant primary teaching style, while “facilitator” was the least dominant primary style. For secondary teaching style, “facilitator” was most dominant and “formal authority” was least dominant.\"}]","Identification of Teaching Styles in English Language Classrooms at Secondary Level | PDF",1792082824,43]