MISMATCH BETWEEN STUDENTS’ EXPECTED LEARNING OUTCOMES AND ACTUAL LEARNING OUTCOMES: AN ANALYSIS OF ORAL COMMUNICATION SKILLS

Abstract

Oral communication skills are considered as a core component in learning English as second language (ESL) and many students find it hard to attain excellence and fluency while using it. This study aims to investigate the mismatch between students’ expected learning outcomes which are outlined in ESL textbooks and the actual oral communication skills they demonstrate. The source of data is English PCTB Textbook for Class VIII, the research assesses its effectiveness in building oral proficiency, identifies instructional gaps, and suggests pedagogical improvements. A mixed-methods approach was used, combining quantitative data (oral proficiency assessment) with qualitative insights (textbook analysis). The study involved 120 students from public and private schools in Sialkot, Pakistan. Anderson and Krathwohl’s (2001) Revised Bloom’s Taxonomy guided the textbook evaluation, particularly in terms of cognitive engagement and communicative task design. Results show that while the textbook aligns with curriculum standards, it offers diverse activities that are helpful in improving communication skills but grammar-heavy assessments and rote memorization dominate classroom practices, undermining the development of practical communication skills. Furthermore, teacher training programs should incorporate communicative assessment methods to support a student-centered approach to ESL instruction. The findings aim to exhilarate curriculum reform, improve assessment practices, and promote more effective oral communication pedagogy in ESL contexts.