Existing Gaps in English-Speaking Proficiency Among Secondary School Students in Punjab, Pakistan: A Diagnostic Analysis

Abstract

English communication skills are very important for success in academic and career life. But students in secondary schools across Pakistan are invariably failing to meet international criteria of competence. The study is a diagnostic study to find out the English-speaking proficiency gaps of 9th-grade female students (N=50) of a public school of Lahore, Punjab. The study design was quantitative diagnostic baseline survey design based on a positivist research paradigm. The Performance Assessment for Language Students rubric was utilized because it provides standardized criteria for assessing many aspects of speaking proficiency, such as fluency, pronunciation, vocabulary, comprehensibility, task completion and language control. The standardized descriptors for performance increased consistency of scoring and enabled reliable diagnostic assessment of both interactive (conversation) and independent (monologue) speaking activities. The second linguistic expert set scoring to assure objectivity and inter-rater dependability. Descriptive analysis showed that 94% of the students performed below the "Meets Expectations" benchmark, with a full 70% falling into the "Does Not Meet Expectations" category The whole mean score (M = 7.70 / 24) demonstrated serious deficits in speaking. All sub-indicators had considerable disparities with the largest gaps in Language Control (62%) and Vocabulary (59.3%) followed by Comprehensibility, Pronunciation, Fluency and Task Completion. The findings provide a diagnostic basis for future pedagogical interventions to shift English language training from rote learning to functional oral communication.