Exploring the Efficacy of Collaborative Professional Learning Communities in Enhancing ESL Teaching Practices


  • Ramila Ahmad MPhil English, Department of English Literature and Linguistics, Northern University Nowshera Author
  • Shah Faisal MPhil English, Department of English Literature and Linguistics, Northern University Nowshera Author
  • Haleema Rouf BS Student at Government Degree College Batkhela, affiliated with the University of Malakand Author




Collaborative Professional Learning Communities, ESL teaching practices, Professional Development, Cultural Relevance, Student Learning Outcomes


This study explores the impact of Collaborative Professional Learning Communities (CPLCs) on ESL teaching practices in the context of Lahore, Pakistan. Eighteen ESL teachers participated in semi-structured interviews, providing insights into the influence of CPLCs on pedagogical strategies, cultural relevance, professional growth, and student outcomes. Results indicate that CPLCs play a pivotal role in enhancing ESL teaching practices by facilitating the exchange of innovative ideas, addressing cultural nuances, and fostering professional support. Notably, the study identifies a positive correlation between CPLC participation and improved student learning outcomes. The findings contribute to the broader discourse on the transformative potential of collaborative communities in ESL education, emphasizing the need for sustained efforts to overcome implementation challenges. As educators seek dynamic approaches to meet the diverse linguistic and cultural needs of ESL learners, CPLCs emerge as integral hubs for fostering collaborative learning environments that positively impact both educators and students in the dynamic educational landscape of Lahore, Pakistan.


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How to Cite

Ramila Ahmad, Shah Faisal, & Haleema Rouf. (2023). Exploring the Efficacy of Collaborative Professional Learning Communities in Enhancing ESL Teaching Practices. University of Chitral Journal of Linguistics and Literature, 7(II), 53-60. https://doi.org/10.33195/

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