Need Analysis of Pakistani English Teachers Teaching at University Level: A Study of Skills and Digital Collaboration

This article analyses the English language Teachers’ skills and the use of digital tools from two perspectives: Importance and their application in both academic and professional circumstances. Additionally, the researchers review teachers' usage of emails, instant messaging, social networks, and various educational platforms to ascertain key differences in tool usage and preferences across the two groups. The sample of the study is 40 teachers teaching at graduate and postgraduate levels in Pakistan, selected as a convenient sampling process. Mean and standard deviation values are found through modified questionnaires of digital collaboration and skills used in the study of Mena-Guacas et al. (2024) having 24 questions. The study concludes that while graduates are focused on the verbal tools needed for contact with the professional world, postgraduates concentrate on contact with tools of a higher level, intended for research and teaching. Moreover, the study assesses the importance of educational platforms, wikis, and collaborative tools and reports that such tools were popular with teachers interested in improving the quality of learning. These findings also lead to the conclusion that there is a need to recommend applications and appropriate training programs to promote teachers’ digital literacy and oral communication competence and recommend the integration of advanced digital tools into class settings. Lastly, the article mentions certain areas that could be researched in the future including the role of modern technologies in teaching and learning outcomes, the effectiveness of professional development programs for teachers, and various cultural aspects regarding the use of the tools commonly.