ABSTRACT
The purpose of this research was to identify the factors contributing to the deteriorating input quality of English in universities. It was a poll of higher educational institutions in Punjab’s southern province. There were 112 English teachers from public sector universities that participated in the survey. A survey with a Likert scale of five options was used to compile the information. Statistics were utilized to describe the data, primarily using averages and percentages. The results showed that the quality of instruction was diminished due to the following factors: the appointment of teachers on merit, the absence of co-curricular activities and teaching aids, the reliance on the traditional grammar translation method, the writing of compositions on black boards, the assignment of homework designed to be memorized by rote, the lack of refresher courses, the insufficient time spent using English for communication, the overloading of teachers, and the overcrowding of classrooms. The research suggests appointing, setting up workshops to motivate teachers and improve teaching methods, organizing extracurricular activities to improve students’ speaking, listening, and writing skills, fostering students’ creativity and writing abilities, giving teachers enough time to prepare lessons, limiting class sizes, and avoiding overcrowding.
