Main Article Content
Abstract
Educators and researchers in English Language teaching believe that a better understanding of the concepts, notions, themes or subject matter under the study can be achieved by bringing forth the correlations and contributions of various disciplines. This attempt to employ multidisciplinary approach can enhance the instructional delivery in teaching English language to the university students. (Stern, 1983, 143). Linguistic experts and researchers have been working hard in the process of finding out better English language teaching and learning strategies, tracking down the pragmatic methods of testing English language skills. This has become one of the most concentrated issues in the present day linguistic research endeavour. This paper attempts to explore the impact of multidisciplinary collaboration in English language teaching by drawing valuable findings from the experimental study. The aim of this paper is to evaluate the impact of multidisciplinary approach in accelerating English language writing skills among the post graduate gifted students studying in various departments. To answer the research question ‘’Can English language writing skills be accelerated better by Multidisciplinary approach than other two types of approach?’’ an experimental study was conducted and the impact of three types of approach was evaluated.