Abstract
Teaching of English as second language in Pakistan is one of the most significant subjects in the present educational reforms, with a special emphasis on professional socialization of English teachers. However, the concerns of English language teachers do not find a significant place in the reformative endeavors initiated for them. The purpose of this study was to know the satisfaction level of beginning English teachers with various formal and informal professional learning programs organized by their newly joined institutions. Accordingly, it was designed to understand the relationship between the teaches' professional learning (PL) and effective socialization (ES). The data was collected from 55 diverse institutions and finally 295 questionnaires were used for analysis and study results. The results showed that the predicting (PL) and criterion (ES) variables were significantly correlated with each other: p < .001, adjusted R-2 = .06, F = 19.77 and Coefficient. beta = .25. Some major professional learning concerns were identified including absence of a formal mentoring system, lack of pre-service training and lack of interest in continuing professional development programs. Overall, it was found that this sample of Pakistani beginning English teachers needed to pay more attention towards their professional learning. It was suggested that there was a need to introduce cost-effective professional development models, with special reference to Villegas-Reimers's (2003) work, and initiate mentoring and coaching system, both at formal and informal levels.