Jul 2026· English Language Teaching Educational Journal· Vol 9, pp. 186-197· 0 citations· 44 references
Abstract
Peer feedback plays a key role as a way of encouraging reflective practice and professional learning in teacher education, but there is less understanding about how preservice teachers assess the instructional quality influenced by evaluative orientations. In this qualitative research, the researcher seeks to know the themes of peer feedback given by preservice English teachers after instructional activities. Thematic analysis was applied to the peers’ evaluative comments to determine common criteria that were used to construct the teaching effectiveness. There were three themes: (1) the focus on the relevance of the topic to the learners, (2) the importance of interactions and discussion-based activities, and (3) the lack of interest in linguistic scaffolding and pedagogical rigor. These findings show that peer feedback primarily indicates adherence to the principles of communicative language teaching, particularly learner-centeredness and interaction but does not pay sufficient attention to linguistic rigor and learning outcomes. Through the lenses of second language acquisition and teacher education, the findings imply that even though preservice teachers show conceptual approval of communicative pedagogy, they need more assistance in the creation of evaluative literacy that relates the engagement-based practices to the process of language learning and teaching. This study adds to existing literature on peer feedback in teacher education by pointing out the necessity of systematic instructions in peer evaluation practices.
This paper is descriptive paper reveals the English teachers perceptions of scaffolding strategies in classroom and how effective they are according to the participants experience in teaching. The research utilizes a quantitative approach through a survey in the form of a questionnaire which is distributed to the participants after attending an online workshop about scaffolding. The responses collected from the questionnaires were analyzed using quantitative method. According to the teachers’ continuous needs for effective teaching strategies this study presented the application of scaffolding as an effective instructional strategy in English language teaching. It highlighted a variety of forms of scaffolding including one-on-one tutoring, peer support, and computer-assisted techniques. Also, it distinguished their roles in facilitating learner independence and mastery of new concepts. Through rich feedback of previous studies and findings illustrated and examined different scaffolding techniques—such as questioning, modeling, and visual aids—significantly enhance student comprehension and engagement. The findings showed that effective scaffolding accelerates cognitive development and fosters learners’ confidence and autonomous learning skills, aligning with Vygotsky’s Zone of Proximal Development theory.
Aya Thabet· Comprehensive Journal of Sci...· 0 citations
This study examined how instructional supervision is experienced by teachers and how it influences their teaching performance in a public elementary school in Barotac Nuevo, Iloilo, Philippines. Conceptually grounded in a developmental and relational view of instructional supervision, the study employed a qualitative case study design involving five purposively selected teachers assigned to Grades 1 to 3. Data were gathered through semi-structured interviews, classroom observations using RPMS indicators, and document review of Classroom Observation Tool forms and lesson plans, and were analyzed through thematic analysis. Findings revealed that instructional supervision served as a developmental tool that strengthened instructional preparedness, classroom management, professional confidence, reflective practice, and responsiveness to learner needs. Constructive feedback, coaching, and post-observation discussions encouraged teachers to refine lesson planning, adopt differentiated and interactive strategies, and improve learner engagement. However, observation-related anxiety, heavy administrative workloads, limited time, and inconsistent or unclear feedback constrained the effectiveness of supervision. Teachers preferred collaborative, supportive, and growth-oriented supervision characterized by coaching, mentoring, peer interaction, and reflective dialogue. The study concludes that instructional supervision is most effective when implemented as a supportive, reflective, and developmental process rather than as a judgment-oriented requirement. It recommends strengthening coaching and mentoring cycles, reducing administrative workload, providing regular constructive feedback, and promoting peer supervision and Professional Learning Communities. The study aligns primarily with SDG 4 – Quality Education by supporting teacher professional development and sustained instructional quality. Its contribution to educational and institutional sustainability lies in strengthening continuous professional learning, supportive supervision, and school systems that promote sustained teaching effectiveness.
Mark A. Amador, Romelo T. Velez, Kenneth James P. Sazon et al.· International Journal of Sus...· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.
B. Bachtiar, Sylvia Sylvia, Supornphan Konchiab· AsTEN Journal of Teacher Edu...· 0 citations
The present research analyzes to what degree ‘learning by doing’ approaches are applied in the didactic planning of student teachers. Based on a constructivist-experiential paradigm, the study emphasizes that lesson planning is a reflective and evaluative action which displays pedagogical comprehension. A research-based qualitative documentary method was used to study five lesson plans with two reliable observation instruments. For quantitative scoring, attention was directed to items involving experiential structure and methodological coherence, whereas qualitative analysis identified themes of conceptual triangulation in which activities, resources and evaluation approaches were mutually associated. Results suggest that some lesson plans are well aligned with the experience, reflection, conceptualization, application framework, while others indicate a lack of bridging of theory to practice. Plans that scored highest used integrated themes and cohesive sequencing, while those that scored lowest were minimally evaluated and resource minimally aligned. The research fills important gaps in the literature for providing empirical findings on the implementation of experiential learning in the context of the Latin-American teacher education scene, as well as for discussing observation guides as an indication of meta-evaluation and staff training. This study provides an expandable and thought-provoking structure for enhancing the quality of didactic planning in teacher education, drawing attention to the ethical role of deliberate instructional design in supporting meaningful and effective learning.
Judith Maldonado Rivera· Higher Education for the Fut...· 0 citations
Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed under an interpretive research paradigm, applying semi-structured interviews guided by a set of interview guidelines. Participants included four secondary-level English teachers from four government-funded community schools in Taplejung, with more than 10 years of teaching experience. Using narrative inquiry as a research method, the information was collected, coded, and thematically analyzed to understand how the participants make meaning of their experiences with classroom assessment practices. The study found that the teachers perform classroom assessments; however, these assessments lack transparency and consistency. In addition, all four language skills are not equally emphasized during teaching and assessment. The teachers also encountered several challenges in the effective implementation of classroom assessment, including a large number of students, students’ irregular attendance, a lack of teachers’ authority to issue internal marks, and students’ low language proficiency. The findings suggest teacher training, workshops, and policy alignment to conduct the classroom assessment effectively.