Jul 2026· Haimaprabha· Vol 25, pp. 102-113· 0 citations
TL;DR
It was found that English teachers in the authors' area modified their instruction through group work, pair work, project work, question methods, no silent, and whole class activities to cater to the diverse needs of all learners and it was easier due to the ICT.
Abstract
Teaching is for learning and learning becomes effective when the teachers provide a repertoire of activities that meet learners' needs. It is necessary to study and prepare documents on what sorts of activities are used in English language teaching in classrooms.This research explores the variety of activities English language teachers use in the classrooms. The main objectives of my study are to find secondary English language teachers' experience of providing activities and to find out the role of the ICT to support to differentiation of English language skills and aspects. My study is delimited to only modification of process (one component of differentiated instruction.
I used narrative inquiry as a research method and personal stories of research participants as data. My research participants were one female and four male secondary English teachers who were engaged in teaching for ten to twenty years in government schools. Their teaching stories tell us how they differentiate their instruction in the meaning-making process. I used the Cognitive Load Theory of John Sweller to make the theoretical base of my study. Based on the stories of the participants, the researcher discovered that differentiated instruction is an essential approach to be practiced in our classroom to address classroom diversity. Furthermore, it was found that English teachers in our area modified their instruction through group work, pair work, project work, question methods, no silent, and whole class activities to cater to the diverse needs of all learners and it was easier due to the ICT. Thus, it is concluded that the teachers variously differentiate their instruction with the help of ICT.
Teachers’ professional development is one of the major factors in enhancing the quality of second or foreign language (English) teaching. In the context of Nepal, Teachers Professional Development training is provided by the government; however, it’s effectiveness from the teachers’ perspective and experiences is not well explored. So, this study aims to explore English language teachers’ perceptions and experiences with using training skills and techniques in the everyday classroom. I employed narrative inquiry as a research method. Four English teachers from Kathmandu Metropolitan City were interviewed to explore their lived experiences and perceptions. The findings showed that teachers perceived training skills as a source that helps them understand the shift from traditional to modern teaching and become familiar with information Communication Technology and modern tools and techniques. Similarly, when training was transformed into a classroom setting, teachers felt more motivated and confident. The study also highlighted that practical application of training skills in the classroom can create a more effective learning environment and enhance the quality of education. The study recommends continuing the training program and conducting strong monitoring and evaluation after its completion. Effectiveness of training, experiences of teachers, perceptions, TPD training
This paper aims to examine the key challenges that English language teachers face in their day-to-day preparation and selection of instructional media. The study identifies contributing factors that create these challenges as barriers to attaining the goals of communicative language teaching (CLT). The need to develop vocabulary knowledge and understanding of both form and meaning in language learning at the elementary level of education is among the reasons for choosing primary schools as the focus of this study. The study took place in Wete District, Zanzibar, where the target population included primary school English language teachers together with headteachers or representatives of school administrative staff. A qualitative research design was employed, using descriptive and explanatory forms of data collection, presentation, and discussion of findings. The study used purposive and convenience sampling techniques to select teacher respondents and headteachers from the target population, while their availability, consent, and cooperation were carefully considered. A total of thirty-two (32) English language teachers, comprising 19 males and 13 females from sixteen (16) primary schools, participated in the data collection process by consenting to complete the study questionnaires. Additionally, seven headteachers, comprising 5 females and 2 males, were purposively selected and interviewed, producing a total of 39 respondents who fully participated in the study. The findings revealed that multiple responsibilities among teachers, financial limitations, lack of classroom connectivity, limited teacher knowledge, large enrolled classes, teachers’ perceptions, low teacher motivation, lack of talents and intelligences, and low commitment among English language teachers are key challenges faced by primary school English language teachers in the preparation and selection of instructional media in the study area.
Rubeya Ali Salim· Asian Journal of Education a...· 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.
The aim of this paper is to examine primary school students’ perceptions of an
integrative teaching model that combines Music Education and English as a Foreign
Language, with listening as the central skill in both subject areas. The study was
conducted in May 2025 with a sample of fourth-grade primary school students
(n = 56), who were interviewed immediately after the lesson. An exploratory research
design with a qualitative emphasis, supplemented by descriptive quantitative data,
was employed. The research objectives were to examine students' perceptions of the
key elements of an innovative lesson. Students’ responses were analyzed
qualitatively, and the findings indicated positive perceptions of the main elements of
the instructional model: the use of a story in English as a motivational tool for
listening to music, the integration of lesson stages through a shared task involving the
connection of visual content with the story and the musical composition, and the
application of vocabulary from the story when describing elements of the musical
composition in English. These findings were complemented by quantitative results
obtained from students’ performance on a test assessing their understanding of the
musical composition and their ability to apply vocabulary from the story in a new
context. Despite certain limitations, which are discussed in the paper, the findings
suggest that students perceived the lesson positively and indicate the potential of the
proposed integrative teaching model for Music Education and English as a Foreign
Language, with listening as its central focus.
I. Ćirković-Miladinović, Nataša M. Vukićević· Zbornik radova Pedagoskog fa...· 0 citations
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
This study aimed to identify the problems faced by English teachers in improving student’ achievement at MTS Raudlatul Falah. This research employed a qualitative descriptive design to explore teachers’ readiness and the challenges encountered in the teaching ang learning process. The study was conducted at MTS Raudlatul Falah involving two English teachers and several eighth-grade students selected through purposive sampling. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the interactive model of miles, Huberman, and Saldana, including data collection, data condensation, data display, and conclusion drawing. The findings showed that English teachers had generally prepared learning materials based on the curriculum, syllabus, lesson plans, and textbooks; however, the development of contextual and authentic materials remained limited. In terms of teaching methods, teachers employed lectures, question and answer sessions, assignment, discussions, and simple conversation practices, yet teacher centered instruction was still dominant. The use of learning media was also limited, with teachers relying mostly on textbooks and basic classroom facilities. These conditions effected students’ motivation, participation, vocabulary mastery, pronunciation practice, and in summary English learning achievement.
Khoiratul Ummah, Mohammad Sofyan Adi Pranata· JEdu: Journal of English Edu...· 0 citations