Aug 2026· International Journal of Innovative Science and Research Technology· pp. 2697· 0 citations· 116 references
Abstract
This qualitative study employed a phenomenological research design to explore the lived experiences of English
teachers regarding the challenges, coping mechanisms, and educational management insights in implementing
collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English
teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and
identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by
teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral
issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using
structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting.
The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning
frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to
address student behavioral concerns. The results underscored the complexities of implementing collaborative learning
with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional
practices and support systems within English language classrooms.
This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in
addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover
how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were
gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected
participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience.
Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships,
implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping
mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and
institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and
exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional
practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically
challenged learners in public elementary education. To broaden its impact and contribute to educational practice and
policy, the publication of this study in a reputable academic journal is strongly recommended.
Queene D. Araña· International Journal of Inn...· 0 citations
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
Ni Made Arini Sasmita, L. Artini, Putu Suarcaya· International Journal of Edu...· 0 citations
This study explored the instructional strategies employed by pre-service English as a Foreign Language (EFL) teachers during their online teaching practicum and examined their implications for student learning and teacher development. Adopting a narrative qualitative approach, data were collected through semi-structured interviews and field notes involving four pre-service EFL teachers and analyzed thematically. The findings revealed that participants implemented a range of instructional strategies, including discovery learning, expository learning, inquiry learning, contextual teaching and learning (CTL), cooperative learning, brainstorming, and thinking skills-based learning. Strategy selection was influenced by instructional objectives, students’ learning needs, and the demands of online teaching. Participants perceived that these strategies promoted students’ cognitive engagement, critical thinking, collaboration, participation, and comprehension by encouraging active interaction and connecting learning to authentic contexts. The findings also indicated positive implications for pre-service teachers, including enhanced pedagogical competence, classroom management, instructional organization, reflective practice, and confidence in online teaching. Furthermore, the practicum enabled participants to integrate theoretical knowledge with authentic teaching experience under mentor guidance. These findings underscore the importance of strengthening teacher education programs by integrating diverse pedagogical approaches and digital competencies to prepare future teachers for effective technology-mediated instruction.
Supiani Supiani, Aulia Fatmawati, Fitra Ramadani· Jurnal Pendidikan dan Sastra...· 0 citations
This study investigates the lived experiences of elementary teachers engaged in inclusive classrooms, focusing on their work with learners with special needs. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with teachers from selected schools in the Philippines, aiming to capture the richness and complexity of their day-to-day professional experiences. The findings reveal that teachers face multifaceted challenges, including limited formal training in special education, inadequate instructional and assistive resources, large and heterogeneous class sizes, and difficulties in meeting the diverse cognitive, social, and emotional needs of learners. Despite these obstacles, participants demonstrated considerable resilience, resourcefulness, and creativity by implementing adaptive instructional strategies, individualized learning plans, peer support mechanisms, and flexible pedagogical approaches tailored to learners’ unique abilities and readiness levels. Moreover, teachers employed coping strategies that involved collaborative problem-solving with colleagues, proactive engagement with parents, reflective practice, and continuous professional development, highlighting the importance of social and institutional support in sustaining inclusive practices. The study emphasizes that the effectiveness of inclusive education depends not solely on policy mandates but also on teacher preparedness, systemic institutional backing, and active collaboration among all stakeholders, including school leaders, families, and support networks. These findings underscore the critical role of teachers as central agents in translating inclusion policies into meaningful classroom practice while also pointing to the necessity of comprehensive professional development, resource allocation, and supportive school structures to optimize learning outcomes for learners with special needs. Ultimately, this research contributes to a nuanced understanding of inclusive education in practice and offers implications for policy, training, and school-level interventions.
Novelyn B. Humilde· International journal of res...· 0 citations
This study explores teachers’ perceptions of inclusive learning strategies in teaching English to students with dysgraphia in inclusive classrooms. The study aims to examine teachers’ understanding of dysgraphia, the strategies implemented in English learning, and the challenges experienced during inclusive teaching practices. This research employed a qualitative approach with a narrative inquiry design. Data were collected through interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The results showed that the teacher perceived dysgraphia as a learning difficulty affecting students’ writing skills, emotional regulation, concentration, and classroom participation. To support students with dysgraphia, the teacher implemented several inclusive strategies such as task modification, individualized guidance, emotional support, oral interaction activities, and flexible classroom management. The study also revealed challenges related to time management, curriculum demands, and limited professional preparation regarding inclusive education. In addition, parental involvement and positive teacher–student relationships were found to play important roles in supporting students’ learning development. This study highlights the importance of adaptive and emotionally supportive teaching practices in inclusive EFL classrooms for students with dysgraphia.
Laila Anum, Tien Rafida· Allure Journal· 0 citations
Student-Centered Learning is a learning approach that places students at the center of the learning process. This study aims to describe the benefits and challenges of implementing Student-Centered Learning in English language learning from the teachers’ perspective. The study employed a descriptive qualitative approach involving three English teachers at SMP Negeri 1 Baraka, who were selected through purposive sampling. Data were collected through semi-structured interviews, then analyzed using the Miles, Huberman, and Saldaña model. The results indicate that Student-Centered Learning helps teachers provide more targeted guidance and enhances students’ independence, self-confidence, participation, communication skills, learning outcomes, and understanding through collaborative learning. However, the implementation of Student-Centered Learning still faces challenges in the form of time constraints, the dominance of certain students in group work, and disruptions to student concentration. These findings suggest that Student-Centered Learning has the potential to create more active and meaningful English language learning when supported by effective classroom and time management.
Adillah Dhiyanti, C. Korompot, R. Sofyan· JPGI (Jurnal Penelitian Guru...· 0 citations