Jul 2026· The Journal Of English Teaching For Young And Adult Learners· 0 citations
Abstract
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.
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
This study examined the extent of pedagogical approaches employed by junior high school English teachers and their relationship to students’ academic performance in selected public secondary schools in the Districts of Mambajao, Mahinog, and Catarman, Schools Division of Camiguin. Using a quantitative descriptive-correlational research design, data were collected from English teachers via a modified survey questionnaire, supplemented by informal interviews for additional insights. A complete enumeration sampling technique was used to include all qualified junior high school English teachers from eight public secondary schools. Findings revealed that most respondents were in early adulthood, had more than 10 years of teaching experience, held master’s degrees or units, and had attended numerous professional training sessions, indicating a highly experienced and professionally developed teaching force. The extent of pedagogical approaches in teaching English was rated at a high extent (𝑥̄ = 3.64), suggesting that teachers consistently utilized varied instructional strategies. In terms of students’ academic performance, the majority demonstrated outstanding to very satisfactory performance levels. However, the Pearson product–moment correlation showed a weak relationship (r = 0.07) between pedagogical approaches and students’ academic performance, indicating that variations in pedagogical approaches did not significantly predict academic outcomes. The study concludes that while English teachers consistently apply effective pedagogical practices, other factors may influence students’ academic performance. The findings highlight the need for further studies exploring additional variables that may affect learning outcomes in English.
Julie Ann Oclarit, Gerlie Cutab· Psychology and Education: A...· 0 citations
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 0 citations
This study explores the strategies used by secondary-level English teachers to teach Speaking skill in large sized English language classes. This study employs a descriptive qualitative approach. I collected data and information through observations and interviews with two experienced English teachers from two community schools of Kathmandu district. Information from these interviews and classroom observations was analyzed both descriptively and thematically. The findings reveal that teachers use a variety of strategies such as role-play, language games, group discussion, project work, presentations, pair work, and strip stories to promote students’ speaking proficiency in large classes. The study also found that teachers integrate speaking activities with other language skills and aspects to encourage meaningful communication. However, teachers face challenges, including classroom management difficulties, excessive noise, limited individual participation, mixed-level learners, and low student engagement. To address these challenges, teachers commonly use group division, peer support, task allocation, and classroom monitoring techniques. Based on the findings, the study recommends that schools and educational authorities provide regular professional development training on managing large speaking classes, supply adequate teaching materials and technological resources, and reduce class size where possible. The study further suggests that curriculum planners should place greater emphasis on practical speaking activities and communicative competence in English language classrooms, particularly in resource-limited community schools.
Ganga Gautam· Mahendra Multiple Campus Res...· 0 citations
Teaching materials and classroom assessment are two interdependent components of effective English language teaching (ELT) but the implementation of these components in Nepalese classrooms is still shaped by traditional pedagogical practices and an examination-oriented system. In this context, the study explored English teachers’ conceptual understanding and classroom use of teaching materials and examined the prevailing assessment practices and challenges affecting their implementation in Nepalese secondary ELT classrooms. The study employed a qualitative interpretive research design. Data were collected through semi-structured interviews with six purposively selected English language teachers at secondary level from schools in the Kathmandu Valley, Nepal and analysed using thematic analysis. The findings showed that although teachers recognised the significance of authentic teaching materials, learner-centred pedagogy and formative assessment, their classroom practices were still restricted by textbook dependency, examination-oriented assessment culture, large class sizes, limited assessment literacy, inadequate technological and instructional resources, curriculum–assessment misalignment, institutional pressure for examination results and limited professional development opportunities. Teachers also displayed a high degree of professional agency by modifying the teaching materials and using formative assessment whenever the classroom situation allowed. The study suggests a reconsideration of teaching materials and assessment as an integral and complementary part of language pedagogy rather than as separate instructional processes. It contributes to the field of English language education by providing context-specific insights into teachers’ practices and challenges, and offers pedagogical and policy recommendations for strengthening learner-centred instruction, assessment literacy and sustainable professional development in Nepalese ELT.
G. Pandey, Krishna Prasad Shiwakoti· Journal of Critical Studies...· 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.