Jul 2026· Journal of Education and Learning Reviews· Vol 3, pp. e3177· 0 citations· 17 references
Abstract
Background and Aim: In multilingual educational settings, English language teachers often encounter challenges in ensuring students’ comprehension when instruction is delivered solely in English. Limited exposure to English outside the classroom may hinder learners’ understanding, participation, and confidence in language use. Consequently, teachers frequently utilize the vernacular as a pedagogical resource to facilitate learning and bridge communication gaps. Grounded in Translanguaging Theory, this study explored teachers’ experiences in using the vernacular as a contextualization strategy in English language instruction. Specifically, it examined teachers’ perceptions of vernacular use, the challenges they encountered, the coping strategies they employed, and the lessons they learned from integrating the vernacular into English classrooms.
Materials and Methods: This study employed a qualitative case study design conducted in a private secondary school in Pagadian City, Philippines. Seven English teachers were purposively selected based on their experience in using the vernacular during instruction. Data were gathered through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis to identify recurring patterns, categories, and themes related to teachers’ experiences and instructional practices.
Results: The findings revealed that teachers perceived the vernacular as a valuable instructional support that enhances students’ comprehension, promotes classroom participation, increases learner comfort, and facilitates the explanation of complex concepts. However, teachers also encountered challenges, including difficulties in translating technical terms, students’ dependence on teachers for language equivalents, and persistent comprehension difficulties among some learners. To address these concerns, teachers employed various coping strategies such as utilizing external resources, translating explanations, adjusting language use according to instructional needs, providing contextualized examples, and using alternative explanations to clarify concepts. Furthermore, teachers learned that the strategic and balanced integration of the vernacular improves communication and learner engagement while maintaining opportunities for English language development.
Conclusion: The study concludes that the vernacular serves as an effective contextualization tool in English language teaching when used purposefully and in moderation. A balanced application of both the vernacular and English promotes meaningful learning, supports comprehension, and contributes to the gradual development of students’ English proficiency in multilingual classroom settings.
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
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
English language teaching in Ethiopia increasingly emphasizes communicative competence, yet classroom implementation often remains teacher-centred and provides limited opportunities for intercultural learning. This study examines how Ethiopian EFL teachers perceive Communicative Language Teaching (CLT), how their perceptions appear in classroom practice, and how CLT supports students’ intercultural competence. A qualitative multiple-case study involves 12 secondary-school English teachers selected purposively from Ethiopian schools. Data are collected through semi-structured interviews, classroom observations, field notes, and demographic forms. The data are analysed thematically through familiarization, coding, categorization, within-case analysis, cross-case comparison, and theme development. The findings show that most teachers view CLT positively and associate it with participation, speaking practice, pair work, group discussion, role-play, and confidence building. However, their classroom practices only partly reflect these beliefs because many activities remain teacher-controlled, textbook-dependent, and focused on accuracy. Teachers also recognize the relationship between language and culture, although several interpret intercultural learning mainly as knowledge of customs and cultural facts. CLT contributes moderately to students’ intercultural competence when tasks include authentic interaction, cultural comparison, perspective-taking, negotiation of meaning, and reflective discussion. Its effectiveness depends on teacher mediation, task design, scaffolding, authentic materials, feedback, assessment alignment, professional development, class size, instructional time, learner proficiency, and institutional support. The study concludes that positive perceptions alone do not ensure effective intercultural CLT. Context-sensitive training, reflective communicative tasks, suitable materials, and assessment of intercultural outcomes are necessary to strengthen classroom implementation. These findings connect teacher cognition, classroom interaction, and intercultural learning within the realities of Ethiopian secondary education.
Teresso Tafa, Esmeralda Bhotana, Agus Wandi et al.· Journal of Language Studies...· 0 citations
This research article entitled ‘Teachers’ Perceptions Towards Learner-Centered Techniques in English Language Teaching Classroom’ aims to explore secondary-level English teachers’ perceptions towards learner-centered techniques in English language teaching classrooms in terms of group work, problem-based learning, and project- based learning.
To meet the objectives of this study, ten English language teachers of secondary level from five institutional and five community schools located in Kathmandu district were selected as participants. The participants were selected using a purposive sampling strategy. The researcher collected data by using semi-structured interviews.
The collected data were first transcribed and then analyzed thematically. After analysis and interpretation of the data, it was found that the majority of the teachers understand the value of learner-centered techniques for effective teaching in ELT classrooms. This study found that teachers faced challenges while implementing learner-centered techniques in their classrooms, for example, limitation of time, a large number of students, and inadequate resource materials.
Manda Paudel, S. Pandey, V.Girija et al.· International Journal of Lat...· 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.
This study explored the pedagogical practices of English teachers in achieving comprehensible input based on Krashen’s Comprehensible Input Hypothesis in selected public secondary schools in Tagum City. Using a qualitative phenomenological design, data were collected from fourteen (14) English teachers through in-depth interviews and focus group discussions. The interview guide used in the study was validated by both internal and external validators to ensure the clarity, relevance, and appropriateness of the research questions. Thematic analysis revealed that teachers encounter several challenges in delivering comprehensible input, including varying student proficiency levels, limited instructional resources, and diverse learner abilities. Despite these challenges, teachers employ various pedagogical strategies such as simplifying language, using authentic instructional materials, integrating visuals, and applying student-centered approaches to enhance learners’ understanding. In addition, collaboration among teachers, reflective teaching practices, and continuous professional development were identified as essential mechanisms in improving instructional delivery. The findings further showed that when comprehensible input is effectively delivered, it enhances learners’ engagement, confidence, and English language acquisition within a meaningful and supportive learning environment. The study concludes that pedagogical practices grounded in comprehensible input significantly contribute to improving students’ English proficiency. Moreover, the findings imply that strengthening teacher training programs and providing adequate instructional support and resources may further enhance the effective delivery of comprehensible input in English language classrooms and improve overall learning outcomes.
Karen Mae A. Fuerzas, Jose Elmer S. Oficiar· World Journal of Advanced Re...· 0 citations