Jul 2026· International Journal of Education Foundations· Vol 3, pp. 585-599· 0 citations· 47 references
Abstract
Effective teaching and learning involve appropriate use of methods to increase communication opportunities. Teaching and learning methods that promote meaningful communication are vital for developing English as a second language proficiency among pupils. This study investigated the methods used by primary school teachers in Tanzania to develop pupils' ability to communicate in English. The study was guided by Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Vygotsky's Sociocultural Theory. It employed a mixed-methods design, using pragmatic and interpretivist research approaches. Questionnaires were used to collect data from 94 English subject teachers. Qualitative data were collected through observation of 94 lessons across 17 district councils in 11 regions from the Tanzania Mainland between 01 May and 15 June 2026. Likert scale questionnaire items and open-ended questions were used for data collection. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed thematically. Findings revealed that teachers widely use group work, pair work, real-life contexts, songs, storytelling, functional language teaching, integrated language skills, and digital tools to develop English communication skills. School leaders support these methods through Teachers’ continuous professional development (MEWAKA) sessions, provision of materials and constructive feedback. The study concludes that primary school teachers in Tanzania use a variety of communicative strategies that can substantially develop pupils’ English communication ability when these methods are systematically supported. It recommends sustained teacher professional development and provision of better resources, including audio and audio-visual resources.
The objective of this study was to examine level of self-efficacy, teaching practices, and relationships, focusing on language teaching skills and instructional strategies. A total of 186 English teachers were identified in the study where 123 English language teachers completed a validated questionnaire on self-efficacy and teaching practice. Explanatory sequential mixed design with a cross-sectional design for quantitative data and a phenomenological design for qualitative data were employed. Structured questionnaire and semi-structured interview and classroom observation were conducted to obtain quantitative and qualitative data, respectively. Thus, descriptive statistics (frequency and mean) and inferential statistics (correlation, two ways ANOVA and regression analysis) were used to analyze quantitative data, and thematic analysis was used to analyze the qualitative one. In the end, the quantitative result indicated that EFL teachers perceived high level of self-efficacy and utilization of communicative language teaching approach whereas the qualitative result indicated that EFL teachers had poor teaching practice in teaching language skills and utilization of instructional strategy. The qualitative result also showed that EFL teachers usually use non-communicative language teaching approach. This shows there is discrepancy between quantitative and qualitative reports. Further, the findings indicated that the correlation analysis showed moderate association between (language teaching skill and instructional strategy). The regression model had a significant explanatory potential for predicting secondary school EFL teachers’ teaching practice. Both language teaching skill and instructional strategy were a significant positive predictor of teaching practice. Ultimately, it is recommended that there is a need to work on providing professional development-oriented language training to fill in the observed gaps. Additionally, this study will serve as a springboard for potential researchers who wish to investigate further issues related to teaching English in Ethiopian school contexts at different levels.
Shewa Basizew Baguko, B. Taye· Pedagogical Research· 1 citation
Purpose: Teaching methods remain key to the effective implementation of inclusive education, as teachers select approaches based on learners’ needs and contextual demands. This study investigated frequently used teaching methods for enhancing pupils’ performance in English Language in the South West Region of Cameroon. The methods examined were Cooperative Learning (CL), Explicit Teaching (ET), and Communicative Language Teaching (CLT).
Methodology: The study adopted a quasi-experimental design using pre-test and post-test scores. Questionnaires and an observation checklist were used for data collection. A purposive sample of 132 pupils was drawn from two inclusive primary schools: Inclusive Government English Primary School (IGEPS) Muyuka and IGEPS Man-O-War Bay, Limbe 3. Sixty-six pupils constituted the experimental group and were taught using CL and ET, while 66 formed the control group and were taught using CLT. Data were analyzed using pupil t-test and z-test.
Findings: Post-test results showed higher mean scores among pupils exposed to CL and ET than those taught using CLT. At IGEPS Muyuka, the experimental group obtained a mean score of 14.25 compared with 8.63 for the control group, while at IGEPS Man-O-War Bay, the respective means were 14.76 and 10.90.
Unique Contribution to Theory, Policy and Practice: The study recommends strengthening teachers’ competencies in CL and ET to enhance instructional effectiveness. The study contributes to theory by providing empirical evidence on the complementary use of CL and ET in improving English Language learning outcomes. Practically, it identifies contextually relevant approaches for inclusive classrooms and provides evidence to inform teacher training, inclusive education policies, and instructional guidelines in Cameroon.
Fontem Bridget Atemlefac, Nkemngong Atemnkeng· Journal of Education and Pra...· 0 citations
The medium of instruction plays a crucial role in how learners access, engage with, and absorb educational material. In South Africa, the continued use of English as the primary language of instruction, especially in rural areas, raises concerns about its impact on student success and fairness. This case study investigates the educational consequences of using English as the language of learning and teaching (LoLT) in a rural high school in South Africa. Employing a qualitative research methodology grounded in Vygotsky’s Sociocultural Theory, the research purposefully selected six educators and collected data through semi-structured interviews. Thematic analysis revealed that students’ limited proficiency in English hinders their understanding, classroom participation, and overall academic success. Factors contributing to this situation include insufficient learning materials and teachers’ inadequate proficiency and training in teaching English. Nonetheless, early exposure to English was associated with better academic outcomes across grades. The study suggests progressively introducing English from pre-primary education and calls on the Department of Education to invest in teacher training and student-centred English programmes using accessible media resources. The study concludes that while English presents challenges in under-resourced rural schools, its effective implementation, supported by early introduction, targeted language support programmes, and teacher training in translanguaging, can improve learning outcomes. This paper contributes to scholarship by providing empirical evidence on the implications of using English as the language of learning and teaching in a rural South African context, highlighting the gap between language policy and classroom realities. It advances understanding of how limited English proficiency and teacher preparedness affect learner engagement and achievement.
N. Mtshatsha· E-Journal of Humanities, Art...· 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
English language occupies a central position in Nigeria’s educational system as the official
language and the principal medium of instruction in schools. Despite its importance, many
students in rural secondary schools continue to experience poor performance in English
language due to inadequate teaching strategies, shortage of qualified teachers, limited
instructional resources, and insufficient exposure to English outside the classroom. This study
investigates effective strategies for teaching English as a Second Language (ESL) in secondary
schools in Ogori-Magongo Local Government Area of Kogi State, Nigeria. The study adopts a
mixed-methods research design involving questionnaires, classroom observations, interviews,
and achievement tests administered to selected teachers and students in rural secondary schools.
The study is anchored on Communicative Language Teaching Theory, Sociocultural Theory, and
the Input Hypothesis. Findings reveal that learner-centred approaches, communicative activities,
contextualized instruction, and low-cost technology-assisted learning significantly improve
students’ participation and performance in English language. The study further identifies
inadequate teacher training, poor infrastructural facilities, and mother tongue interference as
major obstacles to effective ESL teaching in rural schools. The paper recommends regular
teacher training, curriculum reform, integration of communicative teaching methods, and
government support for instructional resources in rural schools. The study contributes to the
ongoing discourse on improving English language education in underserved communities in
Nigeria.
Afolabi David Dele· International Journal of Eng...· 0 citations
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations