Exploring Teachers’ Pedagogical Practices for Enhancing English Speaking Skills in Upper Primary Classrooms in Paidha Town Council, Zombo District, Uganda
Aug 2026· Journal of global research in education and social science· 0 citations
Abstract
This study explored teachers’ pedagogical practices for enhancing English speaking skills among selected upper primary learners in Paidha Town Council, Zombo District. The study was motivated by a lack of research on how teachers actually use speaking methods in poor rural schools. The study was guided by Social Cognitive Theory and the Communicative Language Teaching approach. A qualitative research design was used to obtain an in-depth understanding of classroom practices and teachers’ instructional experiences. Data were collected from two selected primary schools through semi-structured interviews, classroom observations, and document analysis. The participants included eight upper primary English language teachers and two headteachers. Of these, three teachers were chosen for fourteen lesson observations to allow for a closer and more detailed examination of daily classroom interactions. The findings show that, while teachers knew about communicative practices such as group discussions, role-plays, storytelling, dialogues, and question-and-answer activities, they struggled to use them effectively in actual lessons. The main pattern in the findings revealed that teachers knew the theory but failed to use it in practice. Instead of conducting authentic speaking tasks, lessons became simple, repetitive routines in which group work was often poorly structured, role-plays were mainly conducted through textbook reading, storytelling activities were frequently reduced to copying notes, and choral responses dominated many lessons. The study also found a gap between planned learner-centred activities and actual classroom delivery. These findings suggest that teachers require more practical support in planning, managing, and assessing speaking-focused activities. By showing these classroom challenges in rural schools, this study adds to existing knowledge by indicating that knowledge of teaching methods alone is insufficient to help pupils speak well if teachers lack practical support for their specific school environments. The study concludes that improving pupils’ English-speaking skills requires the consistent use of participatory classroom practices, constructive feedback, and targeted professional development for teachers.
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 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
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
Pedagogical practices encompass the instructional methods, strategies, and approaches that educators use to facilitate learning and promote academic success. They form the basis of quality instruction in the teaching and learning process. Thus, the study examined the influence of head teachers’ instructional supervision on teachers’ pedagogical practices in government-aided primary schools in Lukaya Town Council, Kalungu District, Uganda. Guided by McGregor’s Theory X and Theory Y, the study adopted a qualitative research approach with a multiple case study design to explore how supervision shapes pedagogical practices. The target population comprised the district education officer, inspector of schools, head teachers, teachers, and pupils from the seven government-aided primary schools in the four wards of Lukaya Town Council. Out of the targeted population of 140, only 103 were selected using purposive and simple random sampling techniques to participate in the study. These were the District Education Officer (DEO), the District Inspector of Schools (DIS), 7 headteachers, 35 teachers, and 59 learners. Observation, interviews, and focus group discussions were used as data collection instruments. Qualitative data were analyzed through coding, categorization, and were analyzed thematically. The study found that head teachers demonstrate a generally high level of engagement in instructional supervision. Further, the research indicated that teachers exhibit a commendable level of commitment to pedagogical practices. It also emphasized that there is a significant and direct relationship between the head teachers’ instructional supervision and teachers’ pedagogical practices in government-aided primary schools in Lukaya Town Council. The study recommended that head teachers in government-aided primary schools in Lukaya Town Council should institutionalize a robust instructional supervision framework on the preparation and supervision of pedagogical practices. It recommended that head teachers should equip teachers with the required skills to apply quality pedagogical practices in ongoing lessons. It also recommended that the Ministry of Education and other stakeholders should strengthen leadership development programs focused on instructional supervision and pedagogical practices.
John Robert Inyalio, Creatoris Nayebare, Raymond Kibirige et al.· African Quarterly Social Sci...· 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