Aug 2026· E-Nook: World Journal for Overarching Interdisciplinary Research· Vol 1, pp. 1-18· 0 citations
Abstract
This Straussian grounded theory study generated an explanatory theory of why English language educators in basic education experience difficulty translating professional knowledge into consistently effective classroom practice. In this study, non-viability refers to the condition in which ideal English language instruction cannot be fully enacted because available resources, teacher preparation, learner readiness, language exposure, socioeconomic support, and institutional conditions are insufficient or uneven. Data were gathered from sixteen purposively selected informants composed of English language teachers, school administrators, stakeholders, and community members in public elementary school settings in Dalaguete, Cebu, Philippines. Semi-structured interviews served as the primary data source, while field notes and selected school-related documents were used to support contextual understanding and triangulation. Data were analyzed through open, axial, and selective coding. Findings showed that participants valued English instruction for literacy development, academic participation, communication competence, and future readiness, but implementation was constrained by resource limitations, uneven teacher preparation, learner diversity, limited English exposure outside school, socioeconomic conditions, multilingual classroom realities, and resistance to instructional change. Seven categories were generated: building a strong English foundation, tailoring language lessons, overcoming language teaching issues, navigating language dynamics, promoting community participation, addressing education and income-related factors, and using innovative tools. The core category, the Theory of Measures Caused by Non-Viability, explains that schools and communities adopt corrective, adaptive, and preventive measures when ideal English instruction becomes difficult to sustain. The theory contributes to English language education by explaining not only what constraints exist but how local actors respond to them in order to maintain learning continuity.
English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.
Rosa María Dolores Galarza Arreaga, Katty Roxana Paredes Escobar, Ángela Geanine Valencia Moreno.· Revista Científica Multidisc...· 0 citations
This study explored the lived experiences of Key Stage 3 English teachers in teaching the integrated language macro-skills of listening, speaking, reading, writing, and viewing in large public-school classes. Anchored on the Teacher Resilience Model and guided by Giorgi’s descriptive phenomenological method, the study sought to describe teachers’ experiences, the meanings they attached to significant teaching moments, recurring instructional patterns, and practical support needed for large-class instruction. A qualitative descriptive phenomenological research design was employed involving eight purposively selected English teachers from Lutucan Integrated National High School, Schools Division of Quezon. Data were gathered through expert-validated semi-structured interviews, audio-recorded, transcribed verbatim, and analyzed using Giorgi’s descriptive phenomenological method with member checking, peer debriefing, and an audit trail to ensure trustworthiness. The findings revealed that teachers experienced macro-skills instruction as a demanding yet transformative process requiring continuous classroom management, instructional adaptation, reflective practice, and emotional resilience. Speaking presented the greatest classroom management challenges, writing generated the heaviest assessment workload, reading revealed hidden comprehension difficulties, listening required sustained attention, and viewing primarily supported learner engagement. Teachers relied on structured routines, differentiated instruction, peer support, collaborative learning, and reflective teaching to sustain meaningful instruction despite overcrowded classrooms and limited individualized attention. The study concludes that effective large-class macro-skills instruction depends on continuous instructional adjustment, collegial support, learner-centered practices, and institutional assistance. It recommends strengthening teacher support systems, professional development, and validating the proposed Large-Class Macro-Skills Teaching Support Guide before wider implementation. This study supports Sustainable Development Goal 4 (Quality Education) by promoting improved teaching quality and Sustainable Development Goal 8 (Decent Work and Economic Growth) by emphasizing teacher resilience and supportive working conditions. Its sustainability contribution lies in providing context-specific evidence that can strengthen teacher development, institutional support, and equitable access to quality English language education in public schools.
Judy Ann Perez· International Journal of Sus...· 0 citations
English-medium instruction (EMI) has expanded across Bangladeshi higher education as a marker of academic quality, internationalisation, and graduate employability. Yet the institutional promotion of English does not necessarily translate into sustained English-medium classroom interaction or improved opportunities for students’ language development. This qualitative multiple-case study examines how EMI is interpreted, negotiated, and enacted across three private universities in Bangladesh. Data were generated through semi-structured interviews with six teachers of content-oriented English-department courses and 18 final-year undergraduate students, three student focus-group discussions, and three classroom observations. The dataset was analysed using reflexive thematic analysis, supported by iterative coding, memo writing, within-case analysis, and cross-case comparison. Findings indicate that EMI functioned less as a stable English-only instructional model than as a negotiated bilingual practice shaped by uneven English proficiency, time constraints, and institutional expectations. Teachers used Bangla to clarify difficult concepts, sustain interaction, and support comprehension, while students valued English for its academic and professional benefits but often experienced English-only instruction as limiting confidence, participation, and access to disciplinary knowledge. Bilingual mediation, however, rarely formed part of a systematic approach to academic-English development. The central tension therefore lies not simply in teachers’ departure from English-only instruction, but in universities’ expectation that EMI will deliver both disciplinary learning and English proficiency without adequate linguistic, pedagogical, and assessment support. Conceptualising this tension as the EMI institutional promise–practice paradox, the study argues for a linguistically responsive model that combines planned bilingual scaffolding, explicit disciplinary-language development, language-sensitive assessment, and sustained teacher support. By showing how bilingual mediation both sustains and complicates EMI, the study contributes to debates on multilingual pedagogy, linguistic equity, and institutional responsibility in multilingual higher education.
Sultana Jahan· ICRRD Quality Index Research...· 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 paper aims to examine the key challenges that English language teachers face in their day-to-day preparation and selection of instructional media. The study identifies contributing factors that create these challenges as barriers to attaining the goals of communicative language teaching (CLT). The need to develop vocabulary knowledge and understanding of both form and meaning in language learning at the elementary level of education is among the reasons for choosing primary schools as the focus of this study. The study took place in Wete District, Zanzibar, where the target population included primary school English language teachers together with headteachers or representatives of school administrative staff. A qualitative research design was employed, using descriptive and explanatory forms of data collection, presentation, and discussion of findings. The study used purposive and convenience sampling techniques to select teacher respondents and headteachers from the target population, while their availability, consent, and cooperation were carefully considered. A total of thirty-two (32) English language teachers, comprising 19 males and 13 females from sixteen (16) primary schools, participated in the data collection process by consenting to complete the study questionnaires. Additionally, seven headteachers, comprising 5 females and 2 males, were purposively selected and interviewed, producing a total of 39 respondents who fully participated in the study. The findings revealed that multiple responsibilities among teachers, financial limitations, lack of classroom connectivity, limited teacher knowledge, large enrolled classes, teachers’ perceptions, low teacher motivation, lack of talents and intelligences, and low commitment among English language teachers are key challenges faced by primary school English language teachers in the preparation and selection of instructional media in the study area.
Rubeya Ali Salim· Asian Journal of Education a...· 0 citations
English language learning materials are central to higher education, but the institutional processes through which they are planned, reviewed, implemented, and revised remain underexamined. This qualitative multiple-case study investigated faculty-led and institutionally mediated English-language materials development across three higher education institutions in Cabanatuan City, Philippines. Data came from nine semi-structured interviews, three focus group discussions, six observations, and 24 documents collected. Inductive thematic analysis showed that faculty acted as creators, adapters, implementers, reviewers, evaluators, and revisers of materials. Materials were shaped by syllabi, CHED-related expectations, institutional goals, learner needs, professional communication demands, peer review, committee checking, classroom experience, and feedback-informed revision. Cross-case analysis showed that institutional mediation existed across cases but varied in formality. The findings yielded an exploratory institutional adaptation framework comprising curricular alignment, learner-centered needs diagnosis, contextualization and authenticity, collaborative validation, and evaluation-integrated revision.
Ma. Elaine Dizon, Luijim S. Jose· Research and Innovation in A...· 0 citations
