Aug 2026· International Journal of Innovative Science and Research Technology· pp. 531· 0 citations· 15 references
Abstract
This study explored the significance of curriculum development in the effective management of English language
education in selected public elementary schools in Talomo District, Davao City. Employing a qualitative phenomenological
approach, the study sought to understand the lived experiences of elementary school teachers regarding curriculum
development in English language education. Data were gathered through in-depth interviews with eight purposively selected
Department of Education elementary teachers. The findings revealed that teachers encountered several challenges in curriculum
development, including issues related to educators' language proficiency, alignment with educational standards and curriculum
reforms, and the linguistic diversity of learners. To address these challenges, participants employed various strategies such as
engaging in teacher certification and professional development programs, utilizing culturally relevant instructional materials
and content, and participating in peer observation and collaborative learning. Furthermore, the study generated an important
educational management insight emphasizing the value of adopting a regional perspective in curriculum development to ensure
that English language instruction remains responsive to the diverse linguistic and cultural contexts of learners. Overall, the
findings underscore the vital role of curriculum development in strengthening the management of English language education
by promoting curriculum relevance, instructional quality, and alignment with national educational standards. The study
provides valuable implications for school leaders, curriculum developers, and policymakers in enhancing curriculum
development practices that support effective English language education in public elementary schools.
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
This study explores the experiences of English as a Second Language (ESL) lecturers in implementing the new English language curriculum at Politeknik Pertanian Negeri Samarinda. The research focuses on lecturers’ perceptions of the curriculum, teaching approaches, and challenges encountered in vocational higher education. A qualitative phenomenological approach was employed involving six ESL lecturers selected through purposive sampling. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings indicate that lecturers generally perceive the curriculum positively because it promotes communicative learning, learner autonomy, and vocational relevance through English for Specific Purposes (ESP). Lecturers implemented student-centered strategies, modular teaching materials, and technology-based resources to support learning. However, the implementation faced several challenges, including limited instructional time, inadequate training, inconsistent learning materials, students’ low English proficiency, and increased workload. The study implies that effective curriculum implementation requires continuous teacher training, institutional support, improved teaching materials, and sufficient instructional time to enhance English learning outcomes and students’ communicative competence in vocational education.
This study contributes to the professional development of English language teacher candidates by enabling them to experience micro-teaching lesson study cycles implemented within a metaverse environment. The collaborative teacher development model, which has been practiced in schools for some time, was integrated with micro-teaching practices and structurally adapted to suit the dynamics of a virtual metaverse setting. Employing a case study design as part of qualitative research methodology, the study involved five English language teacher education students enrolled at a public university in Türkiye. Data were collected through semi-structured interviews, observation notes, and group discussions, and were analysed qualitatively; the emerging themes and codes were interpreted by the researcher. The findings indicate that the pre-service teachers gained teaching experience within the metaverse environment and enhanced their awareness of online instruction by discovering creative ways of delivering lessons unique to the virtual space. In addition, participants articulated the strengths and weaknesses of transferring distance education into the metaverse and demonstrated a critical perspective toward its improvement. Furthermore, the results of the study offer a more comprehensive model for distance education as an alternative to current AI-driven approaches, pointing to a more feasible option in response to existing critiques of online education in the literature.
Tolga Citak, Gülden İlin· IBAD Sosyal Bilimler Dergisi· 0 citations
This article discusses the major challenges in the implementation of English as an Additional Language (EAL) education in secondary schools across Victoria, Australia. The background of this study is based on the increasing cultural and linguistic diversity among students, which requires the education system to provide effective and inclusive language learning services. The focus of the study is directed toward various obstacles in the implementation of EAL programs, including students’ low English proficiency, limited resources, insufficient language pedagogy competence among non-specialist teachers, and inconsistencies in educational policies and funding. This study employs a literature review method by analysing various scientific sources, academic articles, and policy documents related to EAL education in Victorian secondary schools. The research stages include literature collection, selection of relevant sources, content analysis, and synthesis of findings to identify challenges and effective strategies in EAL learning. The findings indicate that the success of EAL programs is influenced by consistent policy support, improved teacher competence, inclusive curriculum access, and learning strategies that are responsive to student diversity. The conclusion of this study emphasizes that strengthening institutional support, enhancing teachers’ professional development, and providing adequate resources are essential to improving language proficiency and academic outcomes for EAL students in secondary schools.
ABSTRAK
Artikel ini membahas tantangan utama dalam penyelenggaraan pendidikan English as an Additional Language (EAL) di sekolah menengah wilayah Victoria, Australia. Latar belakang penelitian ini didasarkan pada meningkatnya keberagaman budaya dan bahasa siswa yang menuntut sistem pendidikan menyediakan layanan pembelajaran bahasa yang efektif dan inklusif. Fokus kajian diarahkan pada berbagai kendala dalam pelaksanaan program EAL, seperti rendahnya kemampuan bahasa Inggris siswa, keterbatasan sumber daya, kurangnya kompetensi pedagogi bahasa pada guru nonspesialis, serta ketidakkonsistenan kebijakan dan pendanaan pendidikan. Penelitian ini menggunakan metode kajian literatur (literature review) dengan menganalisis berbagai sumber ilmiah, artikel akademik, dan dokumen kebijakan terkait pendidikan EAL di sekolah menengah Victoria. Tahapan penelitian meliputi pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis temuan untuk mengidentifikasi tantangan dan strategi efektif dalam pembelajaran EAL. Hasil kajian menunjukkan bahwa keberhasilan program EAL dipengaruhi oleh dukungan kebijakan yang konsisten, peningkatan kompetensi guru, akses kurikulum yang inklusif, serta strategi pembelajaran yang responsif terhadap keberagaman siswa. Simpulan penelitian ini menegaskan bahwa penguatan dukungan institusi, pengembangan profesional guru, dan penyediaan sumber daya yang memadai sangat penting untuk meningkatkan kemampuan bahasa dan hasil akademik siswa EAL di sekolah menengah.
This study explores the implementation of differentiated instruction (DI) in language skills development courses for English majors at Hanoi National University of Education (HNUE). The study adopted a mixed-methods approach, collecting quantitative data through questionnaires with 207 students and 18 lecturers, and qualitative data through classroom observations and semi-structured interviews with selected lecturers. The findings demonstrate that lecturers and students generally perceived DI as necessary; however, its implementation was uneven. In addition, DI implementation was limited to content and process differentiation, while product and learning environment differentiation were less evident. The findings also identify a number of factors that influenced the implementation of DI, including large class sizes, limited lesson duration, rigorous curriculum, learner diversity and other teacher-related factors. The study suggests that a clearer insight into the concept and greater support from the university are required to enhance DI implementation in university English classrooms.
T. Triệu· VNU Journal of Foreign Studi...· 0 citations
Curriculum change is recognized as a long and arduous process, requiring administrators and educators to navigate a complex landscape of national and state standards. As educational systems evolve to address the diverse needs of students, teachers are often required to modify their instructional approaches. This qualitative descriptive study sought to explore the firsthand experiences, classroom practices, coping mechanisms, and insights of ten Special Education (SPED) teachers as they navigated curriculum evolution within their respective schools. Data was collected through in-depth interviews. Analysis of the data revealed two major themes related to the teachers’ experiences: the need for clear guidance regarding instructional content and learning objectives, and the importance of simplifying curriculum content to make it more accessible and meaningful for learners with disabilities. To effectively respond to these challenges, teachers employed various coping mechanisms, including making necessary classroom adjustments, engaging in professional development, and committing to continuous upskilling and reskilling. The study concludes that, despite the difficulties associated with curriculum change, SPED teachers demonstrate resilience, adaptability, and a willingness to embrace educational reforms when they believe these changes will improve learning outcomes and overall development for learners with disabilities.
Elgrace S. Tana· Cognizance Journal of Multid...· 0 citations
