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Teachers' perspectives on effective English language teaching practices at the elementary level: A phenomenological
Muhammad Imran1,2, Norah Almusharraf3, Mohamed Sayed Abdellatif4,5
1Education Research Lab, Prince Sultan University, Saudi Arabia.
Heliyon
|April 17, 2024
Summary
Elementary English teachers face challenges like large classes and lack of resources. Enhancing professional development and incorporating technology are key to improving English language instruction.
Area of Science:
- Education
- Linguistics
- Pedagogy
Background:
- English language teaching in elementary schools is crucial for foundational learning.
- Identifying challenges faced by educators is essential for curriculum development and teacher support.
Purpose of the Study:
- To explore English language teachers' and students' perspectives on current pedagogical and instructional practices.
- To identify the primary challenges encountered in elementary English language classrooms.
Main Methods:
- Phenomenological approach and mixed-method design.
- Data collection via questionnaires, case studies, interviews, and observations.
- Involved 8 educators and 200 students across 8 elementary schools in central Punjab, Pakistan.
Main Results:
- Key challenges include insufficient professional training, overcrowded classrooms, cultural barriers, and limited resources/technology.
- Lack of parental cooperation was also identified as a significant issue.
- Teachers with lower qualifications benefit from focused, specific teaching approaches.
Conclusions:
- Revising professional development programs for English teachers is recommended.
- Incorporating innovative teaching methods and technology is crucial for effective language instruction.
- Tailored pedagogical strategies are needed for teachers facing specific challenges.
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