Exploring Online Teaching Strategies and Implications

Supporting Low-Proficiency Learners in EFL Classrooms: Strategies for Inclusive Teaching

This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.

Exploring Collaborative Learning in English Classrooms: Teachers’ Challenges on Peer-Assisted Instruction

This qualitative study employed a phenomenological research design to explore the lived experiences of English teachers regarding the challenges, coping mechanisms, and educational management insights in implementing collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting. The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to address student behavioral concerns. The results underscored the complexities of implementing collaborative learning with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional practices and support systems within English language classrooms.

Impact of Instructional Strategies, Classroom Management, and Student Engagement on Teachers' Professional Practices

This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.

Teaching English Inclusively in Regular Vocational Classroom

This study explored adaptive teaching practices implemented by an English teacher in a mainstream vocational high school that had not been formally designated as an inclusive school but enrolled a student with a hearing impairment. Using a qualitative approach with a narrative inquiry design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the teacher adapted instructional media, communication, and classroom interaction through visually enriched PowerPoint presentations, slower speech delivery, repeated explanations, individualized instruction, comprehension checks, and multimodal communication using gestures, eye contact, clear articulation, and body language. Two major challenges emerged: adapting audio-based instructional materials and managing instructional time while providing individualized support. These challenges were addressed through repeated explanations, personalized guidance, and integrated verbal and nonverbal communication. The teacher evaluated instructional effectiveness based on students’ participation, learning progress, and attainment of learning objectives, while continuous professional reflection strengthened pedagogical flexibility and commitment to inclusive practice. The study concludes that successful inclusive English language teaching depends on adaptive instructional strategies, reflective practice, pedagogical responsiveness, and teachers’ commitment to ensuring equitable learning opportunities for students with hearing impairments in mainstream classrooms.

RESEARCH ARTICLE Voices of Elementary Learners: Exploring the Influence of Classroom Participation on Learning Skills and Educational Attitudes

Exploring The Role of Teachers in the Implementing English Language Teaching Strategies at SMPN 2 Telaga

This study aims to explore the roles of teachers in implementing English language teaching strategies at SMPN 2 Telaga. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans. The findings reveal two contrasting pedagogical orientations. One teacher adopts a teacher-centered approach that emphasizes structured instruction and linguistic accuracy but limits student interaction. In contrast, the other teacher applies a student-centered and communicative approach that actively promotes student engagement, participation, and confidence in using English. The study further indicates that the student-centered approach is more effective in fostering meaningful learning, although challenges remain in addressing differences in students’ confidence and participation levels. These findings highlight that effective English language teaching requires the integration of pedagogical, communicative, and affective aspects. Teachers are therefore encouraged to balance structured instruction with interactive learning, provide both corrective and supportive feedback, and create a motivating classroom environment to enhance student engagement and learning outcomes.