Innovative Approaches to Language Teacher Education: The Metaverse

The Journal of Language Teaching and Learning ™

Teaching videos in initial teacher education: a qualitative study of pre-service teachers’ reflections

Teaching videos, defined here as recordings of authentic classroom practice in schools, have become an important resource in initial teacher education. This study examines how pre-service teachers of English as a foreign language (EFL) reflect on the use of teaching videos during a university seminar in EFL pedagogy and linguistics. The sample comprised 28 pre-service teachers. Participants viewed selected excerpts from a publicly accessible video documenting an upper-secondary lesson on countering disinformation as part of critical media education. They subsequently took part in a guided discussion. Their written reflections were analysed using reflexive thematic analysis. Four themes were identified. Participants valued the teaching video for offering insights into authentic classroom practice and facilitating the observation of classroom interaction (Theme 1). They described such videos as starting points for reflection that enabled them to evaluate observed teaching in light of their developing professional perspectives and to consider alternative pedagogical approaches (Theme 2). However, participants also recognised the selective and mediated nature of video-based representations of classroom practice (Theme 3). They expressed concern that individual videos, particularly when presented without sufficient contextualisation, might unintentionally function as normative models of teaching (Theme 4). The findings suggest that conceptualisations of professional vision should account for the situated and mediated character of video-based observation. They also have implications for learning through reflection on other teachers' practice and for the design of video-based learning environments in initial teacher education.

Engaging ICT-Supported Learning Activities to Achieve ELT Curriculum Goals

The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.

From Professional Learning to Classroom Practice: Teaching Strategies of Non-Specialist English Teachers in a Vocational School Context

The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.

Project-Based Learning in Teaching Social Studies in Higher Education Institution: A Narrative Inquiry

This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.

Pedagogical practices of English teachers in achieving comprehensible input: A qualitative inquiry

This study explored the pedagogical practices of English teachers in achieving comprehensible input based on Krashen’s Comprehensible Input Hypothesis in selected public secondary schools in Tagum City. Using a qualitative phenomenological design, data were collected from fourteen (14) English teachers through in-depth interviews and focus group discussions. The interview guide used in the study was validated by both internal and external validators to ensure the clarity, relevance, and appropriateness of the research questions. Thematic analysis revealed that teachers encounter several challenges in delivering comprehensible input, including varying student proficiency levels, limited instructional resources, and diverse learner abilities. Despite these challenges, teachers employ various pedagogical strategies such as simplifying language, using authentic instructional materials, integrating visuals, and applying student-centered approaches to enhance learners’ understanding. In addition, collaboration among teachers, reflective teaching practices, and continuous professional development were identified as essential mechanisms in improving instructional delivery. The findings further showed that when comprehensible input is effectively delivered, it enhances learners’ engagement, confidence, and English language acquisition within a meaningful and supportive learning environment. The study concludes that pedagogical practices grounded in comprehensible input significantly contribute to improving students’ English proficiency. Moreover, the findings imply that strengthening teacher training programs and providing adequate instructional support and resources may further enhance the effective delivery of comprehensible input in English language classrooms and improve overall learning outcomes.