Mylen Garil Buenaflor* and Belen L. Dominguiano (Authors)
Abstract
Effective English language instruction is crucial for students’ academic and professional success. This study explored the lived experiences of English teacher in teaching English. How do English teachers engage in different activities, different strategies during classroom engagement. The challenges as well as the strategies of English understanding these experiences is vital for developing targeted support and improving pedagogical practices. Existing literature highlights various factors influencing English language teaching, including curriculum design, student motivation and resources availability. However, a deeper understanding of teachers’ day to day realities within the classroom context is needed. This qualitative study employed a phenomenological approach to investigate the classroom of ten (10) English teachers from diverse educational setting (urban/rural areas) within the municipality of Matnog. Data collection involved semi-structured interviews and classroom observation. Thematic analysis was used to identify recurring themes and patterns within the collected data, focusing on teachers’ experiences, challenges, engagement in the different activities and strategies. Ethical considerations including informed consent and anonymity were strictly adhered throughout the research process. Findings revealed several key themes related to classroom experiences. These include: (1) handling briefly engaged learners in lesson development (2) engaging diverse learners in communication activities (3) employing a differentiated scheme of assessment and (4) creating a safe and supportive learning environment. English teachers engage in various activities in the classroom. The study highlighted the challenges and resourcefulness of English teachers. The findings suggest a need for professional development focused on differentiated instruction, engagement strategies and assessment techniques. Supporting teachers in creating inclusive learning environments is also crucial. Further research could explore the impact of these strategies on student outcomes and teacher job satisfaction. Hence, the dedication and passion of English teachers deserve recognition and support. Their commitment to nurturing linguistic proficiency and fostering intellectual growth is an invaluable contribution to shaping future generations and empowering them to thrive in an increasingly interconnected global society.
Keywords: English language instruction, lived experiences, teaching strategies, classroom engagement, phenomenological approach, challenges, inclusive learning environment
DOI: http://doi.org/10.69651/PIJHSS0403461
Recommended citation: Buenaflor, M. G., & Dominguiano B. L. (2025). The classroom experiences of teachers in teaching English. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4962-4975. http://doi.org/10.69651/PIJHSS0403461
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