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

Abstract

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.