Jul 2026· TEACHING Jurnal Inovasi Keguruan dan Ilmu Pendidikan· Vol 6, pp. 2065-2074· 0 citations· 8 references
Abstract
This article discusses the major challenges in the implementation of English as an Additional Language (EAL) education in secondary schools across Victoria, Australia. The background of this study is based on the increasing cultural and linguistic diversity among students, which requires the education system to provide effective and inclusive language learning services. The focus of the study is directed toward various obstacles in the implementation of EAL programs, including students’ low English proficiency, limited resources, insufficient language pedagogy competence among non-specialist teachers, and inconsistencies in educational policies and funding. This study employs a literature review method by analysing various scientific sources, academic articles, and policy documents related to EAL education in Victorian secondary schools. The research stages include literature collection, selection of relevant sources, content analysis, and synthesis of findings to identify challenges and effective strategies in EAL learning. The findings indicate that the success of EAL programs is influenced by consistent policy support, improved teacher competence, inclusive curriculum access, and learning strategies that are responsive to student diversity. The conclusion of this study emphasizes that strengthening institutional support, enhancing teachers’ professional development, and providing adequate resources are essential to improving language proficiency and academic outcomes for EAL students in secondary schools.
ABSTRAK
Artikel ini membahas tantangan utama dalam penyelenggaraan pendidikan English as an Additional Language (EAL) di sekolah menengah wilayah Victoria, Australia. Latar belakang penelitian ini didasarkan pada meningkatnya keberagaman budaya dan bahasa siswa yang menuntut sistem pendidikan menyediakan layanan pembelajaran bahasa yang efektif dan inklusif. Fokus kajian diarahkan pada berbagai kendala dalam pelaksanaan program EAL, seperti rendahnya kemampuan bahasa Inggris siswa, keterbatasan sumber daya, kurangnya kompetensi pedagogi bahasa pada guru nonspesialis, serta ketidakkonsistenan kebijakan dan pendanaan pendidikan. Penelitian ini menggunakan metode kajian literatur (literature review) dengan menganalisis berbagai sumber ilmiah, artikel akademik, dan dokumen kebijakan terkait pendidikan EAL di sekolah menengah Victoria. Tahapan penelitian meliputi pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis temuan untuk mengidentifikasi tantangan dan strategi efektif dalam pembelajaran EAL. Hasil kajian menunjukkan bahwa keberhasilan program EAL dipengaruhi oleh dukungan kebijakan yang konsisten, peningkatan kompetensi guru, akses kurikulum yang inklusif, serta strategi pembelajaran yang responsif terhadap keberagaman siswa. Simpulan penelitian ini menegaskan bahwa penguatan dukungan institusi, pengembangan profesional guru, dan penyediaan sumber daya yang memadai sangat penting untuk meningkatkan kemampuan bahasa dan hasil akademik siswa EAL di sekolah menengah.
The objectives of this research were to identify the challenges of teaching English as a Second Language in Zambian Secondary Schools and offer some practical suggestions for improvements. To achieve its objectives, this paper adopted a desk review approach. Data was gathered from published reports, online materials, articles, thesis and dissertations. Thereafter, it was reviewed, analyzed and synthesized so as to gain insights on challenges and solutions to ESL teaching. The findings indicated poor learner performance in national examinations, low English Language proficiency among learners, inadequate teaching and learning materials, overcrowded classrooms, limited teacher training for multilingual education, language policy implementation challenges, low learner classroom participation, low learner confidence in English, poor learner attendance to classes, limited parental support and insufficient use of communicative teaching approaches. Despite all these challenges, this research provided the following suggestions for improving ESL teaching: reflective teaching, inductions, home-school collaborations, recognizing cultural and linguistic diversity in classrooms, giving explicit leaner objectives and giving multiple specific instructional strategies. This paper recommended thorough examination of the following factors before selection and application of a given suggestion: availability of resources, time, teacher qualification, teacher experiences, teacher motivation, learner motivation and teacher-learner cultural background.
Kangombe Dickson, Phiri Juliet· International journal of res...· 0 citations
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
This study explored the significance of curriculum development in the effective management of English language
education in selected public elementary schools in Talomo District, Davao City. Employing a qualitative phenomenological
approach, the study sought to understand the lived experiences of elementary school teachers regarding curriculum
development in English language education. Data were gathered through in-depth interviews with eight purposively selected
Department of Education elementary teachers. The findings revealed that teachers encountered several challenges in curriculum
development, including issues related to educators' language proficiency, alignment with educational standards and curriculum
reforms, and the linguistic diversity of learners. To address these challenges, participants employed various strategies such as
engaging in teacher certification and professional development programs, utilizing culturally relevant instructional materials
and content, and participating in peer observation and collaborative learning. Furthermore, the study generated an important
educational management insight emphasizing the value of adopting a regional perspective in curriculum development to ensure
that English language instruction remains responsive to the diverse linguistic and cultural contexts of learners. Overall, the
findings underscore the vital role of curriculum development in strengthening the management of English language education
by promoting curriculum relevance, instructional quality, and alignment with national educational standards. The study
provides valuable implications for school leaders, curriculum developers, and policymakers in enhancing curriculum
development practices that support effective English language education in public elementary schools.
Janice P. Polingga· International Journal of Inn...· 0 citations
This study explores the experiences of English as a Second Language (ESL) lecturers in implementing the new English language curriculum at Politeknik Pertanian Negeri Samarinda. The research focuses on lecturers’ perceptions of the curriculum, teaching approaches, and challenges encountered in vocational higher education. A qualitative phenomenological approach was employed involving six ESL lecturers selected through purposive sampling. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings indicate that lecturers generally perceive the curriculum positively because it promotes communicative learning, learner autonomy, and vocational relevance through English for Specific Purposes (ESP). Lecturers implemented student-centered strategies, modular teaching materials, and technology-based resources to support learning. However, the implementation faced several challenges, including limited instructional time, inadequate training, inconsistent learning materials, students’ low English proficiency, and increased workload. The study implies that effective curriculum implementation requires continuous teacher training, institutional support, improved teaching materials, and sufficient instructional time to enhance English learning outcomes and students’ communicative competence in vocational education.