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

Abstract

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.