Tactics Used in Challenging Activities in English Language Teaching

Abstract

This study aimed to determine the tactics used by teachers in activities in which middle school students have challenges in English language learning. The study, designed according to the phenomenological research model, consists of two phases. While the first phase was conducted in public secondary schools which are ranked at the middle level according to English scores on the High School Transition System (LGS) exam, the second phase was conducted in public secondary schools which are ranked at the high level according to English score on LGS exam in Efeler district of Aydın province. In the first phase of the study, the activities that students had challenges were identified. In the second phase, the tactics used by the teachers to overcome the challenges in the activities stated by the teachers in the first phase study group were determined. The data obtained through interviews with English language teachers in the first phase of the study was analyzed using the content analysis technique. The themes that emerged in content analysis were used in descriptive analysis in the second phase of the research. It was concluded that students had challenges in activities related to four main skills -speaking, listening, writing, and reading comprehension. Also, inadequate vocabulary and grammar, lack of motivation, and disciplinary problems especially in group or pair work emerged as common challenges in the activities related to the four skills. Participants in the second phase suggested various tactics to address these challenges.

Keywords

• Challenges in English language learning
• tactics in English language teaching

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