ABSTRACT
The study aimed at exploring underlying factors that hinder and facilitate teachers teaching English as a second language in upland high schools in the Municipality of Calinog during the school year 2022-2023 as the basis for in-service training. The study utilized the descriptive research method, employing in-depth interviews. The study used the phenomenology qualitative research design. Data were collected through a researcher-made interview guide and were analyzed and interpreted using a thematic approach. The results revealed that chronic absenteeism among learners and a lack of instructional resources were the widely recognized and predominantly occurring issues that limit teachers’ ability to teach English with efficiency and quality. Meanwhile, teachers perceived learners’ high level of motivation and the application of differentiated instructions in the classroom as key factors, making a significant impact on their effectiveness in facilitating classroom engagement and improving learning outcomes.
Keywords: Hindering Factors, Facilitating Factors, Teachers, Upland High School, English as a Second Language, In-Service Training
INTRODUCTION
Background of the study
Teaching English is a noble profession that plays a crucial role in the globalizing world. English is often considered the lingua franca of the world, serving as a means of communication across international borders. However, despite its importance, teaching English comes with a myriad of challenges that educators must navigate. In the study, the researcher aimed at exploring some of the major challenges and opportunities faced by teachers teaching English in upland high schools.
One of the most significant challenges in teaching English is addressing the diverse learning needs of learners. English learners come from various linguistic and cultural backgrounds, each with its own unique learning styles and abilities. Some learners may be fluent in their native language and find it easier to learn English, while others may struggle due to limited language exposure.
English grammar and vocabulary can be particularly challenging due to the language's irregularities and exceptions. English has a vast vocabulary and complex grammar rules, making it difficult for both native and non-native speakers to master.
Motivating learners to learn English can be a daunting task, especially when they perceive the language as foreign or irrelevant to their lives. English teachers often face the challenge of keeping learners engaged and interested in learning the language.
In the other case, the lack of resources and infrastructure in schools affects the quality of education that learners receive. Without proper facilities, students may not be able to attend classes regularly, or they may be distracted by external factors, making it difficult for them to concentrate on their studies. The lack of textbooks and teaching materials also hinders the learning process, as learners may not have access to the necessary information to understand the concepts taught in class (Bai, 2023).
In the digital age, teaching English often involves integrating technology into the classroom. While this can enhance learning, it can also be a challenge for teachers who are not digitally literate. Furthermore, not all learners have equal access to technology, creating disparities in learning opportunities.
Teaching English also requires cultural sensitivity and awareness. English teachers must be prepared to address cultural differences and promote intercultural understanding, which can be challenging when working with diverse learner populations.
Thus, teaching English is a complex and demanding profession that requires teachers to overcome numerous challenges. From adapting to diverse learning needs to addressing language complexities and navigating cultural differences, English teachers play a vital role in helping learners become proficient in this global language. Continuous professional development, innovative teaching methods, and a passion for imparting knowledge are pivotal to fostering success in the field of teaching and learning English.
By exploring these challenges in depth, the study can provide valuable insights into the unique needs and experiences of English teachers in upland high schools, ultimately contributing to the development of more effective teaching strategies and support systems for educators in these settings.
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