DefinePK

Abstract

This study explores secondary school English teachers’ perspectives on teaching English as a second language (ESL), focusing on their pedagogical practices, the challenges they face, and the implications for language learning outcomes. As globalization continues to shape educational demands, proficiency in English has become a crucial skill for students worldwide. Secondary school teachers play a central role in equipping students with these language skills; however, they encounter several obstacles, such as large class sizes, limited resources, and diverse student proficiency levels. These challenges impact the effectiveness of ESL instruction, making it vital to understand how teachers perceive and navigate these issues. Through a quantitative research design, the study collected data via a survey distributed to secondary school ESL teachers of District of Swat, Khyber Pakhtunkhwa, Pakistan, assessing their teaching methods, classroom challenges, and the strategies they employ to overcome these barriers. The findings reveal that modern, communicative teaching methods, such as task-based learning (TBL) and communicative language teaching (CLT), are widely used by teachers, with a significant integration of technology in the classroom. However, challenges like large class sizes, limited resources, and low student motivation were identified as key obstacles to effective language learning. Despite these issues, teachers reported that professional development, peer collaboration, and technology use were essential in improving teaching effectiveness and overcoming classroom challenges. This research highlights the need for better resource allocation, smaller class sizes, and continued professional development to enhance the quality of ESL teaching. The study emphasizes the importance of addressing these barriers to improve language learning outcomes and support secondary school English teachers in delivering effective ESL instruction in the District of Swat, Khyber Pakhtunkhwa, Pakistan.