| dc.description.abstract | This study investigates the English teachers’ perceptions of students’ English acquisition and how their teaching practices impact the learning activities. Using a descriptive qualitative research methodology, the study explores two primary questions: 1) how do English teachers perceive the language acquisition process? 2) how do teachers’ past English learning experiences influence their students’ learning activities?
Data was collected through questionnaires and interviews with English teachers. The research reveals that effective English language teaching involves a combination of natural language exposure and interaction, alongside explicit and implicit grammar instruction tailored to students’ abilities. Teachers recognize the significance of students’ native language and motivation in the acquisition process. While teachers’ use of English outside the classroom remains limited, their personal learning experiences significantly influence their teaching approaches, including the use of authentic materials like films and songs.
Key findings indicate that teachers believe students acquire English most effectively through natural exposure and interaction, with a preference for explicit grammar instruction for lower-proficiency learners. Motivation emerged as a crucial factor in language acquisition, with all teachers agreeing on its importance. The study also found that improved English language acquisition can increase students’ self-confidence and motivation.
This research contributes to the understanding of English language teaching methodologies and highlights the importance of teachers’ own language learning experiences in shaping their instructional practices. The findings suggest that continuous improvement of teachers’ English competence, school programs encouraging natural English use, and consideration of students’ motivational factors are crucial for effective English language education.
Keyword: Teachers’ perception, English acquisition, learning experiences | en_US |
