THE ROLE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF LISTENING COMPREHENSION IN ENGLISH AS A SECOND LANGUAGE

Yazarlar

  • Rehabeam K. Shapaka University of South Africa, South Africa orcid.org/0009-0009-7921-3458

DOI:

https://doi.org/10.46827/ejel.v10i3.6249

Anahtar Kelimeler:

listening comprehension difficulties- listening comprehension strategies- teaching listening comprehension

Öz

This article explored the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. A qualitative single descriptive case study research design emanated from a constructivist worldview was employed to explore the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. Data was collected through an interview schedule, field notes and the open-ended questionnaire. The criterion purposeful sampling technique was used to select ten teachers from ten schools. Data analysis was conducted through thematic analysis, typological analysis, and content analysis, using Atlas.ti. The findings have established the role of teachers’ instructional strategies on teaching of listening comprehension, prevailing instructional strategies used and the interplay between them. Teachers need to study and learn application of instructional strategies, apply strategies to optimise their success and enhance teaching and learning, which result in students’ academic outcomes. Teachers should apply instructional strategies to enhance listening comprehension. Teachers’ instructional strategies play critical role in teaching listening comprehension, affect teacher performance, and results in positive and negative student academic performance.

 

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Yazar Biyografisi

  • Rehabeam K. Shapaka, University of South Africa, South Africa orcid.org/0009-0009-7921-3458

    Born at Okanya Village, Ongandjera, Namibia in 1967, this author became an ordinal teacher in the Ministry of Education, Arts and Culture in 1990, Head of Department in 2005, and school principal in 2007. Author’s educational background include Doctor of Philosophy in Education in education management from University of South Africa, Pretoria, 2021, Master of Education in education management, leadership and policy studies from the University of Namibia, Windhoek, 2017, Postgraduate Diploma in Education in education management from University of South Africa, Pretoria, 2007, Bachelor of Education in education management from the Rand Afrikaans University, Johannesburg, 2004, Further Diploma in Education in English language teaching from Rand Afrikaans University, Johannesburg, 2001 and Diploma in Education in English and Oshindonga from Ongwediva College of Education, Ongwediva, 1996. Author’s field of expertise, field of academic interests include education management, education leadership, school governance, and education law and policy studies.

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Yayınlanmış

2025-09-01

Sayı

Cilt 10 Sayı 3 (2025)

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Articles

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