Investigating Primary School Pupils’ Engagement in Learning English as a Foreign Language

Abstract

The impelementation of teaching English as a foreign language to third-year primary school pupils by the Algerian government is indeed a commendable initiative with far reaching benefits. This current study aims to delve into the learners' engagement in learning English as a foreign language, as well as investigate the perceptions and challenges faced by both EFL teachers and learners. To accomplish this objective, an exploratory qualitative research design was employed to address the research questions at hand. Two data gathering tools were utilized for this purpose. Firstly, a semi-structured interview was conducted with three primary school teachers to gain insights into their experiences and perspectives. Secondly, a classroom observation was carried out to monitor the behavior and engagement of the third-year pupils at Barkat Abd Errahmane Primary School. The collected data, particularly the findings derived from the thematic analysis of the teachers' interviews, shed light on the difficulties faced by teachers in teaching English as a foreign language. One significant challenge highlighted by the teachers was the lack of prior training that would equip them with the necessary skills and strategies to effectively deliver English language instruction. Furthermore, the pupils' low reading comprehension posed an additional hurdle for teachers to overcome. These findings underscore the importance of providing appropriate training and support for teachers in order to enhance the effectiveness of teaching English as a foreign language. By addressing the identified challenges and providing teachers with the necessary tools and strategies, the Algerian government can contribute to the improvement of English language education in primary schools, ultimately benefiting the learners and fostering their language skills, opportunities, and intercultural understanding.