An Analysis of the Challenges and Strategies of English Language Teachers in Teaching Mixed-Ability Classes: A Qualitative Inquiry

Abstract

The purpose of this research was to examine the difficulties encountered by English language teachers when instructing mixed-ability classes, as well as the strategies they used to overcome these challenges. The study used a qualitative research design, where data was collected through classroom observation and interviews with five different English teachers from secondary schools in Nepalgunj Sub-metropolitan city of Banke district, Nepal through judgmental non-random sampling procedures. The study had three research questions that concentrated on understanding teachers’ views of mixed-ability classes, finding the difficulties teachers experience while teaching in mixed-ability classes, and proposing some educational consequences for the same. The findings of the study are significant for teachers, students, school administrations, course designers, textbook writers, and policy makers, as they will be able to manage different types of learners better in the classroom. The study concludes that mixed-ability classes are challenging, but they offer rich diversity in learners. Teachers encountered difficulties due to variations in language learning ability, learning style, cultural background, age, learning experiences, and mother tongue. The study suggests that teachers use various strategies, such as differentiated instruction, peer teaching, and collaborative learning, to address the challenges of mixed-ability classes. Overall, the study provides valuable insights into the perceptions, issues, and practices of English teachers in mixed-ability classes.