Investigating Language Teachers' Instructional Strategies

Abstract

Teachers' instructional strategies contribute to the development of students' language skills. This study aimed to explore language teachers' instructional strategies implemented in the classroom. We investigated seven language school teachers on their choices of strategies and the rationales behind the choices. Data were collected through semi-structured interviews. The study revealed that teachers use both L1 and L2 as the language of instruction, focusing more on communication than grammar—the use of translation aimed at scaffolding students' acquisition. Teachers also recognized the importance of using authentic materials and technology to enhance students' language skills.