Enhancing English Teaching in Elementary Schools: A Sociocultural Perspectives of Non-English Major Teachers’ Experiences

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The study reveals significant challenges faced by non-English major teachers in Indonesian elementary schools, impacting English language instruction.
Findings indicate six primary challenges, including pronunciation issues and diverse student characteristics, impacting teachers' effectiveness.
A qualitative approach was used, involving semi-structured interviews with six homeroom teachers in Yogyakarta, providing rich insights.
Targeted support and professional development are essential to improve the quality of English education delivered by non-English major teachers.

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Qualitative research uncovers challenges in English teaching by non-English major teachers, suggesting necessary support.

Purwanti et al. (2025) studied this question.

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