Teaching and learning practices and challenges in secondary English language education: a case study at Gharaan High School in Ishkashem district of Afghanistan

Abstract

This study investigated the English language teaching and learning practices, challenges, and effectiveness at Gharaan High School in the Ishkashem District of Afghanistan. The research aimed to provide insights into the perspectives of English language teachers and secondary students regarding current instructional methods, barriers faced in language acquisition, and strategies for addressing the pressing challenges. I utilized a qualitative approach, and data were collected through semi-structured interviews and focus group discussions with two English language teachers and eight students across various secondary grades. Findings relatively show the predominance of teacher-centered methods, with limited implementation of student-centered practices, which hinders student engagement and proficiency in speaking and listening skills. Participants reported significant challenges, including resource limitations, overcrowded classrooms, and varying proficiency levels among students, which complicated effective English language teaching and learning. English language teachers expressed a commitment to utilizing collaborative learning and formative assessments; however, the effectiveness of these strategies was inconsistent due to time constraints and inadequate resources. This study highlights the urgent need for educational reforms that address the disparities in teaching practices and resource allocation, emphasizing the importance of professional development for teachers. By identifying the gaps in English language education in this remote area, the research contributes to the broader discourse on improving educational outcomes in Afghanistan, particularly in enhancing the quality of English language teaching and learning practices in secondary education.