Abstract:
This study aims to examine the teaching methods employed by English language teachers in lower secondary schools to promote efficient and effective English language learning. Additionally, it seeks to explore students' expectations regarding their English learning process. Sixty students completed a questionnaire assessing their perceptions of learning English, their evaluations of their English teachers, and the factors that motivate them to learn the language. Furthermore, ten interviews were conducted with English language teachers to better understand the most commonly used teaching methodologies. The research specifically focused on gathering insights from two groups: students and teachers at "Shaban Mazreku" Lower Secondary School in Sopijë and "Besim Ndrecaj" Lower Secondary School in Maqitevë. Effective English language learning requires active student engagement, critical thinking, supplementary reading, multimedia use (such as videos), and a shift away from passive learning. Through structured lessons, students should learn to evaluate information, apply concepts, and connect new knowledge with their existing understanding.
The study also investigates how teachers are adapting to the new curriculum, the challenges they encounter, and their overall perceptions of its effectiveness. Additionally, a comparative analysis of teaching experiences between the two schools will be conducted, offering valuable insights for future research in this field.
Moreover, the study identifies key English language teaching methods discussed in academic literature. It also aims to provide a clearer understanding of students' perspectives and teachers' instructional approaches while offering readers a theoretical foundation on teaching methodologies.
