Article contents
Implementation of Comprehensible Input in Teaching English as a Second Language: Basis for an Action Plan
Abstract
This study explored the extent of the implementation of comprehensible input among ESL teachers. The theoretical underpinning of this study was based on the concept of comprehensible input (i+1), which was introduced by Krashen (1985). Both quantitative and qualitative data were collected to present the strategies that teachers used in implementing comprehensible input, teachers’ perceptions, and the challenges they encountered. There were four (4) ESL teachers who voluntarily participated in this study. The results showed that all strategies were rated positively by ESL teachers, indicating that they found them useful in implementing comprehensible input. Teachers perceived that the implementation of comprehensible input in teaching ESL was effective in promoting natural language acquisition and improving students' language skills. Limited credible resources, lack of formal training, and proficiency mismatch were the minor challenges that teachers encountered in the implementation of comprehensible input. The action plan that provides instructional support to ESL teachers has been developed by the researcher in order to effectively implement comprehensible input in teaching English as a second language.
Article information
Journal
International Journal of English Language Studies
Volume (Issue)
6 (3)
Pages
83-96
Published
Copyright
Copyright (c) 2024 Jhonrey Peras, Charity T. Turano
Open access
This work is licensed under a Creative Commons Attribution 4.0 International License.