An Effective Approach to Teaching English Skills by English teachers at Government High Schools in War Ba Lauk Thauk Village, Yangon, Myanmar

บทคัดย่อ

Evaluating the effectiveness of English teaching skills among English teachers is essential for enhancing English language instruction and improving learning outcomes among high school students. This study examined the effectiveness of teaching practices used by English teachers at government high schools in War Ba Lauk Thauk Village, Yangon, with the aim of understanding their perceptions, classroom strategies, and areas needing improvement. The objectives included assessing current teaching skills, identifying appropriate teaching models and techniques, and evaluating their impact on student learning.

A mixed-methods approach was employed, combining documentary analysis and qualitative methods. Interviews were conducted with 10 English teachers randomly selected from a total of 45 at the high school in War Ba Lauk Thauk Village to capture diverse perspectives.

Data analysis indicated moderately high effectiveness across various aspects of English teaching, with average ratings between 4.3 and 4.7. English teachers demonstrated a willingness to adopt innovative teaching models, integrate technology, and implement modern teaching techniques to better support their students.

The assessment of teaching effectiveness showed consistently high ratings, ranging from 4.0 to 4.8, in areas such as the use of assessment tools, delivery of constructive feedback, and promotion of student engagement. Classroom observations provided additional insights into teaching practices, student behavior, and classroom dynamics, all of which are critical for improving the learning experiences of high school students.

Survey results revealed that 80% of the English teachers reported strong confidence in their teaching abilities, and 100% actively participated in classroom instruction and professional responsibilities. While many strengths were noted, areas such as the use of varied assessment methods (60%) and access to teaching resources were identified as opportunities for further development.

Overall, the findings confirmed that English teachers showed strong commitment to improving their teaching effectiveness and supporting high school students’ language learning. Through effective use of assessment, responsive feedback, and learner-centered strategies, English teachers aimed to create engaging and meaningful English learning experiences within the context of Myanmar’s high school education system.