Teaching Practices by Secondary School English Language Teachers in a Regional Context in Azerbaijan: A Qualitative Study

Abstract

This is a qualitative study that explored teaching practices by secondary school English language teachers in a regional context in Azerbaijan as well as factors influencing their decisions regarding these practices. Despite the Education Law of Azerbaijan requiring teachers to learn and apply modern teaching methods, and students to develop foreign language communication skills , the review of the literature has shown that teaching in the country remains largely teacher-centred and insufficiently responsive to students’ needs. This study explored two research questions: (1) What are the current teaching practices used by secondary school English Language Teachers in a regional context in Azerbaijan? (2)What are the factors influencing their decisions regarding these teaching practices? To address the above-mentioned research questions, secondary school English language teachers (ELTs) from two central public schools in one of the southern regions of Azerbaijan were recruited. Simultaneously, the collected data were transcribed and coded for analysis. Document analysis of ELTs’ lesson plans and summative assessments were used to ensure credibility of research findings through data triangulation. The study was guided by Self-Determination Theory, which provided framework for understanding the role of motivation in influencing teachers’ decision-making. The findings suggest that secondary school ELTs use a blend of innovative and traditional teaching practices in their classroom. They focus on four language skills- reading, writing, listening, and speaking- in their teaching, use of a variety interaction patterns and integrate 4 technology into both instruction and assessment. The findings further suggest that a range of internal and external factors influence ELTs’ decisions regarding their teaching practices. These factors can either enhance or undermine their motivation to teach innovatively. The study also revealed several challenges faced by some ELTs, highlighting the need for greater support. Following the discussion of the study findings, implications for research and practice are also presented.