Learning Attainment in English Lessons: A Study of Teachers’ Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School

Abstract

This research focuses on the dynamic mix of students at international schools, where native English speakers and English as an additional language (EAL) students study English together. The study aims to explore how teaching practices are currently applied to both groups of learners, assess learning attainment in English lessons, and propose future developments in instructional approaches. Using a phenomenological qualitative research approach, 23 primary and secondary teachers from an international school were selected through convenience sampling to participate in three focus groups. Discussions centered around current teaching methods, methods of measuring learning attainment, and strategies for further improvement. The study found that peer support and translation emerged as consistent and effective approaches for teaching both native and EAL students. Assessment was a prominent theme concerning student attainment, and suggestions for improvement included differentiation, addressing individual learning needs, and revising enrollment requirements to better accommodate diverse ability levels. This research contributes to understanding teachers’ perceptions regarding the integration and treatment of native and EAL students in English lessons and provides valuable insights for designing inclusive teaching practices and recommending policy developments.

Keywords

• international school
• English as an additional language
• learning attainment
• teachers’ perceptions
• phenomenological research