An analysis of the instructional strategies used by teachers of english in selected secondary schools of Lusaka district of Zambia.

This study examined instructional strategies employed by teachers of English language and the views of pupils and educators on the availability and utilization of instructional materials in secondary schools within Lusaka District, Zambia. Guided by the pedagogical theory and a qualitative phenomenological research design, the research aimed to capture the lived experiences and insights of teachers and learners regarding English language instruction. Data was collected using semi-structured interviews, lesson observations, and focus group discussions, enabling a detailed exploration of participants' perspectives. The study involved a sample of 378 participants, 5 head of departments, 15 teachers and 358 learners from five secondary schools in Lusaka district of Zambia. Random sampling was used to select the schools which provided an unbiased view. Purposeful sampling was used to select the pupils, teachers and head of departments who participated in the study. For teachers this was based on the teaching experience from 5 years and above, and for the pupils this study targeted grade 9 pupils. These methods were justified for their ability to maintain contextual richness and enhance the generalizability of findings across the district. Data analysis employed thematic content analysis to identify recurring themes and patterns, ensuring a comprehensive interpretation of participant responses. Findings revealed that teachers had limited understanding of the terms approach, method, and technique, often confusing them. A variety of instructional strategies used in schools include question and answer technique, demonstration, teacher exposition / lecture method, group discussion, pair work and ICT integration. However, English language instruction in Lusaka district relied heavily on traditional methods, particularly teacher exposition, due to factors such as class size, resource availability, and time constraints, though some interactive strategies were used. Pupils expressed a strong preference for interactive, learner centred -methods and strategies, such as group work aligning with the pedagogical theory that emphasize learning through experience. However, significant disparities in the availability of instructional materials were evident, with participants highlighting inadequacies that hindered effective teaching and learning. The above findings underscore the urgent need for improved access to instructional resources and broader adoption of interactive teaching approaches to enhance English language education in Zambian schools. Ethical considerations were rigorously upheld, including informed consent and participant confidentiality. This study contributes valuable insights to the ongoing discourse on improving the quality of English language instruction and addressing resource constraints in educational settings. Based on these findings, the study recommends enhancing instructional methods through professional development, improving resource provision, incorporating pupil preferences in teaching, ensuring equitable policy and resource allocation, and implementing monitoring and evaluation mechanisms.