English Language Instruction in Senior High School: Pedagogical Practices and Learner Engagement at Eastern Potia National High School

Abstract

Learner engagement is a critical predictor of language achievement, yet sustaining engagement in Senior High School (SHS) English classes remains challenging in many rural public school contexts. This study examined English language instructional practices and learner engagement at Eastern Potia National High School, focusing on how teachers design instruction and how learners participate behaviorally, emotionally, and cognitively. Using a qualitative case study design with classroom observations, semi-structured teacher interviews, focus-group discussions with learners, and document analysis, the study identified instructional patterns and contextual constraints shaping engagement. Thematic analysis yielded two major domains: (1) engagement barriers, including varying proficiency levels, language anxiety, limited exposure to English beyond school, and resource constraints; and (2) pedagogical practices that foster engagement, including interactive routines, structured scaffolding, contextualized tasks, feedback-rich formative assessment, and supportive classroom discourse. Findings show that learner engagement increases when instruction is purposeful, scaffolded, and culturally/contextually relevant, and when teachers establish emotionally safe participation structures. The study recommends sustained professional development on engagement-oriented pedagogy, differentiation, and formative assessment, alongside school-level support for literacy resources and collaborative teacher learning.