A Study on the Status of English Language Teaching in Primary Schools Grades 3–5 in Luang Prabang Province

Abstract

This study aimed to investigate the current state of English language teaching in grades 3 to 5 across 16 target primary schools (namely Long Lao, Nong Buakham, Som Sanouk, Hat Khang, Ban Khied, Ban Lee, Lak 50, Pha Luang, Souan Luang, Phou Dam, Kiew Khampom, Jung Oeuan, Bouam Phor, Na Khuen, Houay Hoiy, and Na Mueang) located in 6 target districts (Luang Prabang, Pak Ou, Nambak, Xiang Ngeun, Phoukhoun, and Nan) of Luang Prabang Province. The target group consisted of 41 English language teachers. The research instrument was a 15-item classroom observation checklist, and data collection was conducted by a team of 11 observation assistants. Data were analyzed using mean (x̄) and standard deviation (S.D).

The findings revealed that the overall condition of English language teaching was at a moderate level (X̄ = 2.45, S.D. = 0.44). In terms of strengths, the aspect with the highest mean score was mutual respect in the teaching and learning environment (X̄ = 3.04, S.D. = 0.41), which was at a good level, followed by classroom management (X̄ = 2.77, S.D. = 0.48).

Conversely, regarding areas for improvement, the lowest mean score was for lesson summarization (X̄ = 1.70, S.D. = 0.87), which required development. Specifically, teachers needed to enhance their skills in assigning homework and organizing warm-up activities at the beginning of lessons. Furthermore, the findings indicate that although teachers demonstrated positive attitudes and built strong classroom relationships, they lacked specialized pedagogical techniques. Therefore, professional teacher development should be promoted through coaching and mentoring systems focusing on lesson introduction and effective summarization to ensure sustainability in primary English language education.