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Abstract
This study examines the challenges faced by teachers in teaching English in sub-departments. A group of English department instructors with diverse teaching experiences in sub-departments was interviewed to gain insights into the difficulties they encounter. The analysis of the collected data revealed several key challenges, including large class sizes, multi-level classrooms, outdated and insufficient teaching materials, and limited instructional time for English courses. Based on the teachers' feedback, this study proposes several solutions to improve English instruction in sub-departments. These recommendations include establishing a dedicated committee to develop a specialized curriculum, designing English for Specific Purposes (ESP) courses, providing teacher training on modern instructional approaches, and implementing peer-teaching programs where students assist in faculties with high teaching demands.
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References
- - Brown, D. J. (1998). New Ways of Classroom Assessment. USA: Inc. (TESOL)
- - Davies, P. and Pearse, E. (2000) Success in English Teaching. New York: Oxford University Press.
- - Gardner, D. and Miller, L. (1999). Establishing Self- Access: From Theory to Practice. UK: Cambridge University Press.
- - Harmer, J. (2001). The Practice of English Language Teaching. England: Pearson Education Limited.
- - Harmer, J. (2007). The Practice of English Language Teaching. England: Pearson Education Limited.
- - Randall, M. and Thornton, B. (2001). Advising and Supporting Teachers. United Kingdom: Cambridge University Press.
- - Rea- Dickins, P. and Germaine, P. K. (1998). Managing Evaluation and Innovation in Language Teaching: Building Bridge. New York: Addison Wesley Longman.
- - Scrivener, J. (2005). Learning Teaching. UK: Macmillan Education.
- - Ur, P. (1996). A Course in Language Teaching: Practice and Theory. UK: Cambridge University Press.
- - Wajnryb, R. (1992). Classroom Observation Tasks: A resource book for language teachers and trainers. UK: Cambridge University Press.
- Appendix: Interview from Teachers
- Interviewee: ----------------------------------------------------------------------
- Date: ------------------------------------------------------------------------------
- Location: ------------------------------------------------------------------------
- Topic: Challenges in teaching English in sub departments at Kabul University: Teachers’ beliefs, Attitudes, Practices and Experiences
- QUESTIONS
- 1. How long have been teaching English at Kabul University?
- 2. In which departments have you been teaching English?
- 3. How many students do you have in each class?
- 4. Why do students of sub department learn English?
- 5. What are your English teaching materials for sub departments?
- 6. How do you evaluate your students? (Prompts: by final exams, by homework/ assignments, by class participation, by attendance ……)
- 7. What challenges do you face in teaching English in sub departments? (Prompts: Large number of students, Lack of relevant sources, Lack of access in new technology, Multi- level classes, Lack of time, Teachers load of work, The way the learn their main subjects can effect on learning English language…...)
- 8. Would it help teachers to teach better if they have cooperation with each other? If yes, how? If no, why?
- 9. Would it help to improve your teaching if you are observed by the administrator or students? If yes, how? If no, why?
- 10. What changes and improvements do you propose for teaching English in sub departments? (Prompts: Less number of students, Increased relevant resources, Having assistants with a teacher, Increasing the time and credit for English subject …….)
References
- Brown, D. J. (1998). New Ways of Classroom Assessment. USA: Inc. (TESOL)
- Davies, P. and Pearse, E. (2000) Success in English Teaching. New York: Oxford University Press.
- Gardner, D. and Miller, L. (1999). Establishing Self- Access: From Theory to Practice. UK: Cambridge University Press.
- Harmer, J. (2001). The Practice of English Language Teaching. England: Pearson Education Limited.
- Harmer, J. (2007). The Practice of English Language Teaching. England: Pearson Education Limited.
- Randall, M. and Thornton, B. (2001). Advising and Supporting Teachers. United Kingdom: Cambridge University Press.
- Rea- Dickins, P. and Germaine, P. K. (1998). Managing Evaluation and Innovation in Language Teaching: Building Bridge. New York: Addison Wesley Longman.
- Scrivener, J. (2005). Learning Teaching. UK: Macmillan Education.
- Ur, P. (1996). A Course in Language Teaching: Practice and Theory. UK: Cambridge University Press.
- Wajnryb, R. (1992). Classroom Observation Tasks: A resource book for language teachers and trainers. UK: Cambridge University Press.
Appendix: Interview from Teachers
Interviewee: ----------------------------------------------------------------------
Date: ------------------------------------------------------------------------------
Location: ------------------------------------------------------------------------
Topic: Challenges in teaching English in sub departments at Kabul University: Teachers’ beliefs, Attitudes, Practices and Experiences
QUESTIONS
1. How long have been teaching English at Kabul University?
2. In which departments have you been teaching English?
3. How many students do you have in each class?
4. Why do students of sub department learn English?
5. What are your English teaching materials for sub departments?
6. How do you evaluate your students? (Prompts: by final exams, by homework/ assignments, by class participation, by attendance ……)
7. What challenges do you face in teaching English in sub departments? (Prompts: Large number of students, Lack of relevant sources, Lack of access in new technology, Multi- level classes, Lack of time, Teachers load of work, The way the learn their main subjects can effect on learning English language…...)
8. Would it help teachers to teach better if they have cooperation with each other? If yes, how? If no, why?
9. Would it help to improve your teaching if you are observed by the administrator or students? If yes, how? If no, why?
10. What changes and improvements do you propose for teaching English in sub departments? (Prompts: Less number of students, Increased relevant resources, Having assistants with a teacher, Increasing the time and credit for English subject …….)