Enhancing Language Acquisition: A Case Study of TESL Lesson Plans in an International School

  • Nur Amalina Mohd Sharif GAINS Education Group Sdn Bhd, Level 11, Top Glove Tower, 16, Persiaran Setia Dagang, Setia Alam, Seksyen U13, 40170 Shah Alam, Selangor, Malaysia.
  • Siti Maftuhah Damio Universiti Teknologi MARA (UiTM), Fakulti Pendidikan, Aras 5 & 7, Bangunan FSK 1, Kampus Puncak Alam, 42300 Bandar Puncak Alam, Selangor Darul Ehsan, Malaysia.
  • Hazrat Usman Mashwani Sayed Jamaluddin Afghani University, Afghanistan, Asadabad 2801, Afghanistan.
Keywords: TESL, Lesson Plans, Assessment, Education, Quantitative


The fourth goal in Sustainable Development Goals (SDG) spells out Quality Education that demands teachers across all disciplines to teach effectively. The available literature suggests that teaching effectiveness starts from good planning, which should be evident in the documentation of lesson plans. However, when it comes to English teachers, their demanding roles that are attributed to the value-laden content, the grading of essays, the performance pressure of high-stake testing, and the requirement of culturally appropriate pedagogies (Loh & Liew, 2016) have caused the practice of writing lesson plans to be challenged, causing the effectiveness of the teaching to be jeopardised. English teachers in international schools are not exempted from facing this problem, yet little studies have been done on the teachers in this context. To achieve the purpose, this research adopts a case study design using document analysis and semi-structured interview to collect the data. The data were analysed quantitatively using a lesson plan rubric by Student Teacher Assessment Instrument (STAI) and thematic analysis, respectively. The study unveils that the teachers had a moderate level of lesson plan, suggesting a need for further support in lesson planning. The findings of this study will be helpful for English. Teachers understand the importance of writing an effective lesson plan as it has a high possibility of enhancing teaching effectiveness.


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Author Biography

Hazrat Usman Mashwani, Sayed Jamaluddin Afghani University, Afghanistan, Asadabad 2801, Afghanistan.



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How to Cite
Mohd Sharif, N. A., Damio, S. M. and Mashwani, H. U. (2023) “Enhancing Language Acquisition: A Case Study of TESL Lesson Plans in an International School”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(10), p. e002506. doi: 10.47405/mjssh.v8i10.2506.