TEACHER PERCEPTIONS AND PEDAGOGICAL APPROACHES IN FOSTERING ENGLISH LANGUAGE PROFICIENCY

The pursuit of English language competence is of utmost importance in today's globalized society, where success depends on the ability to effectively communicate across boundaries. The quest for English language proficiency holds immense significance in today's globalized world, where effective communication across borders is a prerequisite for success. In this pursuit, the roles of teacher perceptions and pedagogical approaches are pivotal, shaping the trajectory of language learning for students. Teachers, armed with their beliefs, attitudes, and instructional methods, wield the power to cultivate linguistic competence in learners. By understanding the dynamics of these factors, educators can better equip themselves to guide their students toward a more profound and effective grasp of the English language. Researcher utilized a qualitative research methodology can provide a deeper understanding of the teacher perceptions and pedagogical approaches in fostering English language proficiency, uncover the nuanced ways in which teachers perceive their roles in enhancing students' English language skills. The result indicated that teacher perceptions and pedagogical approaches are intertwined factors that shape the journey to English language proficiency. Positive perceptions combined with student-centered, research-based strategies create an environment where students are more likely to engage, communicate, and flourish in their language development. By embracing a variety of pedagogical approaches and aligning them with teachers' perceptions and professional development, educators can create powerful learning experiences that empower students to become proficient English language users.