The Role of Teachers’ Instructional Strategies on the Teaching of Listening Comprehension in English as a Second Language

This article explored the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. A qualitative single descriptive case study research design emanated from a constructivist worldview was employed to explore the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. Data was collected through an interview schedule, field notes and the open-ended questionnaire. The criterion purposeful sampling technique was used to select ten teachers from ten schools. Data analysis was conducted through thematic analysis, typological analysis, and content analysis, using Atlas.ti. The findings have established the role of teachers’ instructional strategies on teaching of listening comprehension, prevailing instructional strategies used and the interplay between them. Teachers need to study and learn application of instructional strategies, apply strategies to optimise their success and enhance teaching and learning, which result in students’ academic outcomes. Teachers should apply instructional strategies to enhance listening comprehension. Teachers’ instructional strategies play critical role in teaching listening comprehension, affect teacher performance, and results in positive and negative student academic performance. Article visualizations: