Unveiling Pedagogical Competencies in ESL Instruction: A Qualitative Exploration of Faculty Practices in a Hybrid Higher Education Context

This study explores the pedagogical competencies of English as a Second Language (ESL) faculty members at Isabela State University–San Mateo Campus. Employing a descriptive qualitative design, data were collected through video-recorded class observations, stimulated recall interviews, semi-structured interviews, and questionnaires. The findings reveal that ESL teachers demonstrate a range of competencies, including classroom management, contextualized instruction, communicative strategies, and technological integration. Participants expressed awareness of their teaching practices and the need for ongoing professional development. Video-stimulated recall allowed faculty to reflect critically on their strategies and decision-making processes. Thematic analysis, supported by in vivo and process coding, highlighted recurring themes related to teaching behaviors, reflection, and instructional adjustments. These insights affirm the significance of teacher awareness and continuous learning in enhancing ESL instruction. The study underscores the importance of professional training and self-reflective practices to support effective language teaching in diverse and evolving educational contexts.