STORIES, SYNTAX, AND SEMANGAT: TACKLING ESL CHALLENGES WITH LANGUAGE ARTS IN MALAYSIA

Abstract

This study investigates ESL teachers’ challenges in Malaysian primary schools when incorporating Language Arts (LA) into English instruction. Drawing on interview data and classroom observations, the research explores how six primary school teachers perceive the effectiveness of LA in supporting language development. The findings revealed that teachers hold positive attitudes toward LA but struggle with time constraints, varying student literacy levels, curriculum pressures, and a lack of professional training. Despite these obstacles, the teachers adopted creative strategies such as scaffolding, peer collaboration, and multimedia tools to enhance engagement and comprehension. The study concluded that literature-based instruction like LA, when well-supported, can be a powerful tool for holistic language learning. Recommendations included targeted teacher training and curricular flexibility to maximize the dual benefits of LA for language and emotional development.