Asian Journal of Education and Social Studies

This paper aims to examine the key challenges that English language teachers face in their day-to-day preparation and selection of instructional media. The study identifies contributing factors that create these challenges as barriers to attaining the goals of communicative language teaching (CLT). The need to develop vocabulary knowledge and understanding of both form and meaning in language learning at the elementary level of education is among the reasons for choosing primary schools as the focus of this study. The study took place in Wete District, Zanzibar, where the target population included primary school English language teachers together with headteachers or representatives of school administrative staff. A qualitative research design was employed, using descriptive and explanatory forms of data collection, presentation, and discussion of findings. The study used purposive and convenience sampling techniques to select teacher respondents and headteachers from the target population, while their availability, consent, and cooperation were carefully considered. A total of thirty-two (32) English language teachers, comprising 19 males and 13 females from sixteen (16) primary schools, participated in the data collection process by consenting to complete the study questionnaires. Additionally, seven headteachers, comprising 5 females and 2 males, were purposively selected and interviewed, producing a total of 39 respondents who fully participated in the study. The findings revealed that multiple responsibilities among teachers, financial limitations, lack of classroom  connectivity, limited teacher knowledge, large enrolled classes, teachers’ perceptions, low teacher motivation, lack of talents and intelligences, and low commitment among English language teachers are key challenges faced by primary school English language teachers in the preparation and selection of instructional media in the study area.