From Books to Classrooms: Theory vs. Reality in English Language Classrooms

The application of theoretical knowledge in real classrooms is one of the important aspects of English Language Teaching (ELT). However, there is often mismatch between what student teachers learn in actual classroom and how they apply it in the classroom teaching. The purpose of this research is to explore how effectively student teachers integrate the theoretical knowledge gained from their coursework into their actual teaching practices. The study employs descriptive exploratory research design and qualitative research method. The sample consists of 35 student teachers from various campuses. Observations were conducted during off-campus teaching practices. Data were collected using a structured observation and analyzed through thematic analysis. The findings revealed a significant imbalance between Teacher Talking Time (TTT) and Student Talking Time (STT). The research also identified lack of interactive teaching methods and minimal use of teaching materials, revision and motivational strategies. The findings emphasize the need for improved teacher training programs which emphasize the integration of practice activities, effective use of teaching aids and strategies to balance TTT and STT.