Management of English Language Teaching Activities Through a STEMBased Instructional Model

Abstract This study investigates the management and implementation of English language teaching (ELT) activities through a STEM-based instructional model and examines its impact on students’ linguistic development, engagement, and higher-order thinking skills. Using a mixed-methods embedded case study design, data were collected from 120 students through surveys and learning outcome assessments, and from teachers and administrators through interviews and classroom observations. Quantitative findings revealed significant improvement in students’ technical vocabulary acquisition, speaking fluency, reading comprehension of STEM-related texts, and collaborative problem-solving performance following the integration of STEM activities into English lessons. Survey responses also indicated strong student agreement regarding increased motivation, confidence, and enjoyment during STEM-enhanced learning. Qualitative data supported these findings, highlighting that authentic problem-solving contexts and technology-driven tasks encouraged natural language use and improved learner autonomy. However, teachers noted challenges including increased preparation time, training needs, and the requirement for coordinated curriculum planning. The results suggest that STEM-integrated ELT is pedagogically valuable and aligns with constructivist and CLIL frameworks, but its sustainability depends on institutional support, effective management, and targeted professional development. The study contributes evidence to support innovative interdisciplinary approaches in language education, particularly within contexts undergoing digital and curricular transformation.