This study investigates the methodological challenges faced by novice English language teachers (1–3 years of experience) in public schools in Nukus. Through a qualitative analysis of 20 participants, the research identifies a significant "reality shock" during the transition from university to professional practice. Findings reveal that 85% of teachers struggle to implement communicative methods, primarily due to large mixed-ability classes (70%), low student motivation, and heavy administrative workloads. Results also highlight a lack of formal mentorship, leaving new educators reliant on informal peer support. The study concludes that the regional education system requires structured induction programs and practical training in classroom management to bridge the gap between theory and practice, ultimately supporting the retention and growth of new English teachers in Karakalpakstan.
Methodological Challenges Encountered by Novice English Language Teachers in Their Professional Practice
DOI:
Keywords:
Abstract
Downloads
References
Alimbaev, M. (2025). THE ROLE OF INSTITUTIONAL SUPPORT IN GUIDING NOVICE ENGLISH TEACHERS. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.17510291
Ameen, R. M., Zahir, H. O., Majid, K. B., & Salam, B. H. (2024). Challenges Faced by Novice English Language Teachers in Raparin Territory During Their Initial Years of Teaching. Journal of Ecohumanism, 3(4), 943–952. https://doi.org/10.62754/joe.v3i4.3642
Bertram, C. (2023). A systems approach to understanding novice teachers’ experiences and professional learning. Journal of Education, 90, 11–31. https://doi.org/10.17159/2520-9868/i90a01
Dinçer, P. (2022). Major Challenges Encountered by Novice EFL Teachers: A Meta-synthesis. Research Square (Research Square). https://doi.org/10.21203/rs.3.rs-2024047/v1
Estaji, M. (2024). Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00292-2
Hu, J. (2025). Professional Development Needs of Novice English Teachers in Higher Education. Journal of International Education and Development, 9(6), 45–50. https://doi.org/10.47297/wspiedwsp2516-250009.20250906
Kurniawati, S., Asih, R. A., & Sudiran, S. (2024). Unveiling the Dual Facet EFL Novice Teachers’ Identity Construction: Professionalism and Religious Identity. Tarbawi Jurnal Ilmu Pendidikan, 20(1), 15–31. https://doi.org/10.32939/tarbawi.v20i1.3826
Lap, T. Q., Ngoc, T. D., & Thảo, L. T. (2022). Novice Teachers’ Professional Identity Reconstruction. International Journal of Educational Methodology, 8(3), 449–464. https://doi.org/10.12973/ijem.8.3.449
Lei, W., & Lei, Z. (2025). Exploring EFL teachers’ beliefs and practices of formative assessment in Chinese context. PLoS ONE, 20(9). https://doi.org/10.1371/journal.pone.0333678
Martinez, C. C. (2026). Navigating Challenges and Enhancing Effectiveness: The First-Year Experience of Novice Teachers. Open Journal for Studies in Linguistics, 8(2), 33–40. https://doi.org/10.32591/coas.ojsl.0802.02033c
Neupane, B. P., Gnawali, L., & Kafle, H. R. (2022). NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022 [Review of NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022]. TEFLIN Journal - A Publication on the Teaching and Learning of English, 33(2), 330–330. Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). https://doi.org/10.15639/teflinjournal.v33i2/330-348
Parra, G. E. C., & López, A. A. (2024). Examining the Assessment Practices of Foreign Language Novice Teachers. PROFILE Issues in Teachers Professional Development, 26(1), 97–113. https://doi.org/10.15446/profile.v26n1.106384
Vetter, A., Hartman, S. V., & Reynolds, J. (2016). Confronting unsuccessful practices: repositioning teacher identities in English education. Teaching Education, 27(3), 305–326. https://doi.org/10.1080/10476210.2016.1145203