The Impact of Eclecticism on English Language Learning (Case of: 2nd Year Middle School Pupils.)

Abstract

This dissertation examined the role of eclecticism as a teaching strategy in enhancing language skills among middle school learners. The study focused on how English teachers combine elements from different teaching methods—such as communicative, grammar-based, and learner-centered approaches—to adapt their instruction to students' needs and classroom realities. Using classroom observation and a teacher questionnaire, the research explored the presence of key eclectic principles such as contextual relevance, theoretical awareness, and learner-centeredness. Findings showed that while teachers were aware of eclecticism, its use was infrequent and inconsistent, often due to challenges like large class sizes, limited resources, and lack of training. The study concludes that eclecticism holds strong potential for improving language instruction, particularly in developing speaking skills, but its effectiveness depends on proper teacher training, institutional support, and reflective practice. Recommendations were provided to help teachers adopt eclectic strategies more effectively in middle school settings. Keywords: Eclecticism, language teaching, middle school, English education, learner centeredness, contextual relevance, theoretical awareness, teaching strategies, language skills.