Challenges Faced by EFL Teachers in Implementing the Fifth-Year Primary School English Curriculum: Case of EFL Teachers in Ain Temouchent

Abstract

The implementation of the English language curriculum in Algerian primary schools plays a fundamental role in shaping the language acquisition process. In this context, the term curriculum refers to a structured framework that outlines the educational content, learning objectives, teaching methods, and assessment tools used to guide instruction. Despite its importance, English as a Foreign Language (EFL) teachers in Ain Temouchent face several challenges in applying the curriculum, particularly in 5th-grade classrooms where the textbook presents specific difficulties.This research investigates the curriculum-related challenges encountered by EFL teachers, focusing on issues related to the content, structure, and demands of the current curriculum. A mixed-methods approach was adopted, using classroom observation and a teacher questionnaire to gather qualitative and quantitative data. The sample comprised 5th-grade primary EFL teachers in Ain Temouchent.Findings reveal that teachers struggle with multiple issues, including the complexity of textbook content, poor alignment with learners’ language levels, and limited instructional time. These factors significantly hinder effective language instruction. Based on these findings, the study offers practical recommendations aimed at improving the curriculum to better support both teachers and learners. This research ultimately contributes to enhancing the quality of English language education in Algerian primary schools.