Development and Evaluation of a Thematic Year 5 English Module: Teachers’ Perspectives

Abstract

This study aimed to evaluate teachers’ perceptions of a newly developed Year 5 English module in terms of content suitability, language appropriateness, practicality of implementation, and student engagement. A quantitative survey design was employed involving 80 primary school English teachers. Data were analysed using descriptive statistics and one-sample t-tests to determine whether the mean scores for each construct were significantly higher than the neutral benchmark value. The findings revealed that all four constructs were rated at a high level. Student engagement recorded the highest mean score, followed by content suitability, language appropriateness, and practicality. Inferential analysis indicated that all constructs were statistically significant above the neutral midpoint (p < .001), with very large effect sizes. These results demonstrate strong teacher endorsement of the module’s curriculum alignment, linguistic appropriateness, and capacity to promote active learning. Although practicality received comparatively lower ratings, it remained statistically significant, suggesting that minor contextual constraints do not substantially limit classroom implementation. The findings support principles of communicative and learner-centred pedagogy, highlighting the importance of curriculum alignment, structured language progression, and interactive learning activities in primary ESL instruction. The study contributes empirical evidence to instructional material development research by validating the module through teacher evaluation. Overall, the developed Year 5 English module demonstrates strong pedagogical quality and practical feasibility, indicating its potential to enhance English language teaching and learning in primary classrooms. Future research should examine the module’s impact on students’ language achievement through experimental designs and explore its implementation across diverse educational contexts.