Analyzing Student Errors and ALT Collaboration: The Experiences of Filipino Assistant Language Teachers in Japanese English Language Classrooms

This study examines the experiences of Filipino Assistant Language Teachers (ALTs) in Japanese classrooms, focusing on their interactions with students and Japanese Teachers of English (JTEs). Using a qualitative descriptive phenomenological approach, the research identifies common language errors among Japanese students, analyzes the collaborative dynamics between ALTs and JTEs, and explores the pedagogical interventions employed to enhance English instruction. Findings reveal persistent grammar, writing, speaking, and spelling challenges despite Japan’s continued emphasis on English education. While ALT-JTE collaboration is generally positive, cultural and structural barriers limit the full integration of ALTs into lesson planning and classroom instruction. ALTs implement structured preparation, scaffolding strategies, and personalized support, yet traditional teaching approaches often constrain their effectiveness. The study highlights the need for more comprehensive ALT training, improved team-teaching frameworks, and professional development programs that promote communicative language teaching. These insights provide valuable implications for policymakers, JET Program administrators, and educators seeking to enhance English language education in Japan.