Abstract
The study aimed to explore the lesson planning knowledge of English major students and describe their lived experiences in planning lessons. It also sought to identify areas of difficulty and recommend possible interventions. A mixed-methods design using a parallel convergent approach was employed. The participants were English major students from various year levels. A total of 161 students were selected through stratified random sampling for the quantitative phase, while 14 students were purposively chosen for in-depth interviews and focus group discussions in the qualitative phase. Results from the quantitative data revealed a high level of lesson planning knowledge, although students scored lowest in the area of writing lesson plans, particularly in aligning with curriculum standards and designing engaging activities. The qualitative findings supported these results and highlighted key themes such as essential foundation of an effective lesson plan, fostering inclusive and adaptive learning environments, balancing time management and instructional effectiveness, refining lesson planning through feedback and student-centered strategies, and strengthening lesson planning through structure and practice. The findings from both phases converged and validated each other, emphasizing that while students have foundational knowledge, they need further support in practical application. Based on the study’s findings, a workshop intervention method was recommended to enhance lesson planning skills and provide structured training aligned with curriculum goals.
