Vocabulary is key to effective communication. Previous studies revealed that teachers often overlook vocabulary teaching compared to other language skills such as speaking, listening, grammar, reading, and writing. The integration of technology into the Malaysian education system has raised concerns about how vocabulary lessons are planned and executed in English classrooms, particularly in rural Sarawak schools in Malaysia. Studies in the past found that teachers have been hesitant to use Common European Framework of Reference for Languages (CEFR) aligned resources despite knowing about their availability. This research was conducted to determine the teachers' vocabulary lesson planning and the challenges teachers experienced when using the audio-visual (AV) approach to teach vocabulary in the primary-level English language classroom. Based on the purposive sampling technique, three primary-level English language teachers from one school in a rural area of Bau, Sarawak, participated in this study to provide rich information relevant to the research questions. Data were collected through semi-structured interviews, classroom observation and document analysis, and were analysed thematically based on Braun and Clarke's (2006) thematic analysis method. The findings indicated that teachers referred to CEFR-aligned documents for lesson planning especially when selecting resources and using the framework as a benchmark for practice. The findings indicated that teachers were facing challenges in two primary areas: infrastructure challenges related to information technology and policy challenges related to the CEFR. The results from this study provide practitioners with practical insights into how rural teachers implement the AV approach to teaching vocabulary in their classrooms.

Keywords: Vocabulary teaching; audio-visual approach; primary-level English language classroom; CEFR; rural school

Alanazi, M. H. (2019). A Study of the Pre-Service Trainee Teachers' Problems in Designing Lesson Plans. Arab World English Journal. 10(1). 166-182

Aminuddin, A., & Azman, M. (2017). The use of ICT in English language learning in Sarawak secondary schools: A case study. International Journal of Education and Development, 3(1), 1-11.

Anas, F. A., Zakaria, N. Y. K. (2019). ESL Learners’ Perceptions on English Subtitled Audio-Visual Materials. Creative Education, 10, 2796-2803. https://doi.org/10.4236/ce.2019.1012206

Azman, A., & Yusof, N. M. (2018). The impact of technology on teaching and learning in Sarawak schools. International Journal of Education and Development, 5(2), 115-124.

Bahagian Pembangunan Kurikulum. (2017). Bahasa Inggeris Sekolah Jenis Kebangsaan: Dokumen Standard Kurikulum dan Pentaksiran. Kementerian Pendidikan Malaysia

Bayoung, P. D., Rhessma, N.C.A, Theresa, C.L. & Yunus, M. M. (2019). Vocab-T: Enhancing Young Learners’ Vocabulary. International Journal of Academic Research in Business and Social Sciences, 9(1), 210-220.

https://doi.org/10.6007/IJARBSS/v9-i1/5390

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications.

Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. Retrieved from: http://eprints.uwe.ac.uk/11735

Chan, S. L., & Kapong, J. M. (2021). Personal Growth Through English Proficiency: A Case Study in Sarawak. Iasaýı Ýnıversıtetіnіń Habarshysy, 122(4), 85–93. https://doi.org/10.47526/2021-4/2664-0686.08

Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

Kalajahi, S. A. R. and Pourshahian, B. (2012). Vocabulary learning strategies and vocabulary size of ELT students at EMU in Northern Cyprus. English Language Teaching, 5(4). 138-149.

Kiss, T., & Rimbar, H. (2021). English language teacher agency in rural Sarawak: Exploiting teaching materials. The English Teacher, 48(1), 142-158.

Ler, E. C. (2012). Cultural factors affecting English proficiency in rural areas. Advances in Language and Literary Studies, 3(1), 1–23. http://dx.doi.org/10.7575/aiac.alls.v.3n.1p.1

Lu, D. H. (2017). Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction. Culminating Projects in English, 93. https://repository.stcloudstate.edu/engl_etds/93

Muhamad, M. & Kiely, R. (2018). Understanding Teachers' Pedagogical Knowledge in ESL Vocabulary Teaching. Journal of Arts & Humanities. 7(1). 2167-9053. http://dx.doi.org/10.18533/journal.v7i1.1328

Musa, N.C., Lie, K.Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online® Journal of Language Studies, 12 (1).

Nawai, R., & Nur Ehsan (2020). Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in

Business and Social Sciences, 10(7), 28–41.

Ngu, M. K. & Azlina. (2019). English Language Teachers’ Perceptions On The Implementation Of Cefr-Aligned Curriculum Among Primary Schools In Malaysia. Seminar Wacana Pendidikan 2019(SWAPEN 2.0). eISBN 978-967-

-8-4 212.

Nurul Farehah Mohamad Uri & Mohd Sallehhudin Abd Aziz. (2018). Implementation of CEFR in Malaysia: Teachers’ Awareness and the Challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3). 168-183.

http://doi.org/10.17576/3L-2018-2403-13

Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.

Phan, T. T. N. (2021) ‘An investigation into difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang’, Borneo International Journal of

Education (BIJE), 3(2021). https://doi.org/10.51200/bije.v3i.4109

Philip, B., Tan, K.H & W. Jandar. (2019). Teacher Cognition in ESL Context: A Pedagogic Perspective in Malaysian Classroom. Bangi. UKM Press.

Pompea, S., & Walker, J. (2017). The impact of pedagogical content knowledge on teacher candidates' beliefs and practices in astronomy. International Journal of Science Education, 39(14), 1943-1963.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. London; New York: Longman.

Scott, J. A, & Nagy, W. E. (1997). Understanding the definitions of unfamiliar words. Reading Research Quarterly, 32, 184-200.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.

Shulman, L. S. (2004). Knowledge and teaching: Foundations of the new reform. San Francisco, Jossey Bass.

Sovakandan, H., Jaganathan, P., & Hussin, F. M. (2017). Investigating low proficiency ESL students’ perception of the use of i-Think Maps in writing practices. Malaysian Journal of ELT Research, 14(2), 1-13.

Susanto, A. (2017). The Teaching of Vocabulary: A Perspective. Jurnal KATA, 1(2).

Swaran Singh, Charanjit. (2021). Review of Research on the Use of Audio-Visual Aids among Learners’ English Language. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 12. 895-904.

17762/turcomat.v12i3.800

Utami, D. (2015). Teaching Vocabulary Using Audiovisual Aids At The First Grade Of Sdn 2 Sawahan In 2014/2015 Academic Year: A Classroom Action Research. Corpus ID: 150331088

Wazeema, T. M. F., & Kareema, M. I. F. (2017). Implication of multimedia audio-visual aids in the English language classroom. Proceedings of 7th International Symposium, SEUSL, 7th & 8th December 2017.

Yin, R.K. (2011). Qualitative Research from Start to Finish. New York, NY: The Guilford Press.

Yonas, A. & Senapathy, M. (2020). The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia. Randwick

International of Education and Linguistics Science (RIELS) Journal, 1(3). 439-448. https://doi.org/10.47175/rielsj.v1i3.157

Zeta, Lydia & Subon, Frankie & Unin, Norseha. (2019). Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak. International Journal of Service Management and Sustainability. 4.

24191/ijsms.v4i2.8067.