Exploring A Non-Specialist Teacher’s Confidence and Instructional Practices Using Turtlediary: A Qualitative Case Study

Abstract

This study explores a non-specialist teacher’s perceptions of teaching confidence and instructional practices after integrating the TurtleDiary digital platform into English instruction for young learners. Teacher self-confidence is emphasized due to its critical role in shaping instructional quality in Teaching English to Young Learners (TEYL), particularly when English is taught by teachers without a formal background in the subject. A qualitative case study design was employed, with data collected through a semi-structured interview and supporting teaching documents. The data were analyzed using thematic analysis based on the framework proposed by Terry et al. (2017). The findings indicate that the use of TurtleDiary was perceived to support the teacher’s confidence by reducing instructional anxiety and increasing readiness in lesson preparation and classroom implementation. In addition, the platform’s features were perceived to shape instructional practices by providing structured activities, interactive games, and visual support suitable for young learners.