The Round System in Elementary English Education in Japan: Insights from Assistant Language Teachers (ALTs)

This study examined the perspectives of elementary Assistant Language Teachers (ALTs) on the implementation of the round system in English education in Kumagaya City. Specifically, it described the profile of ALTs, identified the opportunities and challenges encountered in utilizing the round system, and proposed an action plan to improve its implementation. The study employed a descriptive qualitative research design using semi-structured interviews with six Filipino ALTs assigned to different elementary schools in the city. Data were analyzed through thematic analysis to identify recurring themes and patterns. Findings revealed that most ALTs were young professionals with bachelor’s degrees, teaching experience, and participation in professional development activities. The round system created opportunities such as improved instructional delivery, increased learner confidence and motivation, stronger collaboration between ALTs and Japanese teachers, professional growth, and enhanced school and community engagement. However, challenges were also encountered, including limited instructional time, classroom management concerns, coordination difficulties with Japanese teachers, continuity of learning issues, cultural and linguistic adaptation, limited teaching resources, workload and scheduling demands, and difficulties in monitoring student learning Outcomes-Based on these findings, an action plan was proposed to strengthen collaboration, improve instructional coordination, expand professional development opportunities, enhance resource availability, and establish effective monitoring and evaluation mechanisms.