IMPLEMENTATION OF THE 5E MODEL IN ENGLISH LANGUAGE TEACHING: A STRUCTURAL-FUNCTIONAL ANALYSIS OF THE STAGES

Abstract

The purpose of this article is to justify a more classroom-realistic interpretation of the 5E instructional model (Engage–Explore–Explain–Elaborate–Evaluate) for English language teaching (ELT) and to explain how the model can convert learners’ experience into conceptual clarity and, subsequently, transferable communicative competence. The paper foregrounds Engage as an inductive entry point, Explore as an inquiry-based phase, and the Explain–Elaborate pair as the core instructional “engine” that stabilizes understanding and promotes transfer. The study is based on a theoretical review and structured analysis of scholarly and methodological sources on inductive learning, inquiry-based teaching, and the 5E model. The methods include analysis, synthesis, generalization, and structural-logical modeling to map stage functions to ELT practice. A practice-oriented lesson framework and a sample 5E lesson plan are used to illustrate operationalization of the proposed interpretation. Results. The article specifies functional roles for each 5E phase in ELT: Engage supports hypothesis formation from contextualized language input; Explore organizes scaffolded investigation of linguistic patterns; Explain formalizes learners’ discoveries into shared form–meaning–use knowledge through interactive guidance (e.g., think-aloud modeling and concept checking questions); Elaborate strengthens transfer through tasks that shift context, audience, and pragmatic constraints; Evaluate is reconceptualized as evidence gathering across the cycle, combining formative checks with end-of-lesson performance tasks that inform subsequent instruction. Conclusions. A function-oriented implementation of the 5E model prevents checklist-based teaching and increases the likelihood that classroom activity results in genuine competence. The Explain–Elaborate sequence has the greatest leverage for moving learners from noticing to flexible use, while Evaluate should be treated as an ongoing evidence-andfeedback mechanism rather than a final test only. The proposed framework can guide ELT lesson design that is meaningdriven, inquiry-supported, and explicitly oriented toward transfer.