This study aimed to identify the strategies employed by English
instructors to promote the use of English in the classroom and how the strategies
are implemented. Six English instructors at the Language Development Centre
(LDC) were chosen as participants for this study. This study was a descriptive
qualitative study. The instruments used for data collection were questionnaires,
observation, documentation, and interviews. The researcher has analyzed the
data using thematic analysis. The findings indicate that instructors at the
Language Development Center acknowledged the utmost significance of oral
and written communication skills in acquiring the English language. Companion
work and translation are frequently implemented in all classrooms. The
incorporation of technology into educational settings has become a prominent
topic. The integration of multimedia tools, online resources, and digital
platforms aligns with the dynamic nature of education, where technology
assumes a crucial role in enabling knowledge acquisition. The instructors'
dedication to promoting the utilization of t h e English language outside of the
confines of the classroom is praiseworthy.