The Language Centre of the University of Defence in Brno offers three distinct types of lifelong elementary-level English courses (intensive, upgrade and refresher), of which the first two are designed to prepare Czech military personnel for the English examination at level 1, corresponding to the A2 level of the Common European Framework of Reference for Languages (CEFR). Successfully passing the final examinations at the conclusion of these courses is of critical importance for learners, as it is essential to satisfy the criteria established in accordance with the Career Rules outlined by the Ministry of Defence. As a result, these examinations carry significant high-stakes implications, encompassing far-reaching professional, and often personal consequences.

In English Foreign Language (EFL) education, the effectiveness of teaching practices is closely related to teachers’ beliefs regarding the most effective methods for language acquisition. These beliefs, far from being abstract, are deeply rooted in teachers’ personal learning experiences and cultural backgrounds. Nevertheless, the relationship between teachers’ beliefs and their classroom practices is dynamic, evolving throughout a teacher’s career. This ongoing interplay often results in significant shifts in beliefs, reflecting the complexity of this relationship. Understanding how teacher beliefs affect classroom practices is critical, as these beliefs significantly influence instructional strategies, form perceptions of effective teaching, and guide decision-making processes.

To increase the effectiveness of instruction in lifelong EFL beginner classes within a professional military setting, this study investigates teachers' perceptions regarding the usefulness of the classroom activities implemented.

Fifty-two teachers of English from five military workplaces affiliated with the Language Centre of the University of Defence in Brno were surveyed using a quantitatively designed instrument. Participants were selected based on their teaching experience in the specified courses. To ensure the study’s relevance to practical application, the teachers were instructed to respond based on their daily teaching experiences rather than their perceptions of theoretical methodologies.

Based on descriptive statistical analysis, results highlighted the pivotal significance of the teacher's corrective feedback (CF) in interactions between teachers and learners, whether in one-on-one settings or in the context of whole-class dynamics. CF was found to facilitate a more accurate and effective acquisition of the target language, especially for adult beginners. The outcomes, however, indicate that while there is consistent agreement regarding the usefulness of teacher-controlled interactions, participants’ views on the effectiveness of the other activities examined, such as listening to songs, playing language games, learning mini-talks or mini-dialogues by heart or translating exercises from L1 into L2, exhibit greater inconsistency. This divergence reflects the teacher’s eclectic approach to EFL instruction, wherein elements from various teaching methods and approaches are selectively employed.

Keywords: Perceived effectiveness, classroom activities, adult learners, lifelong elementary-level English courses, military environment.