Low readiness is not a fixed characteristic; rather, it is a temporary state that reflects a learner’s present level of preparation, exposure, motivation, confidence, and support. In the context of English language teaching, readiness is influenced by linguistic background, socio-economic conditions, prior schooling, emotional climate, and opportunities for language use. A learner who appears weak in reading, writing, listening, or speaking may simply lack sufficient exposure, scaffolding, or encouragement. Therefore, as a teacher, I view low readiness not as a limitation but as a starting point for purposeful pedagogical intervention. In the English classroom, I first attempt to diagnose the nature of low readiness through informal assessment such as observation, simple reading tasks, oral interaction, and short writing samples. This helps me identify whether the difficulty lies in vocabulary, pronunciation, grammar, comprehension strategies, or lack of confidence. Instead of labeling students as slow or weak,