Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan

2012 ◽  
Author(s):  
Richard DLC Gonzales ◽  
Jonathan Aliponga
Keyword(s):  
English Language ◽  
Classroom Assessment ◽  
The Philippines ◽  
Language Teachers ◽  
Japanese Language ◽  
English Language Teachers

scholarly journals Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University

2019 ◽  
Vol 45 (12) ◽  
pp. 73-90
Author(s):  
Veronico N. Tarrayo ◽  
◽  
Philippe Jose S. Hernandez ◽  
Judith Ma. Angelica S. Claustro ◽  
◽  
...  
Keyword(s):  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
English Language Teaching ◽  
Research Practices ◽  
Research Engagement ◽  
Research Findings ◽  
English Language Teachers ◽  
Interest In Research ◽  
The University

Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.

scholarly journals The Employment of Motivation Strategies by ESL Teachers in Language Teaching in the Philippines

2020 ◽  
Vol 1 (2) ◽  
pp. 67-76
Author(s):  
ROMA MARIAN GUADAÑA
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
The Philippines ◽  
Language Teachers ◽  
English Language Teaching ◽  
Motivational Strategies ◽  
English Language Teachers ◽  
Motivation Strategies

Purpose: This paper aims to identify the motivation strategies employed by high school English Language teachers in conducting their lessons in English language teaching. It also aims to examine the relationship between the motivation strategies employed by English Language Teachers and the parts of the lesson in which the strategies are used. Approach/Methodology/Design: Descriptive Correlational Design was employed in this study. Purposive sampling was utilized in the study which comprised of eight English teachers of Pag-asa National High School, Philippines. Mean (X) and Pearson-r were used for the interpretation of data. Findings: The results of the study showed that out of forty eight listed motivation strategies only eighteen motivational strategies are performed by the English teachers. Also, motivation strategies directed to promoting learners’ confidence are mostly utilized by the teachers and the different parts of the lesson are associated with the motivational strategies. The study is limited only to identifying the motivational strategies used by the teachers and how these motivational strategies are related to teaching English in Pag-asa National High School. Practical Implications: This study may aid the teachers in understanding whether they employ enough motivational strategies in their classes. Originality/value: The results of this study may be used as a basis in conducting Learning Action Cell (LAC) Sessions among English teachers in terms of managing English classes and using of motivation strategies.

scholarly journals Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers

2021 ◽  
Vol 4 (4) ◽  
pp. 159-164
Author(s):  
Michael B Cahapay ◽  
Mark Gil P Labrador
Keyword(s):  
English Language ◽  
Language Education ◽  
Community Support ◽  
The Philippines ◽  
Language Teachers ◽  
English Language Education ◽  
Remote Education ◽  
Barriers And Enablers ◽  
Emergency Education ◽  
English Language Teachers

The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

Sign in / Sign up

Export Citation Format

Share Document