Teachers' Profile and Classroom Instruction Delivery: The Case of a Certain University in the Southern Philippines

Quality teachers are fundamental factor for offering quality education. This study's primary purpose was to determine the correlation between teachers' profiles and classroom instruction delivery. The descriptive-evaluative research design was used in the study. The study was conducted at the Mindanao State University- Sulu, College of Education. The study participants were composed of 10 faculty members and 100 students randomly selected from the college of education. The results revealed that the teachers always showed a mastery of the subject matter and teaching strategies. However, for interpersonal skills, they often exhibited it in the classroom. There was no significant relationship between teachers' profile and their competence in classroom instruction in terms of mastery of subject matter, teaching strategies, and interpersonal skills. Technology integration for teaching effectiveness is suggested for teachers to make them more effective in teaching. Interpersonal skills training is highly recommended for teachers every semester. The training will make them more effective in their interaction with students.

THE CALLA-BASED ELENA MODEL FOR LINGUISTICS: DOES IT WORK?

This paper is aimed to describe the implementation of the CALLA-based ELENA model for introduction to linguistics course in the English Department of Universitas Negeri Semarang (UNNES). The research was conducted through descriptive analysis. The analysis of data is the impact of the implementation of the model for the Introduction to linguistics course. Data of the study were collected through observation, questionnaires, and tests. The result of the study shows that using the model can provide the learners' comprehension in learning linguistics concepts. Further, that model has emerged as one of the alternative modes of instruction delivery in the concept of linguistics. This research finding can be used to review current online learning model trends and to explore potential research directions.

Achieving epistemic alignment in a psycholinguistic experiment

A critical condition for obtaining valid data in a psycholinguistic experiment is that the participants understand how to perform the experimental tasks. Participants usually are not familiar with the organization and requirements of the experiment and are therefore given instruction and often practice opportunities prior to the actual test trials. Pre-experimental instruction is a regular component of the experimental set-up, yet no research exists on how the activity is organized with a view to its purpose in the research context and as the experimenter’s and participant’s joint interactional project. This case study is the first to begin to fill the gap. The instruction in focus aimed at preparing the participant to take part in a reaction time experiment designed to measure the implicit grammatical knowledge of L2 speakers of English. Building on ethnomethodological and conversation-analytic research on instruction delivery and understanding displays in different settings, the analysis reveals how in the course of the instruction the asymmetric epistemic statuses (Heritage 2012) of researcher and participant were incrementally aligned as they collaboratively accomplished explanation sequences and worked through practice items. It also shows how both participants selectively referenced the onscreen written instructions and how these became resources for the experimenter’s explanations and the participant’s evolving understanding of the experimental requirements. The main goal of this paper is to bring an unexamined but indispensable component of the experimental research process to applied linguists’ attention and encourage further studies in this area. A further intention is to explore pre-experimental instruction practices in a larger archive of task instructions and eventually empirically test whether the interaction during instruction delivery is at all related to variation in the reaction times as measures to operationalize cognitive processes.