1. TEACHERS’ AND STUDENTS’ PERSPECTIVE ON THE
EFFICACY OF TEACHERS’PROFICIENCY IN USING
ENGLISH AS THE MEDIUM OF INSTRUCTIONS
GROUP 5
2. • FACILITATOR: KAREN VENUS
• DATA GATHERER: DIANA DIMAANO
• RECORDER: KRISTINE JOY MENDOZA
• TIME KEEPER: JOEY ALBERT VICTORIANO
• INQUIRER: JASON JAY NANTES
• ENCOURAGER: JOHN RAYMART SALVADOR
3. INTRODUCTION
English Medium Instruction (EMI) is defined as the use of the English language to teach
subjects in the academe other than the language itself, in nations where the first
language of the majority of the people is not English. The Philippines is globally
recognized as one of the biggest English-speaking nations with most of its democratic
having at least some degree of proficiency and familiarity in the language. (Cabingon
2015)More than 14 million Filipino speaks English which has always been one of the
official language in the country at present. It' is also now the language used in corporate
business and law, as well as the primary medium of instruction in teaching.
This makes the country having 86 million Filipinos still unfamiliar in the language. This
may be due to the lack of means the Filipinos have due to poverty as well as the lack of
training and professional development, focusing on the need for skills in differentiated
instruction, material development, and knowledge sharing of our educators.
4. English is a skill to be used as a tool for communication, as claimed by
Dr. Rosario Alonzo, The dean of the UP College of Education. The
teachers' proficiency is vital in using EMI, proven and emphasized by
Representatives from private sectors who suggested corporate social
responsibility programs to support teacher development, especially in
language proficiency in teaching other subjects. Moreover, teachers'
english proficiency has a strong positive relationship with their
teaching self-efficacy. Most teachers' using EMI in teaching are
challenged in their English proficiency aspects which may cause a
decreased self-confidence in their teaching performance (Wang 2021).
5. Chapple (2015) studied the relationship between teaching quality of the EMI
program and the learning barriers that it comes with. Chapple discovered
that understanding the instructors' perspectives contribute to the
development of teaching practices and efficacy of EMI. Tang (2020)
emphasizes that teaching English as a foreign language is always a
challenging thing.
There are challenges in teaching English especially if it is the students' L2.
According to Keow Ngang Tanga, there are several challenges that came in 4
categories namely: linguistic, cultural, structural, and identity related also
known as "institutional challenges'' and four important elements of EMI
implementation namely: (1) importance for language improvement, subject
matter learning, career prospects, and internationalization strategy.
6. Moreover, it has been proven that language of instruction and the language
of interaction have been highlighted as two extra elements of EMI teachers'
proficiency (Education Bureau of Hongkong, 2011). This comparison in the
description of teacher classroom language performance facilitates the
conducting of further research on the relationship between EMI teachers'
classroom English proficiency and their self-efficacy . Self-efficacy, therefore,
is another challenge in EMI teaching. This study aims to investigate the
implications and the efficacy of teachers’ proficiency in using EMI through
their students’ perspective. The researchers hope that this research will
contribute to the knowledge of the efficacy and implications of teachers'
proficiency in using EMI through learner's perspective in higher education
and other studies relating to language proficiency, most especially in
contexts where EMI is used in the Philippines.
7. THEORETICAL FRAMEWORK
Complex Dynamic Systems Theory, Yang Gao and Yafang Zhou (2021)
CDST, which combines Complexity System and Dynamic Systems Theory, is a
popular approach to studying second language acquisition. Complexity or
Chaos science focuses on complex, active, and non-linear systems, meaning
a process of becoming instead of being (Larsen-Freeman, 1997). Dynamic
Systems Theory is used initially to describe simple systems such as two
coupled variables in a double pendulum in mathematics. Despite only two
variables, the system is too complex to trace (de Bot, et al., 2007). When
applied to language development, CDST regards language as a complex,
dynamic, and systematic system (Zheng, 2019).
9. RESEARCH QUESTION
STATEMENT OF THE PROBLEM
1. How effective is English as a medium of instruction?
2. What factors have militated against the use of English as a medium of
Instruction in teachers and junior high school students?
3. What strategies can be employed to facilitate the use of English as
medium of instruction in teachers and junior high school students?
4. What are the benefits of having English as a medium of instruction?
13. REFERENCES
• EMI- Macaro, E. (2018). English Medium Instruction: Content and language in
policy and practice. Oxford: Oxford University Press. Filipino -
https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-
concerned-2 Effectiveness in Using English as a Medium of Instruction among
Grade 12 Students at Bestlink College of the Philippines -
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1222#:~:text
=In%20the%20Philippines%2C%20English%20prevails,Filipino%20are%20taugh
t%20in%20English. Challenges - https://files.eric.ed.gov/fulltext/EJ1282858.pdf
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English.
International Education Studies, 8(3), 1-13. Time-on-task hypothesis, the amount
of time an individual devotes to an instructional task determines the extent to
which learning occurs. Interactionist theory believes learning happens when
students speak with proficient English speakers. George Herbert Mead (1863–
1931)