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TEACHERS’ AND STUDENTS’ PERSPECTIVE ON THE EFFICACY OF TEACHERS’PROFICIENCY IN USING ENGLISH AS THE MEDIUM OF INSTRUCTIONS GROUP 5
• FACILITATOR: KAREN VENUS • DATA GATHERER: DIANA DIMAANO • RECORDER: KRISTINE JOY MENDOZA • TIME KEEPER: JOEY ALBERT VICTORIANO • INQUIRER: JASON JAY NANTES • ENCOURAGER: JOHN RAYMART SALVADOR
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.
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).
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.
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.
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).
SIMULACRUM
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?
SURVEY QUESTIONNARE
RESEARCH presentation group ( GROUP 5 ).pptx
RESEARCH presentation group ( GROUP 5 ).pptx
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)
REFERENCES • https://files.eric.ed.gov/fulltext/EJ1083758.pdf • https://www.utupub.fi/bitstream/handle/10024/145508/MastersT hesis.pdf?sequence=1&isAllowed=y • https://repository.ar- raniry.ac.id/id/eprint/7421/1/Students%27%20Perception%20on%2 0the%20Use%20of%20English%20as%20a%20Medium%20of%20Instruct ion.pdf • https://core.ac.uk/download/pdf/83924436.pdf

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RESEARCH presentation group ( GROUP 5 ).pptx

  • 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)
  • 14. REFERENCES • https://files.eric.ed.gov/fulltext/EJ1083758.pdf • https://www.utupub.fi/bitstream/handle/10024/145508/MastersT hesis.pdf?sequence=1&isAllowed=y • https://repository.ar- raniry.ac.id/id/eprint/7421/1/Students%27%20Perception%20on%2 0the%20Use%20of%20English%20as%20a%20Medium%20of%20Instruct ion.pdf • https://core.ac.uk/download/pdf/83924436.pdf