Teachers’ Perceived Level of Proficiency in English Speaking as Medium of Instruction (original) (raw)
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Teachers’ Perceptions Regarding English Language Proficiency and Teaching Effectiveness
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The purpose of setting language proficiency levels is to promote effective teaching and enhance the quality of education. Language proficiency levels provide an objective reference against which teachers’ proficiency can be gauged to help them pursue continuous professional development. Teachers are encouraged to be to strive for higher levels of language proficiency for they cannot then teach what they do not know. Adolescents who are entering the adult world in this age need literacy to feed their imaginations for them to be able to create a world of the future. Due to the increased English language rapidly, the aptitude to use English meaningfully is indeed needed for further studies, academic achievements, journeys throughout the world as well as social and other professional education contacts of different kinds (Hashemi, 2011). Teachers play a central role that fosters student learning. The multiple roles of teachers in the teaching process are the key to effective teaching. The school, being an educational organization is dependent upon teachers’ effectiveness of teaching. There is ample evidence that effective teachers are the most important in-school contributors to student learning in classrooms (Glazerman, Loeb, Goldhaber, Staiger, Raudenbusch, & Whitehurst, 2010; Harris, 2012; Hattie, 2009; MET Project, 2012b; Weisberg, Sexton, Mulhern, & Keeling, 2009). A teacher believes that circumstances such as socio-economic status of the students or availability of resources are significantly more powerful influences over student learning and achievement than his or her teaching that reflect his or her low teaching efficacy. Importantly, high efficacy teachers produce higher student achievement (Bruce, et al. 2010). Teachers’ English proficiency can impact their ability to be responsive and effective in teaching. They should have self-efficacy on their skills.
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Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.
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The main purpose of this study was to examine the efficacy beliefs of Guraghe Zone Secondary Schools English Language teachers drawn from seven High Schools in the academic year 2009 E.C. Thirty (30) EFL teachers teaching English language at Secondary and Preparatory Schools located in different Woredas of the Zone participated in filling the questionnaires. The data were collected through a self-report questionnaire consisting of three subscales which in turn comprised of different items. The items in the questionnaires were adapted from the literature in the field. The EFL teachers' perceptions of their teaching efficacy in terms of personal abilities to teach English as a Foreign Language (EFL) and their perceived language proficiency level were assessed. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001 cited in Eslami-Rasekh, Z. & Fatahi Azizullah, 2008) was used to assess efficacy for management, engagement, and teaching stra...
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International Journal of Science and Management Studies (IJSMS) , 2019
To be proficient in language could be the greatest achievement of a language teacher to a learner, but before achieving such goal, understanding the factors affecting the oral proficiency of learners are worthy of attention. This study aimed to investigate the factors affecting the oral English proficiency of the grade 5 pupils of Bontoc Central School. The study used a sequential mixed method. A questionnaire for teachers and Focus Group Discussion were used in identifying the factors affecting the oral proficiency of the pupils. There were 12 teachers who participated in the study. Two speaking activities were used to evaluate the pupils' oral proficiency to validate the teachers' observation on the factors affecting the pupils' proficiency. Thematic analysis was employed in the analysis of the data gathered from the teachers. The result showed that the main factors affecting the oral proficiency of the pupils are motivation, vocabulary, pronunciation, and grammar. Teaching strategies and curriculum are contributory factors. Based on the analysis of data, the contributory factors are sequentially affecting the performance of teachers and pupils. The teaching strategies and curriculum are not carefully planned and properly executed to suit the learners' needs which resulted to poor performance of the pupils.
This study has studied the perceptions of the Senior High School English teachers on the use of English as medium of instruction to the English proficiency of the Grade 12 Senior High School students and also the discernments of the Grade 12 Senior High School students on the use of English as medium of instruction to the language proficiency of the Senior High School English teachers. The two (2) dependent variables were tested using the “Pearson-Correlation” or “Pearson-R” method of analysis in order to determine the underlying relationship between the two variables. The researcher has made a decision that if the computed “r-value” is higher than the computed “tp-value”, the researcher will reject his/her null hypothesis and is hereby stated as: “There is no significant relationship between the language proficiency of the Senior High School English teachers and the English proficiency of the Grade 12 Senior High School students.” The researcher has based the tp-value with the use of the “Pearson-Correlation table”, two-tailed and with the use of 95% or 0.05 level of significance. And as for the result, the language proficiency of the Senior High School English teachers has no significant relationship with the English proficiency of the Grade 12 Senior High School students, so therefore, the English proficiency of the Grade 12 Senior High School students does not depend with the language proficiency of the Senior High School English teachers or their level of speaking and dealing with the English language are almost of the same level.
THE ROLE OF TEACHER EFFICACY OVER ENGLISH LANGUAGE TEACHING
International Journal of Educational Spectrum, 2019
The main purpose of this study is to examine teacher efficacy levels of English language teachers who work in secondary schools. Also, teachers’ self -reported English proficiency level and use of pedagogical strategies were investigated. Based on a quantitative study, the data were collected through three different questionnaires from 28 English language teachers. Results showed that teacher efficacy has an impact on teaching English. The data indicated that teachers’ beliefs in their ability were correlated with their self-reported English proficiency. It was found that most of the teachers use communicatively oriented instructional strategies in the classroom. This study provides necessary and useful information to understand teachers’ needs to develop their efficacy.
Psychology and Education: A Multidisciplinary Journal , 2022
Communicative competence and language learning strategies are viewed as important vehicles to perform different functions needed for communication across a wide range of situations. This study aimed to determine the language learning strategies and communicative competence along linguistic, sociolinguistic, discourse and strategic competences among pre-service English teachers of SUCs in Region VIII. The study employed a descriptive research design using correlation. The results revealed that along language learning strategies, the student-respondents 'sometimes used' all the categories of language learning strategies. Along linguistic, sociolinguistic and strategic competences, the student-respondents were 'competent' while for the discourse competence, the student-respondents were 'average'. Cognitive, compensatory and affective strategies have negative and significant correlation towards linguistic competence. This implies that the more frequent that the student-respondents use the said strategies, the higher the chances that their linguistic competence would go down. Along sociolinguistic competence, language strategies such as: cognitive, metacognitive, memory-related and affective strategies found to have a negative and significant correlation with their sociolinguistic competence. The more the student-respondents expose their selves using the strategies, it would affect negatively their sociolinguistic competence. Metacognitive, memory-related and social strategies have significant correlation with the discourse competence. Metacognitive, memory-related and social strategies are found to be useful in the production of utterances and sentences. There is no single language learning strategy that could perfectly fit to the students and for the recommendation of this study, English teachers should attune language classroom instruction and strategies to pre-service English teachers' language learning strategies needs and develop their communicative competence.
Psychology and Education: A Multidisciplinary Journal , 2023
This study is concerned with the level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language in Fifth District of Pangasinan, Pangasinan Schools Division II for SY 2022-2023.Specifically, this study determined the level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language along reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature and writing and composition. This study (1) looked into the profile of the respondents in terms of age, sex, highest educational attainment, teaching position, number of years teaching English, and number of related trainings attended. (2) it also looked into the public secondary school teachers level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language. (3) the significant difference in the level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language across the profile variable. (4) the significant relationships between the teacher's level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language and the profile variables. To address the foregoing problems raised in this study, statistical measures were used for data analysis and interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), the Analysis of Variance (ANOVA) and Pearson Product Moment of Coefficient Correlation were used.This study found out that most of the respondent teachers belong to the age bracket 20-29 years old that is 20 or 37.7 percent, 67.9 percent of the respondents are female, there are 30 or 56.6 percent of the respondents have earned their MA Units, most of the respondents occupy Teacher III position which is 31 or 58.8 percent. The level of utilization of instructional practices used by teachers in improving the English language skills of students with a grand overall weighted mean of 4.17 which is also described as "Utilized"The result of this study, the level of utilization of instructional practices and strategies used by Secondary School Teachers in improving the skills in English language had a GOWM of 4.17 which described as "Utilized". This study recommends that the public secondary school teacher respondents should take their own initiative to pursue the highest educational degree which is the Graduate and Post Graduate degree and should undergo professional upgrading through higher level of trainings and seminar workshops. Also recommended are using more appropriate and relevant variables should be explored to better determine the level of utilization of instructional practices used by teachers in improving the English language skills of students. The teachers should give more time on improving the reading comprehension of the students by utilizing different instructional practices and strategies in teaching. Further research may be conducted to determine the level of utilization of instructional practices used by teachers in improving the English language skills of students from another perspective.