Assessment education of pre-service English teachers in the Philippines

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching. It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions. Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.

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English Teachers Classroom Assessment Practices

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v5i1.4526 ◽

2016 ◽

Vol 5 (1) ◽

pp. 82

Author(s):

Saefurrohman Saefurrohman ◽

Elvira S. Balinas

Keyword(s):

High School ◽

Junior High School ◽

Classroom Assessment ◽

Junior High ◽

English Teachers ◽

The Philippines ◽

Final Report ◽

Assessment Practices ◽

Sources Of Information ◽

High School English

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

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

Middle Eastern Journal of Research in Education and Social Sciences ◽

10.47631/mejress.v1i2.20 ◽

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.

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