LANGUAGE RESEARCH PRESENTATION GROUP.pptx

RESEARCH

1. TEACHERS’ AND STUDENTS ’ PERCEPTION ON THE EFFICACY OF TEACHERS’PROFICIENCY IN USING ENGLISH AS THE MEDIUM OF INSTRUCTIONS GROUP 5

2. Members Facilitator Karen Venus Secretary Kristine Joy Mendoza Encourager John Raymart Time Keeper Joey Albert Victoriano Inquirer Jason Jay Nantes Data Gatherer Diana Dimaano

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. The purpose of this study is to determine how teachers and students view the effectivity of teachers' English language skills. considering the conclusions about the teacher's effectiveness from both the teachers' and the students' perspectives. indication of whether or not the teachers are using EMI efficiently. Since the English language is a universal language and is used renowned, the use of EMI by teachers must have a bearing on their effectiveness. 20XX presentation title 3

4. Background

5. Theoretical Framework 20XX presentation title 5 This study will be based on Socio Cognitive Theory by Bandura (1986, 1997). Human functions are claimed to be highlighted by the Social Cognitive Theory, which stresses the significant role that self-beliefs play in human motivation, cognition, and action. This theory conceptualizes the behavior, self-beliefs in human cognition, motivation and behavior. Social Cognitive Theory of Bandura allows individuals to exercise a measure of control over their thoughts, feelings, and actions. Relating to the study, this theory resembles the perspective of teachers on their efficacy on EMI; how they control their own level of efficacy in EMI? Is their efficacy enough for the students to learn? This theory also relates to the behavior of the teachers on their teaching medium, how their behavior impacts the students while learning, the cognition they do through EMI for the students to learn. Self-efficacy is explained by Bandura within the framework of social cognitive theory (1986, 1997). The capacity for empathy, self-control, and self-reflection, all of which lead to self-efficacy, are activated and strengthened through the cognitive and affective processes of every person. Theoretical reasons of self-efficacy from the perspectives of students and teachers involve the efficacy of using English as medium. We are all aware that the main language of instruction for science and math is English. This perspective contends that it is important and appropriate to evaluate whether a teacher's attempts to encourage a student use English as a language would be highly influenced by their assessment of the language's efficacy.

6. 20XX presentation title 6 Figure 1. Bandura's concept of Triachic Reciprocity Behavior

7. Literature review Teachers’ Profile The classroom teacher has a variety of roles and responsibilities that change according to the students he or she instructs. Teaching the life science curriculum encompasses a broad spectrum of choices with respect to delivery strategies and hands-on activities that enhance instruction. In this next section, the teacher’s roles include individualizing and differentiating instruction, selecting age-appropriate teaching strategies, and acting as the facilitator of learning. The teacher is such a vital element in any classroom activity because it is how he/she manages the classroom activities that will produce the expected learning outcomes for the learner. The teacher is primarily responsible for controlling the nature of the classroom experience. This is what leads to the concept of the effectiveness of the teacher. Some factors are also believed to influence the way a teacher teaches. 20XX presentation title 7

8. Students’ Profile Students are not only intellectual but also social and emotional beings, and all these dimensions interact to impact learning and performance. To plan an effective course, it is important to consider who our students are, taking into account their prior knowledge. "[Students] come to formal education with a range of prior knowledge, skills, beliefs, and concepts that significantly influence what they notice about the environment and how they organize and interpret it. This, in turn, affects their abilities to remember, reason, solve problems, and acquire new knowledge." Bransford, Brown, and Cocking, How People Learn (2000, p. 10). As learners, students play a crucial and active role in education. They involve and interact with students and teachers, participate in classroom discussions, and act in a receptive manner. With changing times, the role of learners in education has got subverted from a facilitator to a task monitor. They collect materials for learning and assignments, check on their study times, put back materials at their respective places after using them, and more. Developing excellent communication skills, being friendly and polite, and making practical applications of what they learn are some of the major roles that students play as learners in education. ​ ​ 20XX presentation title 8

9. Teachers’ Perspective of using English as a Medium of Instruction According to Tsui , Cynthia ( Taiwan Journal of TESOL, 2018) English-medium instruction (EMI) has become a driving force behind the curriculum reform in higher education around the world. The current study, drawn from a larger project that involves an EMI teacher development program, explores subtle nuances of change in teachers' self-efficacy beliefs, employing Bandura's theory of self-efficacy (Bandura, 1977, 1986) as a framework, among university teachers who have completed the training program. ​

10. Students’ Perspective of using English as a Medium of Instruction One of the most significant subjects has always been English. whereby it improves students' competence to compete globally. When utilizing EMI, students' perspectives must be driven in a way that will prepare them for the future, when English will be more important and often used than Filipino in businesses and in the professions that they will pursue. However, some students could find it difficult to empathize with EMI. Since they speak Filipino as their primary language. However, EMI will increase students' self-assurance, particularly while conversing. If the teacher is not very skilled or even very confident in using EMI, students may believe that the teacher is not very effective or that the teacher will not be involving them in the lesson effectively. In some cases, students may be confused and believe that the teacher is correct, but if the student is knowledgeable enough to determine whether the teacher is effective or not, they can make this determination. The student will be encouraged to study more, especially the English language, when the instructor is very competent and confident while utilizing EMI. It is believed that English is more simpler to learn than Chinese, Spanish, and other languages. 20XX presentation title 10

11. Teacher Self-Efficacy Self-efficacy , as a key concept in Bandura's Social Cognitive Theory (Bandura, 1997), refers to an individual's belief about their ability to accomplish a task. Although they are closely associated, self-efficacy is distinguished from self-confidence. Self-confidence, as a concept of personal traits in psychology, refers to an individual's self-judgment of their capabilities and skill to deal with the demands of various situations ( Shrauger and Schohn , 1995). The term self-efficacy is preferred in educational research because self-confidence has no constructs or theoretical model used to define its determinants, processes, or effects (Klassen and Tze , 2014).

12. EMI Teachers' Classroom Language Proficiency General language proficiency has been viewed as one of the key factors determining a teacher's successful implementation of English-medium instruction ( Klaassen , 2008; Tange , 2010; Tatzl , 2011; Jensen et al., 2013; Werther et al., 2014; O'Dowd, 2018; Rose et al., 2019). Scholars tend to believe that a minimum level of English proficiency should be required for EMI teachers' successful teaching (Ball and Lindsay, 2013; Soren, 2013). The Common European Framework of Reference (CEFR) suggested that the level of C1 (proficient users) could meet the minimum proficiency level (tertiary) (Council of Europe, 2001; Klaassen and Bos, 2010). The C1 cut-off score corresponds to an internet-based test of TOEFL score of 83 or IELTS band of 6.5 (ETS, 2010; Lim et al., 2013). However, teachers' general English proficiency cannot guarantee their classroom language proficiency (Freeman et al., 2015). 20XX presentation title 12

13. Simulacrum 20XX presentation title 13

14. Research Questionnaire 20XX presentation title 14 1. What are the Students’ perspective on the efficacy of teacher's proficiency in using English as a medium of Instructions in teaching Senior High School students in Lagro High School? 1.1: Linguistic Perception 1.2: Cultural Perception 1.3: Structural Perception 1.4: Identify- related (Institutional) Perception

15. 2. What are the Teachers’ perspective on the efficacy of teacher's proficiency in using English as a medium of Instructions in teaching Senior High School students in Lagro High School? 2.1: Linguistic Perception 2.2: Cultural Perception 2.3: Structural Perception 2.4: Identify- related (Institutional) Perception

16. 3. Is there a significant difference between the teacher's and student's perspective on the efficacy of Teacher's proficiency in using English as the Medium of Instructions in teaching Senior High School students?

17. Hypothesis Ha: there is a significant difference between Teachers and Students perspective on the efficacy of teachers' proficiency in using English as the Medium of Instruction

18. Research Design In order to strengthen the research and make it more accurate and valid, this study used a quantitative design. The focus of quantitative design is on precise measurements and the statistical, mathematical, or numerical analysis of data gathered from surveys, questionnaires, and polls, as well as from the manipulation of statistical data that has already been obtained using computer techniques. The researchers gathered information using survey questionnaires about what the teachers' and students' perspectives would be regarding the effectiveness of teachers' competency toward the potential use of EMI in teaching.

19. Research Locale The study will be conducted in Quezon City particularly in Lagro High School because our chosen location was inconvenience for the researcher. The respondents will be interviewed within the school premises. The researchers chose the location because of the number of the respondents they can gather within the area, and at the same time is easy to go to for it was only near the university.

20. Population and Sampling The researchers will use the quota sampling technique known as non-probability sampling, which is based on the non-random selection of a certain number or percentage of units. The population will be split into two groups teachers and students and sample units will be recruited until the required number of 40 is met. We will conducting the survey in five classes wherein our goal is to get a respondents with one teacher and seven students who will answer the survey questionnaire By determining if they fall within the scope of the researchers required for the study, the respondents will be determined. The respondents' selection criteria will be based on the researcher's assessment, which may help identify a more suitable subject for this study. Students and teachers at Lagro High School who are particularly enrolled in classes where English is the language of instruction are the study's respondents. The responders had to meet requirements such as being senior high school students and teachers at Lagro High School in Quezon City who teach subjects where English is the primary language of instruction. By responding to the researchers' questions, respondents of the study especially the teachers who accept the researchers' letters will be covered.

21. Research Ethics The study is all searched for the researcher avoid problems in conducting the whole study. The researcher required to do informed consent for the respondents of the study indicating teachers’ and students’ perspective in on the efficacy of teachers’ proficiency in using English as the medium of instructions. The informed consent is made for both researcher and respondents to clarify and understand the study. The information include the purpose of the study, procedure, risk and voluntarily answering the question. The researcher assured that there is no compulsory deceived happen. The researcher assured that the given information of participants is confidentially and the researchers only knew it and for the study purpose only. The researcher assured that if the participants want to withdraw the questionnaire, researchers must understand it and no pressured happen.

22. Research Instrument The Researcher utilize 49 questions in order to determine the perspective of students and teachers regarding on the efficacy of teacher to use EMI. The researcher made questionnaire base on the previous study of one of the researcher. A survey questionnaire answering of the participants will be used to conduct the said research. The question will be a close-ended question because all the questions are based on their experience and doings. In Part I. participants needs to answer 16 questions to determine the Linguistic Perception, In Part II . Participants need to answer 19 questions to determine the Cultural Perception. In Part III. Participants need to answer 13 questions to determine the Structural Perception and lastly, in Part IV. Participants need to answer 7 questions to determine the Institutional Perception. Respondents will be answering the questionnaire by checking the Strongly Disagree, Disagree, Agree and Strongly Agree. No time limit is needed just finish answering all provided questions. The participants are the Senior High School of Lagro High School.  

23. Data Collection The goal of the data collection was to conduct a group study on how teachers' and students' perceptions of the effectiveness of teachers' use of EMI. The traditional survey collection method was used in this study to administer an anonymous questionnaire and collect data. Closed-ended questions were utilized in the survey. The participants are the Senior High School students and teachers at Lagro High School in Quezon City, which is the mentioned institution. After all the questions have been answered, participants are given unlimited time. The researcher first calculates the precise number of Lagro High School, Quezon City, responders to the surveys. The researcher informed the chosen respondents of the study's purpose once an instrument had been validated, and they verified that each respondent met their predetermined criteria. Second, the researcher gathered data using survey questionnaires that included information about teachers, including gender, age, highest educational attainment, years of service, school sector, and subjects they teach, as well as information about students, including gender, age, highest educational attainment, grade level, strand, and subjects that are challenging for them. Through the first section of the survey questionnaire that was sent to them, the respondents' issues will be identified. The test results were reviewed, totaled, interpreted, and analyzed after the respondents completed the exams.

24. Data Analysis To answer the questions number 1 and 2, weighted mean will be used to determine the students’ and teachers’ perception in using EMI in teaching. To answer question number 3, T- test independent sample will be used.

25. References Susan AlBakri . (2017). Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman. https://core.ac.uk/download/pdf/83924436.pdf?fbclid=IwAR04U_ljzlXRSM8C1TDBf_KCukAvUd20HL2OQXHMEq4YW49Z70rLP98M5Hs Front. Psychol, (2021). The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.611743/full?fbclid=IwAR1A6-MKtr3gMR4lxmu-Xdx1HFa5f5gZpk7uwmaXE083QnSpwc2lnmvU9ik Owu-Ewie , C. Eshun , E.S, (2015), The Use of English as Medium of Instruction at the Upper Basic Level (Primary four to Junior High School) in Ghana: From Theory to Practice. https://files.eric.ed.gov/fulltext/EJ1083758.pdf Karnoven H. (2017), ENGLISH AS A MEDIUM OF INSTRUCTION. https://www.utupub.fi/bitstream/handle/10024/145508/MastersThesis.pdf?sequence=1&isAllowed=y Zainura S., (2019), STUDENTS’ PERCEPTION ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION. https://repository.ar-raniry.ac.id/id/eprint/7421/1/Students%27%20Perception%20on%20the%20Use%20of%20English%20as%20a%20Medium%20of%20Instruction.pdf Chang P. Jun Zhang L. (2021), A CDST Perspective on Variability in Foreign Language Learners’ Listening Development https://www.frontiersin.org/articles/10.3389/fpsyg.2021.601962/full?fbclid=IwAR06heiER_gYbwCMCg8OZF4Bp9rggzhkheYwFPyrKgjHfgoy7ZZ0czkO_CU Galloway, N (2017), How effective is English as a medium of instruction (EMI)?, https://www.britishcouncil.org/voices-magazine/how-effective-english-medium-instruction-emi Setoningsih , D,A, (2022), Students’ and Teachers’ Perspectives on EMI (English Medium of Instruction) at Thursina IIBS Malang, https://www.academia.edu/79686002/Students_and_Teachers_Perspectives_on_EMI_English_Medium_of_Instruction_at_Thursina_IIBS_Malang