COMMUNICATIVE COMPETENCE OF FILIPINO ENGLISH LANGUAGE TEACHERS: BASIS FOR A DEVELOPMENT PROGRAM

Francisco Jr. Olermo Esgrina(1*),

(1) Faculty, Cotabato Foundation College of Science and Technology (CFCST), Philippines
(*) Corresponding Author

Abstract


Ongoing professional development and implementation of supportive educational policies are important to address the linguistic challenges faced by non-native English language teachers (NNETs). These would enhance educational outcomes for students and improve the quality of basic education. This mixed-method exploration of the communicative competence of NNETs in Arakan, North Cotabato, Philippines, used descriptive-evaluative design, correlation, and In-Depth Interviews (IDIs). The findings showed that predominantly young female NNETs with diverse educational backgrounds had significant deficiencies in phonology and notable inadequacies in syntax, morphology, lexicon, and orthography despite their diligence in lesson preparation. Significant correlations were found between the subjects taught and lexicon proficiency, as well as the number and types of subjects handled and morphology competence. However, no significant correlations existed between their competence and educational attainment, job description, or seminar attendance. Additionally, significant differences were observed in orthographic proficiency by age and syntactic proficiency by gender, while civil status did not significantly impact competence levels. These findings underscore the urgent need for targeted professional development for NNETs. Specialized training or advanced English courses are essential to address linguistic shortcomings. With improved grammatical and linguistic skills, NNETs can enhance their pedagogical effectiveness and ensure the delivery of quality basic education.

Keywords


communicative competence, English language teaching (ELT), non-native English language teacher (NNET), Philippine English, world English

Full Text:

PDF

References


Adu, E. I., & Abe, T.O. (2013). Influence of qualification on development and assessment of computer programmed instructional package on energy concept in upper basic technology in Ekiti State. ARPN Journal of Science and Technology, 3(6), 611-618.

Al-Hameed, K. A. A. (2022). Spearman’s correlation coefficient in statistical analysis. International Journal of Nonlinear Analysis and Applications, 13(1), 3249-3255. https://doi.org/10.22075/ijnaa.2022.6079

Altaai, W. H. S., & Gokgoz-Kurt, B. (2023). Expatriate non-native English-speaking teachers’ challenges and coping strategies in the Turkish EFL classroom: A qualitative study. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 16(2), 328-351. https://doi.org/10.30831/akukeg.1205824

Alufohai, P. J., & Ibhafidon, H. E. (2015). Influence of teachers’ age, marital status, and gender on students’ academic achievement. Asian Journal of Educational Research, 3(4), 60-66.

Anho, O. R., & Akpokiniovo, R. S. (2023). Teaching methods and teachers’ conference/seminars attendance: The gateway to quality education in Nigeria. International Journal of Social Science and Education Research Studies, 3(4), 619-625. https://doi.org/10.55677/ijssers/v03i4y2023-12

Aoyama, R. (2023). Language teacher identity and English education policy in Japan: Competing discourses surrounding “non-native” English-speaking teachers. RELC Journal, 54(3), 788-803. https://doi.org/10.1177/00336882211032999

Arcaya, M. (2020). Differences between native English-speaking teachers and their non-native counterparts when evaluating pronunciation. Profile: Issues in Teachers' Professional Development, 22(1), 29-41. https://doi.org/10.15446/profile.v22n1.78800

Bautista, M. L. S., & Gonzales, A. B. (2006). Southeast Asian languages. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 130-144). Malden, MA: Blackwell Publishing Ltd.

Bolton, K. (2006). World Englishes today. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 240-270). Malden, MA: Blackwell Publishing Ltd.

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Teacher preparation and student achievement (NBER Working Paper Series). Cambridge, MA: National Bureau of Economic Research. https://cset.stanford.edu/sites/default/files/files/documents/publications/boyd-teacherpreparationstudentachievement.pdf

Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, 102700. https://doi.org/10.1016/j.lingua.2019.06.001

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics,1, 1-47.

Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards, & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). London: Longman.

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5-35.

Christmann, E. P. (2012). Beyond the numbers: Making sense of statistics. Arlington: National Science Teachers Association.

Cinkir, S., & Kurum, G. (2015). Discrepancy in teacher employment: The problem of out-of-field teacher employment. Educational Planning, 22(1), 29-47.

Colmenero, K., & Lasagabaster, D. (2023). The native/non-native teacher debate: Insights into variables at play. Language Awareness, 32(2), 363-384. https://doi.org/10.1080/09658416.2022.211053

Creswell, J. W., Klassen, A. C., Clark, V. L. P., & Smith, K.C. (2011). Best practices for mixed methods research in the health sciences. Bethesda, MD: Office of Behavioral and Social Sciences Research, National Institutes of Health. http://obssr.od.nih.gov/mixed_methods_research

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE Publications, Inc.

Dee, T. S., & Goldhaber, D. (2017). Understanding and addressing teacher shortages in the United States. Retrieved from https://www.hamiltonproject.org/assets/files/understanding_and_addressing_teacher_shortages_in_us_pp.pdf

Demirezen, M., & Kot, E. (2016). Collegial reactions to faulty pronunciation of teachers in relation to English language teaching. Procedia – Social and Behavioral Sciences, 232, 471-478. https://doi.org/10.1016/j.sbspro.2016.10.064

Deng, L., Zhang, L. J., & Mohamed, N. (2023). Exploring native and non-native English speaker teachers’ perceptions of English teacher qualities and their students’ responses. Frontiers in Psychology, 14, 1175379. https://doi.org/10.3389/fpsyg.2023.1175379

Department of Education Press Release. (2012). Trainers and teachers undergo training for K to 12 rollouts in June. Retrieved from https://www.officialgazette.gov.ph/2012/05/16/trainers-and-teachers-trained-for-k-to-12-rollout-in-june/

Domingo, P. (2020). Triumphs and struggles in teaching the English language. International Journal of Studies in Education and Science (IJSES), 1(1), 59-79.

Donkoh, S., & Mensah, J. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology and Bioengineering, 10(1), 6-9. https://doi.org/10.15406/jabb.2023.10.00319

El Hajjar, S. T., & Alkhanaizi, M. S. (2018). Exploring the factors that affect employee training effectiveness: A case study in Bahrain. Sage Open, 8(2). https://doi.org/10.1177/2158244018783033

Essein, E. E., Akpan, O. E., & Obot, I. M. (2016). The influence of in-service training, seminars and workshops attendance by social studies teachers on academic performance of students in junior secondary schools Incross River State, Nigeria. Journal of Education and Practice, 7(22), 31-35. https://files.eric.ed.gov/fulltext/EJ1112947.pdf

Estaji, M., & Jahanshiri, Z. (2022). Comparing native and non-native English teachers’ pedagogical ‎knowledge in an English as an international language context. International Journal of Society, Culture & Language, 10(1), 15-29. https://doi.org/10.22034/ijscl.2021.520938.2058

Fitria, T. N. (2023). The issue of native and non-native English-speaking teachers: Which is ideal English teacher? Issues in Applied Linguistics and Language Teaching, 5(1), 48-58. https://10.37253/iallteach.v5i1.7800

Floris, F. D., & Renandya, W. A. (2020). Promoting the value of non-native English-speaking teachers. PASAA: Journal of Language Teaching and Learning in Thailand, 59, 1-19. https://doi.org/10.58837/CHULA.PASAA.59.1.1

Gu, Y., & Warren, J. (2017). Methods of descriptive studies. In F. Lau & C. Kuziemsky (Eds), Handbook of eHealth evaluation: An evidence-based approach. Victoria, BC: University of Victoria. https://www.ncbi.nlm.nih.gov/books/NBK481606/

Hafeez, M. (2021). Impact of teacher’s training on interest and academic achievements of students by multiple teaching methods. Pedagogical Research, 6(3), em0102. https://doi.org/10.29333/pr/11088

Halai, A. (2006). Ethics in qualitative research: Issues and challenges. Retrieved from https://www.edqual.org/publications/workingpaper/edqualwp4.pdf/

Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research: Controversies and contexts. Los Angeles: SAGE Publications Ltd. https://doi.org/10.4135/9781473957619

Hiratsuka, T., Nall, M., & Castellano, J. (2023). Shifting from native-speakerism to trans-speakerism: A trioethnography of language teachers in Japan. Teaching English as a Second or Foreign Language, 27(1), 1-20. https://doi.org/10.55593/ej.27105a9

House of Representatives – 17th Congress. (2015). Committee approves bill lowering compulsory and optional retirement ages of public school teachers. Retrieved from http://www.congress.gov.ph/press/details.php?pressid=8587

Huda, H. N., & Dewanti, R. (2022). Analyzing mispronunciation errors in English learning and teaching. Ethical Lingua, 9(2), 690-698. https://doi.org/10.30605/25409190.483

Huo, X. (2020). Review of research on teachers of English as an international language. In Higher education internationalization and English language instruction (pp. 61-77). Cham: Springer. https://doi.org/10.1007/978-3-030-60599-5_4

Ingersoll, R. (2007). Misdiagnosing the teacher quality problem. Philadelphia, PA: CPRE policy briefs. Retrieved from https://repository.upenn.edu/cpre_policybriefs/35

Ingersoll, R. M. (2017). Misdiagnosing America’s teacher quality problem. In M. Akiba & G. K. LeTendre (Eds), International handbook of teacher quality and policy (1st ed.) (p.18). New York: Routledge. https://doi.org/10.4324/9781315710068

Ingersoll, R. M. (2019). Measuring out-of-field teaching. In L. Hobbs & G. Törner (Eds), Examining the phenomenon of “teaching out-of-field” (pp. 21-51). Singapore: Springer. https://doi.org/10.1007/978-981-13-3366-8_2

Kekana, T., & Montle, M. E. (2023). Linguistic challenges faced by assistant teachers of English in Limpopo province: The case of two primary schools. Eureka: Social and Humanities, 2, 50-60. https://doi.org/10.21303/2504-5571.2023.002872

Lasula, W. E. L. (2022). Teaching English in Vietnam: Voices of non-native English speakers. 4th International Academic Conference on Teaching, Learning and Education. 11-13 March 2022. https://www.dpublication.com/wp-content/uploads/2022/03/6-2027.pdf

Lee, Z. (2023). Overcoming challenges in corporate training: A framework for effective training initiatives. Open Journal of Business and Management, 11(5), 2472-2487. https://doi.org/10.4236/ojbm.2023.115137

Li, S., & Jin, C. (2020). Analysis on whether native or non-native English speaking teacher is better in TEFL in China. Advances in Social Science, Education and Humanities Research, 416, 1098-1104. https://doi.org/10.2991/assehr.k.200316.240

Llurda, E., & Calvet-Terre, J. (2024). Native-speakerism and non-native second language teachers: A research agenda. Language Teaching, 57(2), 229-245. https://doi.org/10.1017/S0261444822000271

Lynch, P. (2012). Out-of-field mathematics teachers: An international problem that needs a solution. Adelaide: University of Adelaide. https://www4.dcu.ie/sites/default/files/smec/pdfs/Out-of-field_mathematics_teachers.pdf

Maganaka, A. (2023). Native speakerism and employment discrimination in English language teaching. Canadian Journal for New Scholars in Education, 14(1), 119-130. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/76500

Maharjan, L. B. (2017). Non-native English speaking teacher (NNEST) and their delivery. Journal of NELTA, 22(1-2), 117-126. https://nepjol.info/index.php/NELTA/article/view/20047

Mauludin, L. A. (2015). The importance of non-native English speaker teachers in the context of English as a foreign language. Transformatika, 11(2), 134-144.

Mermelstein, A. D. (2015). Perceptions of native and non-native English teachers by Taiwanese University EFL students. MEXTESOL Journal, 39(3), 1-18.

Miller, T., Birch, M., Mauthner, M., & Jessop, J. (2012). Ethics in qualitative research (2nd ed.). Thousand Oaks, CA: SAGE Publications Ltd. https://dx.doi.org/10.4135/9781473913912

Ningsih, Y. D. R., & Lengkanawati, N. S. (2023). Reflective teaching among Indonesian novice EFL teachers: Hindrances to the practice. LLT Journal: A Journal on Language and Language Teaching, 26(2), 561-576. https://doi.org/10.24071/llt.v26i2.6951

Orian, H., Moshiashvili, J., & Hoter, E. (2023). Exploring discrimination faced by non-native English teachers in the Israeli school system: A mixed-methods study. Qeios. https://doi.org/10.32388/1I2OQL

Ozturk, U., & Atay, D. (2010). Challenges of being a non-native English teacher. Educational Research, 1(5), 135-139. https://www.interesjournals.org/articles/challenges.pdf

Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development activities and teacher performance. International Journal of Education and Practice. 9(3), 497-506. https://doi.org/10.18488/journal.61.2021.93.497.506

Perrodin, D. D., & Suharyatun, S. (2021). The influence of continued teacher education on the overall performance of local non-native English teachers. MEXTESOL Journal, 46(2). https://www.mextesol.net/journal/index.php?46344

Peters, U. (2023). The philosophical debate on linguistic bias: A critical perspective. Philosophical Psychology, 1-26. https://doi.org/10.1080/09515089.2023.2261976

Prabandari, C. S., Badiozaman, I. F., & Turner, K. (2024). Exploring challenges of Indonesian EFL teachers in adopting teacher-researcher identity through classroom action research. LLT Journal: A Journal on Language and Language Teaching, 27(1), 419-433. https://doi.org/10.24071/llt.v27i1.8529

Romadhon, M. G. E., Dzulfikri, D., & Ubaidillah, M. F. (2024). Non-English major teachers’ experiences of teaching English for young learners (TEYL): A phenomenological study. LLT Journal: A Journal on Language and Language Teaching, 27(1), 320-335. https://doi.org/10.24071/llt.v27i1.6955

Saba, J., & Frangieh, C. (2021). Native vs. non-native English speakers: Investigating non-native English educators’ perceptions of their professional identity. American Journal of Humanities and Social Sciences Research, 5(5), 399-407.

Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: Challenges and recommendations for practice. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e08053

Selvi, A. F., Yazan, B., & Mahboob, A. (2024). Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language Teaching, 57(1), 1-41. https://doi.org/10.1177/00336882211032999

Tajeddin, Z., Saeedi, Z., & Mozaffari, H. (2023). Native and non-native language teachers’ perspectives on teacher quality evaluation. TESL-EJ, 27(1), 1-26. https://eric.ed.gov/?id=EJ1392756

Tan, K.H., Jospa, M. E. A. W., Mohd-Said, N. E., & Awang, M. M. (2021). Speak like a native English speaker or be judged: A scoping review. International Journal of Environmental Research and Public Health, 18(23), 12754. https://doi.org/10.3390/ijerph182312754

Utami, L. P., & Mahardika, G. N. A. W. (2023). Grammarly and grammatical errors reduction: A case for non-native English teachers’ professional learning. International Journal of Language Education, 7(2), 227-240. https://doi.org/10.26858/ijole.v7i2.46431

Van der Bergh, L., & Ros, A. (2014). Improving teacher feedback during active learning effects of a professional development program. American Education Research Journal, 5(4), 722-809. https://doi.org/10.3102/0002831214531322

Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2). https://doi.org/10.1177/2158244014534451

Wardak, M. (2014). Native and non-native English speaking teachers’ advantages and disadvantages. Arab World English Journal, 5(3), 124-141. https://awej.org/native-and-non-native-english-speaking-dvantages/

Wisdom, J. P., Cavaleri, M. A., Onwuegbuzie, A. J., & Green, C.A. (2012). Methodological reporting in qualitative, quantitative, and mixed methods health services research articles. Health Services Research, 47(2), 721–745. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3419885/

Wright, N. 2022. (Re)production of symbolic boundaries between native and non-native teachers in the TESOL profession. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 1-13. https://doi.org/10.1186/s40862-022-00128-7

Xuefeng, W., & Xinguang, S. (2015). A study of Chinese college students’ English communicative competence. Advances in Social Sciences Research Journal. 2(5), 1-8. https://doi.org/10.14738/assrj.25.1104

Yu, H., & Hutson, A. D. (2024). A robust Spearman correlation coefficient permutation test. Communications in Statistics - Theory and Methods, 53(6), 2141–2153. https://doi.org/10.1080/03610926.2022.2121144

Yufrizal, H. (2017). Teachers and students’ perceptions of communicative competence in English as a foreign language in Indonesia. Academic Journals. 12(17), 867-883. https://doi.org/10.5897/ERR2017.3243

Yusuf, H. O., & Dada, A. A. (2016). Impact of teachers’ qualification and experience on the performance of students in colleges of education in Kaduna State, Nigeria. The Online Journal of Quality in Higher Education, 3(2).




DOI: https://doi.org/10.24071/llt.v27i2.5597

Refbacks



Copyright (c) 2024 Francisco Jr. Olermo Esgrina

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.