Research Article
ELT in Both Private and Public Higher Education Institutions (HEIs): An Approach to New Normal Pedagogy of Teaching
Article Metrics
Views
267
Downloads
210
Citations
Crossref
2
Mallillin L. Elt in both private and public higher education institutions (heis): an approach to new normal pedagogy of teaching . Eur J Eng Lang Ed. 2021;1(1):1-14. doi: 10.12973/ejels.1.1.1
Mallillin, L. L. D. (2021). Elt in both private and public higher education institutions (heis): an approach to new normal pedagogy of teaching . European Journal of English Language Studies, 1(1), 1-14. https://doi.org/10.12973/ejels.1.1.1
Mallillin Leovigildo Lito D.. "ELT in Both Private and Public Higher Education Institutions (HEIs): An Approach to New Normal Pedagogy of Teaching ," European Journal of English Language Studies 1, no. 1 (2021): 1-14. https://doi.org/10.12973/ejels.1.1.1
Mallillin, LL 2021, 'Elt in both private and public higher education institutions (heis): an approach to new normal pedagogy of teaching ', European Journal of English Language Studies, vol. 1, no. 1, pp. 1-14. Mallillin, Leovigildo Lito D.. "ELT in Both Private and Public Higher Education Institutions (HEIs): An Approach to New Normal Pedagogy of Teaching." European Journal of English Language Studies, vol. 1, no. 1, 2021, pp. 1-14, https://doi.org/10.12973/ejels.1.1.1.
Abstract
The study aims to analyze the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy in terms of the trend in teaching, syllabus utilization, materials, and resources, activities in learning, and competency learning. The study comprised thirty-nine (39) respondents only which employs the descriptive quantitative research design and random sampling. Results show that trend in teaching context based and content instruction on the English language as the medium of teaching and instruction in English Language Teaching (ELT) focuses on the language cooperative approach in teaching approaches that suits to the learning capacity of students. It emphasizes on the complex and competency based learning and outcome of the process of learning as to skills, application, knowledge, and attitude of the learners, materials and resources, show that different centered on the instruction of the English language approach to learning, the activity is focused on the task based-learning and the process of usage in the important skills of the ELT, and competency process of learning show to provide students in the competency of ELT and language learning inside the classroom and direction in the specific task in the English competency of learning. Findings show that there is a significant correlation between the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy among the respondents.
Keywords: ELT, Higher Education Institutions (HEIs), new normal pedagogy of teaching, syllabus utilization, trend in teaching.
References
Acher, M., Perrouin, G., & Cordy, M. (2021). BURST: a benchmarking platform for uniform random sampling techniques. In M. R. Mousavi & P.-Y. Schobbens (Eds.), SPLC '21: Proceedings of the 25th ACM International Systems and Software Product Line Conference – (Vol. B, pp. 36–40). Association for Computing Machinery. https://doi.org/10.1145/3461002.3473070
Alibekova, Z., & Urinboyeva, F. (2020). Methods of a communicative approach in teaching English. EPRA International Journal of Research and Development, 5(1), 185-188. https://doi.org/10.36713/epra2016
Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688211026570
Chen, R. H. (2021). Fostering students’ workplace communicative competence and collaborative mindset through an inquiry-based learning design. Education Sciences, 11(1), 17. https://doi.org/10.3390/educsci11010017
Fathi, H. (2018). A theory of teaching English language in higher education to improve English language social and communicative contexts. Journal of Linguistics and Literature, 2(1), 1-5. https://doi.org/10.12691/jll-2-1-1
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33-41. https://doi.org/10.1093/elt/ccaa063
Gjestvang, B., Høye, S., & Bronken, B. A. (2021). Aspiring for competence in a multifaceted everyday life: A qualitative study of adult students’ experiences of a blended learning master programme in Norway. International Journal of Nursing Sciences, 8(1), 71-78. https://doi.org/10.1016/j.ijnss.2020.11.001
Haas, C., & Hadjar, A. (2020). Students’ trajectories through higher education: a review of quantitative research. Higher Education, 79(6), 1099-1118. https://doi.org/10.1007/s10734-019-00458-5
Halian, I., Halian, O., Gusak, L., Bokshan, H., & Popovych, I. (2020). Communicative competence in training future language and literature teachers. Amazonia Investiga, 9(29), 530-541. https://doi.org/10.34069/AI/2020.29.05.58
Hartono, H., Suparto, S., & Hassan, A. (2021). Language: A ‘mirror’ of the culture and its application English language teaching. Linguistics and Culture Review, 5(1), 93-103. https://doi.org/10.21744/lingcure.v5n1.835
Hassanzadeh, M., Saffari, E., & Rezaei, S. (2021). The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment. ReCALL, 33(3), 214 - 228. https://doi.org/10.1017/S095834402100001X
Jiménez Escobar, V. (2021). Visual aids to facilitate comprehension and production in an EFL class. Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí. https://bit.ly/3BCX2HI
Le Diem Bui, T., & Newton, J. (2020). Developing task-based lessons from PPP lessons: A case of primary English textbooks in Vietnam. RELC Journal. Advance online publication. https://doi.org/10.1177/0033688220912040
Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. https://doi.org/10.1080/09571736.2018.1465110
Mallillin, L. L. D. (2017). Language needs analysis for English curriculum validation. International Journal of Humanities and Social Science Invention, 6(2), 27-33.
Mallillin, L. L. D., Cabaluna, J. C., Laurel, R. D., Arroyo, P. A. C., Señoron T. M. Jr., & Mallillin, J. B. (2021). Structural domain of learning and teaching strategies in the academic performance of students. European Journal of Education Studies, 8(9), 187-209. https://doi.org/10.46827/ejes.v8i9.3902
Mallillin, L. L. D., & Gilbang, C. S. (2017). Effectiveness of IELTS module in the general English language under the international foundation programme. International Journal of Physical and Social Sciences, 7(7), 19-35.
Mallillin, L. L. D., & Mallillin, J. B. (2019). Competency skills and performance level of faculties in the higher education institution (HEI). European Journal of Education Studies, 6(9), 1-19. https://doi.org/10.5281/zenodo.3566454
Mallillin, L. L. D., & Villareal, I. P. (2016). Exposure to English and level of English proficiency of international foundation programme students in gulf college. International Journal of Advanced Research in Management and Social Sciences, 5(12), 80-98.
Munandar, I. (2020). A critical review of the Singapore English language syllabus as an advance syllabus in ELT. Journal As-Salam, 4(1), 46-60. https://doi.org/10.37249/as-salam.v4i1.172
Niyibizi, E., Nizeyimana, G., Perumal, J., & Umutesi, E. (2021). Traditional and contemporary approaches for teaching through English in Rwandan higher education: Paradigms for deep learning. In A. P. Ndofirepi & E. T. Gwaravanda (Eds.), Mediating learning in higher education in Africa (pp. 134-159). Brill. https://doi.org/10.1163/9789004464018_009
Rachman, L. A., Sudiyono, S., & Phonix, E. (2021). The blended learning implementation of ELT based on teachers and students’ perspective in new normal condition of COVID-19 project. PROJECT: Professional Journal of English Education, 4(3), 457-468. https://doi.org/10.22460/project.v4i3.p457-468
Rahman, M. S. (2017). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review. Journal of Education and Learning, 6(1), 102-112. https://doi.org/10.5539/jel.v6n1p102
Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishers and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157 - 189. https://doi.org/10.1017/S0261444820000518
Ryn, A. S., & Sandaran, S. C. (2020). Teachers’ practices and perceptions of the use of ICT in ELT classrooms in the pre-Covid 19 pandemic era and suggestions for the 'new normal'. LSP International Journal, 7(1), 99-199. https://doi.org/10.11113/lspi.v7n1.100
Safa, M. A., & Tofighi, S. (2021). Intercultural communicative competence beliefs and practices of Iranian pre-service and in-service EFL teachers. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2021.1889562
Singh, C. K. S., Singh, T. S. S., Ja’afar, H., Tek, O. E., Kaur, H., Moastafa, N. A., & Yunus, M. (2020). Teaching strategies to develop higher order thinking skills in English literature. International Journal of Innovation, Creativity and Change, 11(80), 211-231. https://bit.ly/3o6HB5U
Slapac, A. (2021). Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers. Journal of Research in Childhood Education, 35(2), 231-247. https://doi.org/10.1080/02568543.2021.1880993
Sriram, R., Haynes, C., Cheatle, J., Marquart, C. P., Murray, J. L., & Weintraub, S. D. (2020). The development and validation of an instrument measuring academic, social, and deeper life interactions. Journal of College Student Development, 61(2), 240-245. https://doi.org/10.1353/csd.2020.0020
Stec, M. (2021). A multimodal analysis of ELT materials for young learners. In J. Rokita-Jaśkow & A. Wolanin (Eds.), Facing diversity in child foreign language education (pp. 181-199). Springer. https://bit.ly/3jULedN
Subrahmanyam Vellanki, S., & Bandu, S. (2021). Engaging students online with technology-mediated task-based language teaching. Arab World English Journal, (Special Issue on Covid 19), 107-126. https://doi.org/10.24093/awej/covid.8
Wang, H., Tlili, A., Lehman, J. D., Lu, H., & Huang, R. (2021). Investigating feedback implemented by instructors to support online competency-based learning (CBL): A multiple case study. International Journal of Educational Technology in Higher Education, 18, 1-21. https://doi.org/10.1186/s41239-021-00241-6
Wicaksana, Y. D., Widoretno, S., & Dwiastuti, S. (2020). The use of critical thinking aspects on module to enhance students' academic achievement. International Journal of Instruction, 13(2), 303-314. https://doi.org/10.29333/iji.2020.13221a
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘We are legitimate language teachers’. Asian Englishes, 22(3), 309-316. https://doi.org/10.1080/13488678.2020.1732683
Wotring, A. R., Chen, H., & Fraser, M. (2021). Exploring curriculum alignment through syllabus document analysis: From national language policy to local ELT practice. Iranian Journal of Language Teaching Research, 9(2), 57-72. https://doi.org/10.30466/IJLTR.2021.121045
Zaida, N. (2021). Using Youtube platform to promote students’ autonomous learning. In E. N. M. Siagian, I. Safitri, R. Dwiyana & L. R. S. Kharismawati (Eds.), Proceeding of The Eleventh Annual International Symposium of Foreign Language Learning (11th AISOFOLL) (pp. 258-267). SEAMEO QITEP in Language.