Second language teaching strategies: extent of utilization by home- based online ESL Filipino teachers / Ava Mae S. Magallanes
The study was conducted to determine the extent of utilization of the second language teaching strategies by the home-based online ESL Filipino teachers for the calendar year 2018 which sought to find out the profile of the thirty-three homebased online ESL Filipino teachers, as well as the extent o...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book Section |
| Language: | English |
| Published: |
Akademi Pengajian Bahasa
2021
|
| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/45509/1/45509.pdf http://ir.uitm.edu.my/id/eprint/45509/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The study was conducted to determine the extent of utilization of the second language teaching strategies by the home-based online ESL Filipino teachers for the calendar year 2018 which sought to find out the profile of the thirty-three homebased online ESL Filipino teachers, as well as the extent of utilization of the six language teaching strategies used by respondents on each strategy of language teaching strategies: memory; cognitive; compensatory; affective; metacognitive; and social. It also answered to what extent is the utilization of the six language teaching strategies used by the respondents in terms of their profile and its relationship to the extent of utilization of the home-based online language teaching strategies. The modified questionnaire “Strategies Inventory of Language Learning” (SILL) version 7.0 by Oxford was utilized. Results showed that there was a higher number of ESL Filipino Teachers who were 30 years old and younger teaching ESL online, based at home, finished a bachelor’s degree, attained a degree in teacher education, and had been teaching for less than two years. Age and educational attainment have no significant relationship. Respondents with higher educational attainment have comparable teaching strategies than those who have attained lower education. Degree program was not significantly related to the teaching strategies. Experience in teaching ESL online does not have a bearing on the utilized teaching strategies, for they were not significantly related with each other. |
|---|