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A Phenomenological Study: Exploring English as the Medium of Instruction:

From the view of Teachers

_____________________________________________

A Thesis

Presented to The

College Faculty of Assumption

College of Nabunturan

Nabunturan, Davao de Oro

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By.

Khail Princess Dianne Agad

Marc Kim Dañgo

Clint Joseph Failago

Giovanni Pagulong

Liz Zusy Punayan

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CHAPTER I

Introduction

The Problem and Its Background

statement

2nd paragraph (GLOBAL) (Africa, china, Thailand)

3rd paragraph (NATIONAL) (Indicate the provinve)

4th paragraph (LOCAL)

Include other subjects

Focus on the medium of Instruction

Follow the APA format citation

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Purpose of the Study

The intent of this phenomenological study is to examine the various perspectives that

education graduate teachers have towards the use of English as a language of

instruction in the Assumption College of Nabunturan academic community. The

teacher's view on English as the medium of instruction will be assessed in this study as

how well the teachers deliver instruction to students. This will also explore about the

numerous experiences and challenges teachers have while applying English as a

language of instruction, as well as the instructional strategies teachers employ. The

study seeks to gather the Insights of educators on the efficacy of using English as a

medium for instruction.

Review of Related Literature

This section offers literature and conclusions from the other studies that provide

insight into the factors such as exploring perspective on the medium of instruction in the

academic community. The following Review of Related Literature can help become

aware that there is an occurring problem our society today. Each of the following data

has been thoroughly evaluated by the researchers based on a review of related

literature backed up by previous research.

Experiences (done 5 Pages)

English as a medium of instruction (EMI) is defined as the use of English to

teach academic subjects in educational institutions in countries where English is not the

native language (Dearden, 2014). The implementation of English medium education in

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non-English countries' public and private schools is heavily impacted by the global

market's increasing demand for the English language (Coleman, 2006) and scientific

and technological progress. In this scenario, content acquisition is prioritized, while

language development is an added benefit. Huong and Van (2010, 2008, as said in Vu

& Burns, 2014) argue in favor of EMI, "The argument for establishing EMI programs is

that it will improve the quality of English learning, when English learning is directly linked

to content" (p. 9).

Previous research has also revealed that different stakeholders have

varying perspectives on EMI. Although instructors in non-English-speaking countries

appreciate the importance of the English language based on its global reputation, it is

difficult for them to teach English effectively (Phyak, 2017) because they lack the

professional competence to implement EMI. Too add more, there is a lack of

resources (Yuan et al., 2020). Furthermore, Phayak's research discovered that

students were hesitant and embarrassed to speak English due to their inadequate

English competence. As a result, in Nepalese schools, both students and teachers are

rarely seen speaking English outside of the classroom. Regardless of the

circumstances, the Government of Nepal's Ministry of Education has introduced EMI in

public schools.

Furthermore, due to a lack of skilled teachers, effective instruction, teachers'

willingness to use English, and students' motivation to use English are important

hurdles for adopting EMI in the Nepalese public-school system. As a result, teachers

must be able to deliver content knowledge in English. There must be resources

available to improve English language skills and content knowledge.

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Despite the fact that the teachers that utilize EMI in their lectures lack basic

English language and pedagogical competence, they have tried to use a variety of

strategies and resources to make their classes more effective. Previous research found

that some professors used translanguaging pedagogy to help students acquire core

knowledge and break down student quiet in class. Translanguaging is defined by

Phyak (2017) as a "meaning-making process through functionally grounded hybrid and

fluid language practices" (p.10). In other words, translanguaging is a method of bilingual

or multilingual education and natural language practice in which learners' existing total

linguistic knowledge is used as a resource to learn a specific language, allowing them to

access different linguistic features of autonomous languages and maximize

communication competence. Previous research has also revealed that effective English

language learner (ELL) training should incorporate heritage languages (August &

Shanahan, 2010). In a similar line, Phyak (2017) discovered in the Nepalese context

that "most English classes in his study schools are teacher and textbook-centered" (p.

7).

Despite some studies (August & Shanahan, 2010; Hamid et al., 2013;

Phyak, 2017) that investigated EMI policies in various educational contexts, there is

hardly any study that has explored both students' and teachers' perceptions of EMI in

Nepalese public-school settings, as well as pedagogical practices of using EMI by

teachers who teach different academic subjects. As a result, the primary goal of this

study was to investigate public-school teachers' and students' perceptions of EMI, as

well as the pedagogical methods of public-school instructors who used EMI to teach all

academic topics. According to Lei and Hu (2014), globalization has also spurred an
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ever-accelerating spread of English as an instructional language into institutions of

higher learning around the world. In the last decade, China has actively promoted EMI

in its top-tier colleges as part of its ambitious growth agenda. Although English had

been firmly established as a core curricular topic in China from junior secondary school

through higher education by the end of the twentieth century, there was rising discontent

with the quality of instruction offered in the traditional English classroom.

According to Dearden (2014), EMI is becoming more popular in colleges,

secondary schools, and even primary schools. This phenomena has far-reaching

repercussions for young people's education and policy decisions in non-Anglophone

countries. In an international marketplace, pressure on schools and institutions is high,

and some teachers regard EMI as both a challenge and a key to their pupils' success.

Erliana (2018) further demonstrated that the use of English as a foreign language (EFL)

in Indonesia has no effect on EMI inside ELT. Despite the low frequency of use,

teachers have a good attitude toward their own English and recognize the value of

conducting teaching and learning processes in English. The EMI is not implemented

solely; rather, it is a bilingual class.

Sela and Luke (2020) also argued that adopting EMI is critical for sustaining

communication in the modern era. Although the implementation of EMI is not always

smooth due to some drawbacks that cannot be avoided by the lecturer, learners and

educators must raise awareness of its use as well as make adjustments in fully

implementing it in the classroom. One of the finest things to accomplish is to combine

EMI implementation with the use of technology in the teaching and learning process. It
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might be easily modified with the understanding pace of learners by employing

technology.

To add to this, Karki (2018) discovered in his research that one of the key

reasons for the transition in the medium of instruction to English in the Khumbu region is

a desire for increased socioeconomic advantages. The English language is thought to

help companies and raise people's social standing. As a result, English is seen as

providing greater prospects for pupils. Meanwhile, EMI has been used as an

institutional strategy to recruit students to declining institutions. The study also

discovered some beneficial effects following the installation of EMI, such as parents'

restoring faith in community schools, an increase in the number of students, and

students' ability to utilize English to help their parents' enterprises. He observed some

negative effects of EMI, such as a decline in students' academic achievement, a lack of

exposure to local languages and less exposure to the national language, and limited

classroom interaction and expression due to students' inability to effectively use the

foreign language.

However, Ojha (2018) claimed that implementing EMI is not a solution to the

long-standing problem of deterioration in quality education in community schools. He

argued that rather than teaching in English, community schools should focus on

teaching well in their pupils' mother tongues, and that the medium should not be altered

only to compete with private schools.

In a favorable consequence, Ghimire (2019) discovered in his critical

qualitative case study that students have deeply established beliefs in studying English
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since it ensures their future by enabling them to find a job in the nation or overseas. The

survey also indicated that pupils had difficulty speaking English and acquiring new

terminology even if they are learning in English, but their professors help them with

Nepali counterparts. It has also been discovered that children are glad to be EMI

students since their school has a superior reputation in the district and they are

expected to be better-qualified students in their community.

According to Macaro (2013), EMI is not a new occurrence, and no one can

claim that it is neutral or undesired. Aside from the worldwide significance of English,

EMI has become a major global phenomena in modern academics. Dearden (2014, p.1)

defines EMI as the use of the English language to teach academic topics in nations or

jurisdictions where English is not the main language (L1).

Theoretical Lens

(Use another theory) (Discuss the relationship of your theory to the element)
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Figure 1: Conceptual Framework

Experiences

English as
the
Insights Challenges
meddium of
Instruction

Coping
Mechanism
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Research Questions

This study will answer the following general questions:

1. What are the experiences of the participants in the use of medium of instruction

in classes?

2. What are the challenges faced by the participants on the use of the medium of

Instruction in classes:

3. What coping mechanism do the participants utilize for the challenges in the us of

medium of instructions in classes?

4. What are the insights of the participants on their experience with the medium of

instruction in schools?

Scope and Delimitation (include the technique in choosing the participants, IOI)

The general intent of this study is to identify what language of instruction the

college students and teachers are preferred to. The researcher aims to recognize the

views of students and teachers about the relevance of medium of instruction towards

learning process. The target respondents of this study will be the college students and

teachers under the Department of Teacher Education of Assumption College of

Nabunturan. The method of sampling that the researchers will use is Purposive

Sampling. This study will be conducted with a limited amount of resources and

framework.
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Significance of the Study

The findings of this study are more beneficial to the following:

Students. The results of this study will be beneficial to the learners in identifying

their preferred in language in learning.

Teachers. This study will serve as a fundamental basis for the teachers to

identify students’ development in learning with regards to their preferred language.

Parent/Guardians. The parents and guardians would be made aware of the

language proficiency and performance of the students in class.

Future Researchers. This study serves as their guide to further develop

language researches and collect more data, especially for those who wants to know

more about language and medium of instruction in teaching and learning in Assumption

College of Nabunturan.

Definition of Terms

(Define what is in conceptual framework)

(Operationally defined)

The following are the terms used in the study with their corresponding meanings

as used in this research:

Medium of Instruction – A language tool used to communicate and deliver the

lesson.
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Output – Any product or result of learning and the application of knowledge.

Participation – the ability of an individual to carry out or take part in class

Performance – refers to one’s engagement and interest to accomplish academic

tasks.

Preferrabilitty – The choice of language to be used as medium of instruction in

class.
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Chapter II

Methods

This chapter presents the research design, research locale, respondents of the

study, research instruments, validation of the research instruments, data gathering

procedure, scoring quantification of data and the statistical treatment of the Data.

Research Design (use Creswell 2007 method)

This study will employ the descriptive phenomenological qualitative research

method. Descriptive phenomenological qualitative research is a methodological

approach that focuses on exploring and understanding the subjective experiences and

perspectives of individuals. It is rooted in phenomenology, which is a philosophical

framework developed by Edmund Husserl. This research method aims to uncover the

essence and structure of lived experiences as described by individuals themselves.

This study will employ the descriptive phenomenological qualitative research method.

Descriptive phenomenological qualitative research is a methodological approach that

focuses on exploring and understanding the subjective experiences and perspectives of

individuals. It is rooted in phenomenology, which is a philosophical framework

developed by Edmund Husserl. This research method aims to uncover the essence and

structure of lived experiences as described by individuals themselves.

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Research Locale

(Add more important information about ACN)

This study will be conducted with the College of Teacher Education students of

the Assumption College of Nabunturan, Davao de Oro. It is a private education and a

Catholic institution that provides educational opportunities to equip individuals with

competence and character towards excellence.

Assumption College of Nabunturan is Located at Purok 1, Arellano Street,

Poblacion, Nabunturan, Davao de Oro. The institution was published on 1954 and it was

owned by the daughters of Mary of the Assumption known as the fma sister. ACN offers

Kindergarten, Grade 1 to 10, Grade 11-12 with the Academic and TechnicalVocational-

Livelihood (TVL) tracks, Tertiary in Business Administration, Accountancy,

Humanities, Natural Sciences, and Teacher Education, Post Graduate studies

Educational Administration, and TESDA Programs. The school is located at the heart of

the provincial capital of Compostella Valley which is the municipality of Nabunturan.

The municipality of Nabunturan is located along the northern part of the Province

of Davao with a total land area of 24, 10 hectares. The municipality is 88 kilometers from

Davao City and 33 kilometers from Tagum of Davao del Norte. In the province of Davao

de Oro, Nabunturan is known as "The Heart of the Valley."

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Figure 2: location Map of Poblacion, Nabunturan Showing Assumption College of

Nabunturan
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Research Participants (College teachers who are education graduates) (DONE)

The respondents to this study are the selected 5 teachers of Assumption College

of Nabunturan who can willingly share their thoughts and ideas regarding the study. The

researcher will be using purposive sampling to meet the study's objectives and provide

adequate information. Also, respondents will come from various majors in the education

department.

Role of the Researcher (Use Cronwell 2007)

The role of the researchers of this qualitative research will analyze the ideas,

opinions stated by the selected participants, verify, and report the information that has

been collected. Researchers will select participants from the college department of

Assumption College of Nabunturan to interview and ask them what their role is in this

particular study. By doing so, the researchers will hand them the interview questions and

ask them in a proper and respectful way. In order to prevent data loss, the data will be

secured by encoding it and saving it from the recorded audio or taking a video of the

interview and copying the file to our flash drive, laptops, computers or other gadgets.

After gathering information, the researchers will translate and analyze the data gathered

in order to create an output that is useful and reliable. We the researchers will verify its

content, examine, and analyze the statements that were entered in it in order to obtain

helpful information. After the success of this study, the researchers will pass this on to

the assigned teacher and publish this so that people can gain benefit from it. Lastly, the

information that the respondents have given to us and their identity will remain private

and only researchers will have access to it.

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Data Collection Procedure

(Indicate how did you gather the data)

(Indicate who you ask permission)

The researchers will forward a letter to the dean of the college and the

administrator of the Teachers Education Department asking permission to conduct a

study after the validation of the research instrument. When approval will be granted the

researchers will approach the students and teacher participants for them to start the

interview and collect data.

Data Analysis

After the data has been collected, the analysis procedure will begin. The

researcher will transcribe the responses from each of the participants, examine the data,

and check the essential elements prior to drawing a conclusion, which will be reviewed

as many times as necessary. The thorough research will be accomplished in a step-by-

step manner to ensure that the facts and information are utilized effectively.

Trustworthiness and Credibility (contextualize your discussion)

The obtained data will immediately be recorded, making the results credible. This

study will be carried out according to procedure, and updated events will be filled in. The

authorized personnel who will provide statements will be appropriately questioned and

ensured that everything will be reliable and trustworthy. The information is up-to-date to

minimize misconceptions between freshly updated and outdated information. The

researcher's objectivity in determining the extent to which the conclusions of an inquiry

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are a consequence purely of the respondents and conditions of the inquiry and not of

the inquirer's biases, motives, interests, views, and so on. Formulated findings will be

organized into themes, which will then be included in a comprehensive description.

Ethical Consideration (enhance more)(DONE)

To ensure a smooth and ethical research process, the researcher will implement

an informed consent protocol. This protocol involves the distribution of informed

consent forms to all potential research participants. These forms will comprehensively

communicate the study's objectives, benefits, methodologies, and the voluntary nature

of participation.

Furthermore, the researcher will provide detailed explanations regarding the

measures in place to safeguard the confidentiality of participants' information. This

commitment to transparency and data protection underscores our dedication to

conducting this study with the utmost respect for participants' rights and well-being.

REFERENCE
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Interview Guide (HUMANAG USAB)

“Exploring Perspective on the Medium of Instruction in the Academic

Community”

Name (Optional):___________ __ _ __Date: ____________

1. What are the experiences of the participants in using English as a Medium of

Instruction in the academic community?

1.1. With regards to your preferred medium of instruction, what are the positive

and/or advantageous experiences you have encountered?

1.2. What are your negative experiences about the language?

1.3. How does it affect your performance academically?

2. What are the challenges faced by the participants in using their preferred MOI?

2.1. How does these challenges affects your performance?

3. What strategies did you use to overcome your shortcomings in using the language?

3.1. How do these coping mechanisms affect the respondents’ performance in

terms of:

3.1.1. Participation

3.1.2. Output