Reforming English Language Education at the Tertiary Level in the Philippines
Keywords:
English language instruction, pedagogical shortcomings, motivational factors, anxiety, resources, infrastructure, curriculum reformAbstract
This study investigates the challenges encountered in English language instruction at the tertiary level in the Philippines through a systematic review of existing literature. Findings reveal persistent discrepancies between expected and actual English proficiency levels among graduates, highlighting the need for comprehensive curriculum revisions and pedagogical reforms. Pedagogical shortcomings, including a reliance on traditional teaching methods and teacher-centered approaches, hinder students' communicative competence and engagement with the language. Additionally, motivational factors and anxiety play crucial roles in shaping language learning outcomes, emphasizing the importance of fostering intrinsic motivation and creating supportive learning environments. Inadequate resources and infrastructure further compound these challenges, necessitating investments in educational facilities and teacher training initiatives. Addressing these barriers requires systemic reforms that prioritize student-centered approaches, innovative teaching methodologies, and the cultivation of a culture of continuous improvement. By addressing these challenges, tertiary institutions can better equip students with the language skills necessary for success in an increasingly globalized world.
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