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Uncovering the Philippines and Indonesian Teachers' Pedagogical Beliefs in the 21st Century Learning.

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Bibliographic Details
Title: Uncovering the Philippines and Indonesian Teachers' Pedagogical Beliefs in the 21st Century Learning.
Authors: Herda, Rozanah Katrina1 katrinaherda@uny.ac.id, Lampito, Octo2, Travero, Arnel Sembrano3
Source: Acuity: Journal of English Language Pedagogy, Literature & Culture. 2025, Vol. 10 Issue 2, p205-217. 13p.
Subject Terms: *English as a foreign language, English language, Professional ethics, Twenty-first century, Public institutions
Abstract: In the 21st century, teaching English as a medium of instruction requires that educators possess high levels of competence and professionalism. Mastering integrated language skills is essential for designing effective learning scenarios in English as a Foreign Language (EFL) contexts. However, teachers often encounter various challenges and complexities in this process. This quantitative causalcomparative study explored the pedagogical beliefs of teachers in the Philippines and Indonesia regarding English language teaching. Specifically, this study aimed to examine the pedagogical beliefs of teachers from the Philippines and Indonesia about teaching English and identify any differences in these beliefs between teachers from the two countries. The research included 30 EFL teachers, with 15 participants from each country, randomly selected from state and vocational institutions. Data were gathered using a close-ended questionnaire, and statistical analysis was conducted with SPSS version 25. The results showed that teachers in both countries demonstrated strong pedagogical perspectives. However, Filipino teachers remained neutral about incorporating additional materials and media into lessons. These findings provide valuable insights into how teachers in the Philippines and Indonesia approach their professional responsibilities and reflect their perspectives on teaching English. [ABSTRACT FROM AUTHOR]
Copyright of Acuity: Journal of English Language Pedagogy, Literature & Culture is the property of Universitas Advent Indonesia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:In the 21st century, teaching English as a medium of instruction requires that educators possess high levels of competence and professionalism. Mastering integrated language skills is essential for designing effective learning scenarios in English as a Foreign Language (EFL) contexts. However, teachers often encounter various challenges and complexities in this process. This quantitative causalcomparative study explored the pedagogical beliefs of teachers in the Philippines and Indonesia regarding English language teaching. Specifically, this study aimed to examine the pedagogical beliefs of teachers from the Philippines and Indonesia about teaching English and identify any differences in these beliefs between teachers from the two countries. The research included 30 EFL teachers, with 15 participants from each country, randomly selected from state and vocational institutions. Data were gathered using a close-ended questionnaire, and statistical analysis was conducted with SPSS version 25. The results showed that teachers in both countries demonstrated strong pedagogical perspectives. However, Filipino teachers remained neutral about incorporating additional materials and media into lessons. These findings provide valuable insights into how teachers in the Philippines and Indonesia approach their professional responsibilities and reflect their perspectives on teaching English. [ABSTRACT FROM AUTHOR]
ISSN:25410237
DOI:10.35974/acuity.v10i2.3179