Communication Patterns in English Classes in Public Secondary Schools in Benguet, Philippines

Jevera Cawilan Domogen

doi:10.19105/ojbs.v15i1.4166

Jevera Cawilan Domogen Faculty of Teacher Education Department, Mountain Province State Polytechnic College, Tadian, Mountain Province 2620

https://doi.org/10.19105/ojbs.v15i1.4166

Abstract views: 4409 ,

PDF downloads: 1452

Keywords: Communication barriers, Communication patterns, Level of questions

Abstract

Communication patterns assume a vital role in the English classroom. It shapes the type of discourse conveyed by the teachers and the learners. This study looked into communication patterns in English classrooms and levels of questions employed in the classroom. Communication barriers and measures to address these communication barriers were identified. The descriptive method of research was utilized in the study. The study found that the students' opportunity to express themselves is limited because the communication patterns adopted in the English classroom involve initiation-response-evaluation/feedback. Students' reasoning, creative, and critical thinking skills are not honed because of the prevalence of questions in discourse. Communication anxiety and other communication barriers directly affect the communication process. Student's success in the development of their communication skills needs to be addressed. It is recommended that teachers employ communication patterns to give learners more opportunities to express ideas. The higher levels of questions should be used in the English classroom to develop their communication skills. Teachers should also employ different learning strategies to address the communication barriers and develop learners' communication skills.

Downloads

Download data is not yet available.

References

Aeni, Nur, Baso Jabu, Muhammad Rahman, and John Strid. “English Oral Communication Apprehension in Students of Indonesian Maritime.” International Journal of English Linguistics 7, no. 4 (2017): p158. https://doi.org/10.5539/ijel.v7n4p158.

Alasmari, Ali, and Sayed Salahuddin Ahmed. “Using Debate in EFL Classes.” English Language Teaching 6, no. 1 (2013): 147–52. https://eric.ed.gov/?id=EJ1076807.

Altaş, Betül. “Turn-Taking Patterns in Teachers Talk.” International Journal of Language Academy 4, no. 11 (2016): 29–29. https://doi.org/10.18033/ijla.394.

Amara, Naimi. “Oral Communication Apprehension Among ESP Students in Algeria. Arabic Language, Literature & Culture (Science PG).” Arabic Language, Literature & Culture 3, no. 3 (2018): 22–28. https://doi.org/10.11648/j.allc.20180303.11.

Assaly, Ibtihal R., and Oqlah M. Smadi. “Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions.” English Language Teaching 8, no. 5 (2015): 100–110. https://doi.org/10.5539/elt.v8n5p100.

Beidatsch, Cedric, and Susan Broomhall. “Is This the Past? The Place of Role- Play Exercises in Under in Undergraduate History Teaching.” Journal of University Teaching and Learning Practice 7, no. 1 (2010): 7–18. https://ro.uow.edu.au/jutlp/vol7/iss1/6.

Boyd, Maureen P. “Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom.” Journal of Literacy Research 47, no. 3 (2015): 370–404. https://doi.org/10.1177/1086296X16632451.

Chen, Ying-Chih, Brian Hand, and Lori Norton-Meier. “Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation.” Research in Science Education 47, no. 2 (2017): 373–405. https://doi.org/10.1007/s11165-015-9506-6.

Chu, Yiting, and Lynne Walters. “The Question-Asking Behavior of Asian Students in an American University.” Journal of English as an International Language 8, no. 2 (2013): 10–29.

Darti, and Andi Asmawati. “Analyzing Students’ Difficulties toward Listening Comprehension.” ETERNAL (English, Teaching, Learning, and Research Journal) 3, no. 2 (2017): 211–28. https://doi.org/10.24252/Eternal.V32.2017.A9.

Deutsch, Nellie. “ESL/EFL Students Lack the Skills to Cope with Reading Comprehension Tests.” Unpublished Master Thesis, University of Phoenix, 2011.

GMA News Online. “English Proficiency of Pinoy Students, Teachers Lagging - Survey,” February 21, 2018. https://www.gmanetwork.com/news/news/nation/644114/english-proficiency-of-pinoy-students-teachers-lagging-survey/story/.

Fitri, Yenni Kurnia, Hermawati Syarif, and Desvalini Anwar. “The Levels of Questions Used on Reading Test with Regards to Revised Bloom’s Taxonomy.” Ta’dib 22, no. 1 (2019): 27–32. https://doi.org/10.31958/jt.v22i1.1421.

Gross, Stephanie. “The Development of English as an ASEAN Lingua Franca and Its Impact on English Teaching in Vietnam.” English as an International Language Journal 11, no. 1 (2016): 17. https://www.elejournals.com/eilj-2016/eilj-volume-11-issue-1-may-2016/.

Haber, Jonathan. “It’s Time to Get Serious about Teaching Critical Thinking.” Inside Higher Ed, March 2, 2020. https://www.insidehighered.com/views/2020/03/02/teaching-students-think-critically-opinion.

Hanh, Nguyen Thu. “Silence Is Gold?: A Study on Students’ Silence in EFL Classrooms.” International Journal of Higher Education 9, no. 4 (2020): 153. https://doi.org/10.5430/ijhe.v9n4p153.

Heong, Yee Mei, Jailani Md Yunos, Widad Othman, Razali Hassan, Tee Tze Kiong, and Mimi Mohaffyza Mohamad. “The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas.” Procedia - Social and Behavioral Sciences 59 (2012): 197–203. https://doi.org/10.1016/j.sbspro.2012.09.265.

Huq, Rizwan-ul, and Alia Amir. “When the Tokens Talk: IRF and the Position of Acknowledgement Tokens in Teacher-Student Talk-in-Interaction.” Novitas-ROYAL (Research on Youth and Language) 9, no. 1 (2015): 60–67. http://www.diva-portal.org/smash/get/diva2:925881/FULLTEXT01.pdf.

Ireland, Christopher. “Student Oral Presentations: Developing the Skills and Reducing the Apprehension.” In Reducing Public Speaking Anxiety in Undergraduates: A Case Study of an Intervention with Accountancy Students. Valencia, Spain, 2016. https://doi.org/10.21125/inted.2016.1317.

Jaeger, Elizabeth L. “Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting.” Dialogic Pedagogy: An International Online Journal 7 (2019): 1–26. https://doi.org/10.5195/dpj.2019.195.

Jingya, Li. “Investigating the Initiation-Response-Feedback Cycle from Moves to Discourse: A Comparative Study of Chinese and Australian English Language Classrooms.” PhD Thesis, University of New South Wales, 2018.

Karns, James, Gene Burton, and Gerald Martin. “Learning Objectives and Testing: An Analysis of Six Principles of Economics Textbooks, Using Bloom’s Taxonomy.” The Journal of Economic Education 14, no. 3 (2014): 16–20. https://doi.org/10.1080/00220485.1983.10845021.

Kitiabi, Dianah. “Second Language Acquisition in a Study Abroad Context: International Students’ Perspectives of the Evolution of Their ‘Second Language Self’.” Master’s Thesis, Bowling Green State University, 2018.

Kusumawardani, Rheza, Riyadi Santosa, and Dewi Roschsantiningsih. “Explore the Use of Authentic Materials to Teach Reading for Junior High School.” International Journal of Multicultural and Multireligious Understanding 5, no. 4 (2018): 298–307. https://doi.org/10.18415/ijmmu.v5i4.323.

Losada, César, Edgar Insuasty, and Maria Jaime. “The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School.” PROFILE Issues in Teachers’ Professional Development 19, no. 1 (2017): 89–104. https://doi.org/10.15446/profile.v19n1.56763.

McCroskey, James. An Introduction to Rhetorical Communication. Boston: Allyn & Bacon, 2001.

McGovern, Kieran. “Why Did English Become the ‘Global Language’?” Medium, April 21, 2021. https://medium.com/english-language-faq/why-did-english-become-the-global-language-9bbc14b532cd.

Metcalfe, Janet. “Learning from Errors.” Annual Review of Psychology 68, no. 1 (2017): 465–89. https://doi.org/10.1146/annurev-psych-010416-044022.

Miao, Pei, and Audrey L. Heining-Boynton. “Initiation/Response/Follow-Up, and Response to Intervention: Combining Two Models to Improve Teacher and Student Performance: Initiation/Response/Follow-Up, and Response to Intervention: Combining Two Models to Improve Teacher and Student Performance.” Foreign Language Annals 44, no. 1 (2011): 65–79. https://doi.org/10.1111/j.1944-9720.2010.01116.x.

Mitchell, Alice, and Carol Savill Smith. The Use of Computer and Video Games for Learning. London: Learning and Skills Development Agency, 2004.

Park, Mihwa, Minju Yi, Raymond Flores, and Bangtam Nguyen. “Informal Formative Assessment Conversations in Mathematics: Focusing on Preservice Teachers’ Initiation, Response and Follow-up Sequences in the Classroom.” Eurasia Journal of Mathematics, Science and Technology Education 16, no. 10 (2020): 1–13. https://doi.org/10.29333/ejmste/8436.

Prasetyawati, Dian. “Analysis of Questions Used by English Teachers at Jakarta Intensive Learning Centre.” Thesis, Universitas Negeri Makassar, 2015.

Rustandi, Andi. “An Analysis of IRF (Initiation-Response-Feedback) on Classroom Interaction in EFL Speaking Class.” EduLite: Journal of English Education, Literature and Culture 2, no. 1 (2017): 239–50. https://doi.org/10.30659/e.2.1.239-250.

Sa’adah, Lailatus, and Rani Yulianti. “Turn-Taking Used in Conversation Class: A Classroom Discourse Analysis” 1, no. 2 (2018): 17–24.

Saraswati, Risna. “Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class.” Journal of English Language Teaching 3, no. 1 (2018): 36. https://journal.lppmunindra.ac.id/index.php/SCOPE/article/download/2782/2587.

Sari, Darmaida. “Speaking Anxiety as a Factor in Studying EFL.” English Education Journal 8, no. 2 (April 30, 2017): 177–86.

Shashkevich, Alex. “The Power of Language: How Words Shape People, Culture.” Stanford News, August 22, 2019. https://news.stanford.edu/2019/08/22/the-power-of-language-how-words-shape-people-culture/.

Su, Chien-Yuan. “Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System.” International Journal of Emerging Technologies in Learning (IJET) 12, no. 11 (2017): 63–82. https://online-journals.org/index.php/i-jet/article/view/7036.

Swaran Singh, Charanjit. “A Review of Research on the Importance of Higher Order Thinking Skills (HOTS) in Teaching English Language.” Journal of Critical Review 7, no. 8 (2020): 740–47. https://doi.org/10.31838/jcr.07.08.161.

Thoms, Joshua J. “Classroom Discourse in Foreign Language Classrooms: A Review of the Literature.” Foreign Language Annals 45, no. 1 (2012): 8–27. https://doi.org/10.1111/j.1944-9720.2012.01177.x.

Tofade, Toyin, Jamie Elsner, and Stuart T. Haines. “Best Practice Strategies for Effective Use of Questions as a Teaching Tool.” American Journal of Pharmaceutical Education 77, no. 7 (2013): 155. https://doi.org/10.5688/ajpe777155.

Tridinanti, Gaya. “The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang.” International Journal of Education and Literacy Studies 6, no. 4 (2018): 35–39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35.

Valderama, Tita C. “Pinoys’ English Proficiency Declines Sharply – The Manila Times.” The Manila Times, November 18, 2019. https://www.manilatimes.net/2019/11/18/opinion/columnists/topanalysis/pinoys-english-proficiency-declines-sharply/656784/.

Wang, Hui-Hui. “Examining Patterns in Teacher-Student Classroom Conversations during STEM Lessons.” Journal for STEM Education Research 3, no. 3 (2020): 69–90. https://doi.org/10.1007/s41979-019-00022-x.