The philosophy and practice of composition teaching among english teachers at University of Southern Mindanao

• Main Author: Mendoza, Riceli C.
• Format: text
• Language: English
• Published: Animo Repository 1999
• Subjects: English language > Composition and exercises > Study and teaching; English language > Grammar; English teachers; Language teachers; English Language and Literature; Linguistics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/830
• Institution: De La Salle University

This case study aims to find out the philosophy that guided the English 121 teachers in their teaching of composition at the University of Southern Mindanao (USM) in Kabacan, Cotabato for the school year 1998-1999. It also seeks to find out if such philosophy was reflected in the curriculum goals, syllabus objectives, teaching strategies, writing assignments, teachers' feedback to students' written samples, and evaluation procedures.The study involved ten English teachers who handled English 121 subjects. It made use of the questionnaire, interview, analysis of the curriculum goals, syllabus objectives, writing assignments, writing samples, mid-term and final examinations and classroom observation. Frequency, mean, and inter-rater reliability coefficient were the statistical tools utilized in the study.Findings revealed that in the questionnaire and during the interview, the philosophy that teachers claimed was process oriented. This philosophy, however, was not reflected in the curriculum goals, objectives in the syllabus, teaching strategies, writing assignments, teachers' feedback on the writing samples, and evaluation procedures. The curriculum goals seemed to be a combination of both product and process. However, the syllabus objectives, teaching strategies, writing assignments, teachers' feedback on the students writing samples, and evaluation procedures reflected a product-oriented philosophy. An overall picture showed that the teachers subscribed to a process-oriented philosophy yet, they practised a product-oriented philosophy. Hence, there was a wide gap between what the teachers' claimed to be their philosophy and their actual classroom practice. The results imply that USM English teachers need to be informed of the gap. The feedback the teachers may receive can help them develop their ability to transform their belief to practice. The teachers need to revitalize their commitment to teaching to be effective and successful in their chosen profession. They may be resistant to change because of time and work demanded of the process philosophy. External factors like heavy workload and large classes may need to be resolved. They need retraining to expand their orientation to process philosophy and be successful to its implementation. The teachers need adequate and continuous training that focus on helping them develop strategies that relate belief to practice. Classroom observation must be continuous activity at USM to constantly monitor teachers' performance. Avenues to give feedback to teachers must be developed. Teaching loads and class size must be reduced. Teachers assigned to teach writing must be given intensive training in the process orientation to writing.