A Knowledge Management View of Teaching English as a

Foreign Language (TEFL) in Mongolia

Ambarish Pandey
Royal International University, Ulaanbaatar, Mongolia
Department of Business Studies
E-mail: ambarish@royalacademy.edu.mn

Abstract:
English, Chinese and Russian are the main foreign languages in Mongolia. It is used and taught
more than other foreign languages. Teaching this language in Mongolia begins from the second
level of High School. The process of teaching English was probed from the viewpoint of
knowledge management (KM), using the Delphi method of obtaining information to identify the
weaknesses in the current system. Conducting two rounds of Delphi and exerting Kendalls
coefficient of concordance on the acquired information from 18 English teachers -who have been
teaching English for more than 10 years, 41 viewpoints were acquired that can be counted on as
the tacit knowledge of the teachers and may be used in future studies.
Introduction:
The widespread introduction of languages in primary schools has been described by Johnstone
(2009) as possibly the worlds biggest policy development in education, with English being the
language most commonly introduced. There are several reasons for this trend. First, it is often
assumed that it is better to begin learning languages early (Y. Hu, 2007; Nunan, 2003). Second,
economic globalization has resulted in the widespread use of English and many governments
believe it is essential to have an English-speaking workforce in order to compete (Enever &
Moon, 2009;Gimenez, 2009; Y. Hu, 2007). Third, parents want their children to develop English
skills to benefit from new world orders and put pressure on governments to introduce English to
younger children (Enever & Moon, 2009; Gimenez, 2009). In parallel with this expansion, there
has been increasing criticism of the growth of English as a global lingua franca, in particular the
political and social implications. Publications by Block, Gray, and Holborow (2012), Coleman
(2011), Edge (2006), and Kumaravadivelu (2011) have all challenged understandings of the
place of English, how it has reached its current level of popularity, whose interests the rise of
English serves, and the status of different world English. Such discussions call into question the

underlying premises on which the introduction of learning English at an early age is predicated.
Edge (2006) and Kumaravadivelu (2011) in particular are also highly critical of wholesale
adoption of Western approaches to language teaching which support the spread of English while
ensuring Western countries continue to benefit from it. Against this background, teachers of
young learners around the world must daily fulfill the tasks of instructing their students, often
being required to use a pedagogic approach which is alien to many, and having to persuade their
students of the value of learning English. In this view, it is very difficult for young educators to
deliver effectively. They need the guidance from those who have a great deal of experience and
have substantially contributed in making this to happen. This paper mainly focuses on the Tacit
Knowledge of experienced teachers and how it can be make explicit. Also the Kendalls
coefficient of concordance is calculated on the acquired data.
Data, Information, Knowledge and Knowledge Management:

Preston, Ryan, and Cody (2012) define Information as a fact provided or learned about someone
or something. It is factual and can even be trivial (of little importance). Also it can be false and
can lack connectedness. It often fails in connecting two or more ideas.
On the other hand, Knowledge is the factor that connects fragments of information together.
This creates a mental map and understanding of topic and forms meaning from bits of
information. This information fragments together builds a wholesome idea and allows us to make
sense of facts. Knowledge is more than a load of facts and information. Information is existent
without knowledge but Knowledge is nonexistent without information.
Apart from these differences, there is a similarity between the both is that they come from the
external sources

Bryan (2003) defines Knowledge Management (KM) as a deliberate, systematic business

optimization strategy that selects, distills, stores, organizes, packages, and communicates
information essential to the business of a company in a manner that improves employee
performance and corporate competitiveness.
Knowledge Management is a business optimization strategy, and not limited to a particular
technology or source of information.
Nakamori (2012) says that Knowledge science is a problem-oriented interdisciplinary field that
takes as its subject the modeling of the knowledge creation process and its application, and
carries out research in such disciplines as knowledge management, management of technology,
support for the discovery, synthesis and creation of knowledge, and innovation theory with the
aim of constructing a better knowledge-based society.
Tacit & Explicit Knowledge:
In general, there are two types of knowledge: tacit knowledge and explicit knowledge. Tacit
knowledge is personal. It is stored in the heads of people and is accumulated through study and
experience and is developed through the process of interaction with other people. It is difficult to
be expressed in words, and/or numerals (Teece, 1998). It is subconsciously understood and
applied (Zack, 1999) , It is transferred only through observation and practice (Harigopal and
Satyadas, 2001) and is rooted in action, experience and involvement in a specific context
(Nonaka, 1994). Examples of tacit knowledge in an organizational context are skills and
competencies, experiences, relationships within and outside the organization, individual beliefs
and values, and ideas.
There are six types of tacit knowledge:
1) Know-how: It can be considered as the technical knowledge to do a task.
2) Know-who: knowledge that allows finding the right person in a search for solution.
3) Know-why: knowledge which explains desirable objective.
4) Know-when: knowledge that defines when to do something, and when not to.
5) Know-where: knowledge which shows the right place to find knowledge or do the task.
6) Know-that: knowledge that defines correct course of action.

Explicit knowledge is documented information that can facilitate action. It can be expressed in
formal, shared language. Examples include formulas, equations, rules, and best practices.
Explicit knowledge can be packaged, and easily codified. It is communicable and transferable.
Knowledge Management in Education:
Benefits of implementation of knowledge management in businesses have been proven. It is also
beneficial in academic institutions as well. If done effectively; it can lead to many merits,
including better decision-making capabilities, reduced product development cycle time (for
example, curriculum development and research), improved academic & administrative services,
and reduced costs.
Problem statement:
Teaching English as a foreign language, in Mongolia, occurs in high schools. Tacit Knowledge of
experienced teachers was obtained to develop conceptual background. Based on knowledge
management system, what should be done to improvise the effectiveness of TEFL, is concluded.
Aim of the research:
The aim of this research is to obtain the tacit knowledge of experienced English teachers
Mongolia, using the viewpoint of KM.
Research question:
What is the tacit knowledge of English teachers in Mongolia?
Research Methodology:
For this research, a questionnaire was developed. For this the Delphi study was carried out in two
partsa brainstorming phase to generate a list of weaknesses in teaching English in Mongolia
and a categorizing phase to identify the domain of problems. The 15 participants took part in two
rounds of collecting information. During the first round, a brainstorming happened. The
participants were asked to write about the most important problems of teaching English as a
foreign language Mongolia. A list of weaknesses was produced and based on the received
answers; four domains of problems- similar to what happens in Grounded Theory- were
recognized. The rest of the problems that could not be categorized under these four domains
were titled "extra" domain. As the second round of Delphi, the list of weaknesses and the four
domains (teachers related items, students- related items, books- related items, authorities- related
items) and "extra" domain were sent to the first round participants and 25 new participants. The

participants were asked to evaluate the domains. Finally, Kendalls coefficient of concordance
(W) was used to measures the strength of association for the ranking of items.
Based on Schmidt strong consensus exists for W > 0.7; moderate consensus for W = 0.5; and
weak consensus for W < 0.3.
Result & Conclusion:
The following six points were added in Extra Items domain:
1) Students should start learning English as a foreign language from elementary school.
Starting from the first level of high schools is late.
2) Some other subject(s) such as science should be taught in English.
3) As far as we can find no listening, writing and speaking skills at university entrance
exam, these skills won't be the focus of attention at classes.
4) Two or three hours of teaching English in a week are not enough.
5) Many students do not continue studying English in summers.
6) Classes are book- oriented not student- oriented.
The majority of these items refer to limitations imposed to the teacher by educational
environment. The participants focused heavily on the methods and skills used in the classes.
In student-related items, the majority of these items refer to the way the students look at English.
In authorities related items, they, somehow, show the political concerns of the authorities.
If we take a closer look at the statements, we can perceive that the majority of them belong to
technical and scientific teaching points such as negligence to language skills, or overemphasis on
vocabulary and grammar. It seems that English teachers are more concerned about the correct
methods of teaching and also active methods of teaching. The second place belongs to the
students and especially to their motivation aspects of learning. It can also be inferred that they
believe in the poor performance of the authorities
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