STRUGGLES OF ESL LEARNERS TAUGHT BY NON-ENGLISH MAJOR

TEACHERS

An Undergraduate Thesis Presented to

The Faculty of College of Teacher Education
University of Mindanao
Matina, Davao City

In Partial Fulfillment of Requirements

In EdRes English (Educational Research)
2nd Semester S.Y. 2017-2018

_________________________________________________

Agustin, Jerald Q.
Suaybaguio, Jonathan B.
Vega, Maribeth G.

March, 2018
 Abstract

The study highlights the struggles of ESL learners taught by non-English major
teachers based on the views of senior high school students. This is a qualitative type
of research wherein there aresix ESL learners who were senior high school students
from different sections but were taught by the same teacher as participants of the
study.The participants were asked on their views through interview questions in a
Focus Group Discussion (FGD) and recorded it through audio and video. Based on
the results, nine general themes emerged and were identified. These general themes
were divided into two categories: Difficulties of the ESL learners when taught by
non-English major teacher and Thoughts of ESL Learners when being taught by non-
English major teacher. It was found that non-English major teachers teaching English
has a negative effect on the students’ academic performance. The participants gave a
solution that the government should provide trainings for the non-English major
teachers who are tasked to teach the English subject that can help broaden their skills
in teaching it. Moreover, the struggles of ESL learners taught by non-English major
teachers can be minimized if not eliminated completely.

Keywords: struggles, ESL learners, non-English major teachers, academic

performance, specialized subjects
 Acknowledgement

The success and the completion of this research could not have been possible

without the help, participation, and assistance of many people whose names may not

all be listed. They have never failed to express their unending effort, hard work, and

patience for us to have reached this point.

This research that we have done is the product of our sweat, sleepless nights,

and tears that will be forever treasured like jewels in our hearts and minds but behind

this all were individuals who offered guidance in order for us to be in the right

direction.

With all sincerity, we would like to express our gratefulness to the following:

To Almighty God who never failed to give us strength and will to keep on, the

knowledge and wisdom, and providing us the right people to effectively resulted to

our research’s success.

To our families for their unending financial support and motivation that helped

us to be inspired and able to continue this study.

To our adviser and data analyst, Mr. Joey C. Oliveros, for his guidance

especially in our hardships and crucial times, for his effective suggestions, and for his

patience to correct our mistakes in the midst of our bewilderedness.

To our expert validators, Dean Jocelyn B. Bacasmot Ph.D., Ms. Ellaine

Rose A. OlivaEd.D., and Ms. Lovella Serrano Ed.D., for the helpful corrections and

were behind the improvement and success of our interview protocol.

To the participants involved in this study, who willingly accepted our

request to lend their time to us and we will be forever grateful for the enthusiastically

witty answers for our interview questions.

And to all the countless individuals who helped, supported, and encouraged
whose names that we can no longer mention, we send our greatest thank you for

becoming a part of our thesis journey. We are highly thankful for how your lives have

become a blessing to our study.

Jerald Q. Agustin

Jonathan B. Suaybaguio

Maribeth G. Vega