Final Chapter-2 Teddy

CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES

TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
Chapter 2
Review of Related Literature
This chapter gives account to data and information related to the study. These are
the related literatures and studies that provide the background of the study.
Conceptual Literature
English as a Second Language
According to the study of Si (2019), ESL, also known as “English as a Second
Language,” refers to English learners as a second language, such as Indian and Malaysian
learners. It is the language that plays the same important role as the mother tongue, which
is used for communication and spoken formally.
There are two kinds of audiences for ESL. One is for people who immigrate to
English-speaking countries, and the other is for countries that were once colonized by
English-speaking countries. For ESL learners, they learn English in a natural condition, a
subconscious acquisition that is similar to the process of mother tongue acquisition (Si,
2019).
The Use of English Language
The British Council conducted interviews with six English language students to
understand the ways in which their English courses were impacting their lives. They
found that English was a liberating force: enabling the learners to be competitive in the
Pontevedra Campus
13
job market, access college-education overseas and enhance their ability to access
information and build friendships online (Adelaide A., 2014).
English is a universal language and is spoken in many countries in the world.
English is the official language of 45 countries in the world. Communication is very
important in today’s time; English provides the medium for all the cultures to
communicate through books, movies, plays, internet or other resources. Many companies
in today’s time require their employees to be well versed with English, so that they can
communicate with the company’s international clients. In such a situation, employees
with good command on the language are at an advantage (Capalar, 2018).
Foreign Students Learning English Language
According to the study conducted by Sari (2021), both English Language
Education Department (ELED) and non-English Language Education Department (non-
ELED) students shared common problems in learning English related to the issues of
vocabulary shortage, grammar difficulties, pronunciation problems, low speaking and
listening skills. The noticeable difference was seen on the difficulty in developing ideas
that is only faced by ELED students while difficult in all aspects of writing skills faced
by non-ELED students. The strategies implemented by both ELED and non-ELED
students included jotting down the unknown words, learning English using Google,
learning English through social media, reading journals, using subtitles, watching movies
that use English as a medium of communication, listening to English movies, singing
English songs, joining English courses, making imitation, and practicing their English
Pontevedra Campus
14
writing and speaking skills. The strategies to deal with the difficulties that were
implemented by ELED students were reading online comic, memorizing vocabulary,
reading English article or essays, listening to podcast, telling a story using English
language, increasing confidence, and memorizing form of verbs. Meanwhile, the
strategies that just implemented by non-ELED students were joining English activity
programs, doing English exercises, getting used to the English language, and using the
correct English language.
The study entitled “Students’ Attitudinal Factors in Learning English as a Foreign
Language” by Mustafa et. al. (2015), shows that the students from Indonesia English
Education Department have high or positive attitudinal factors in learning English as a
foreign language. It indicates that the students’ attitude toward English language learning
can, to a certain degree, influence their learning results. There is a positive correlation
between attitude and motivation and the students’ enthusiasm, commitment and
persistence are the key determinant of success or failure, the more favorable the attitudes
the students have the higher the motivation the students possess. It was found that
instrumental reasons were considered the primary source of the students’ attitude towards
learning the English language.
The findings of the study entitled “Factors Affecting the Attitudes of Students
towards Learning English as a Foreign Language” showed that the attitudes of Grade 10
students towards learning EFL is positive. There are social factors (e.g., English native
speakers, peer groups and learners’ parents) affecting students’ attitudes positively. On
Pontevedra Campus
15
the other hand, educational context factors like English language teachers, the English
language learning situations (e.g., the classrooms, arrangements of seats and the physical
learning environment) had negative impacts on students’ attitude. However, the findings
showed that target language learners have positive attitudes towards the other educational
context factor that is the English textbook of Grade 10 which means English as a Foreign
Language teaching materials in the study’s context affect students’ attitudes positively
(Getie, 2020).
Second Language Acquisition Among College Students
Several studies have emphasized the necessity to learn the L2 as early as possible
but with a mission of using the language for communication rather than using only for the
examination purpose. College students use English language in different domains for
different situations. In the present scenario, India has different perspective for English
language, as many consider English as their mother tongue. English is nativized in the
Indian environment. People, especially college students, in rural areas have fear towards
English as they consider English as a subject and not as a language for communication.
Motivation and necessity play an important role in learning English at college level (Anil,
2015).
Motivation and self-confidence are personality traits which would help students in
acquiring a language successfully. They are helpful to develop oneself on the language
acquiring process. Self-confidence is a powerful motivation process in acquiring a

Pontevedra Campus
16
language especially a second language. The respondents were given enough motivation to
come out with their own willing risk taking abilities while acquiring the second language.
The respondents were motivated for the purpose of acquiring the language which would
help them to achieve the eventual competency. Motivation was very moderate among the
college respondents. The researcher found that the motivational level was not static
among the respondents and kept on changing over time according to the need of the
respondents. The motivation is of two types: extrinsic and intrinsic motivations. Extrinsic
motivation is goal achievement oriented. A learner learns a language in order to get a job,
or to get a degree, this mode of motivation is extrinsic motivation. The researcher found
that motivation was not only the factor of acquiring a language but exposure to the
language would make the learners to learn the language. 75% of the college respondents
were entangled in this extrinsic motivational process. Intrinsic motivation is for the
learners who learn the language for joy, satisfaction and sense of accomplishment The
'poor' acquiring of English language was totally attributed to the lack of opportunity to
use the language. The researcher found that successful respondents were motivated and
enhanced their own acquisition consciously through activities both inside and outside the
classroom (Anil, 2015).
According to the study of Anil (2015), for students who indulge in activities
outside the college, the acquiring opportunities seemed significantly higher than others.
Socializing creates more authentic and functional linguistic affordances. Language

Pontevedra Campus
17
acquisition experiences are realized in a social environment and in this environment there
are linguistic sources, learner interests and needs which are determined for future action.
Fluency, Proficiency and Accuracy in English
As a second language learner, one should be fluent, proficient, and accurate in
English. It means ability to speak or express the language with sufficient structural
accuracy and vocabulary to participate smoothly and effectively in most formal and
informal conversations on practical, social, and professional topics. In general,
proficiency equates with fluency, but there is a distinction between both of them. It is
possible to be fluent without being highly proficient, as it is also possible to be highly
proficient without being fluent. When it comes to second language learning, a few major
aspects of fluency lay in the prosody of the language, pronunciation, and the timing of
dialogue. Fluency is impossible to attain without engaging in dialogue with a fluent
speaker of the language. Proficiency, on the other hand, is the primary focus on your
ability to understand and communicate precisely in the language. Proficiency is best
practiced through reading and writing (Rao, 2016).
Lived Experiences of Teachers
Different teachers have different challenges and experiences. According to
Aldevera et al. (2019), Senior High School Teachers experience stress and challenges
with their new teaching responsibility. Their challenges included the lack of equipment
for the skills enhancement and the behavioral maturity of the Senior High learners. The
Pontevedra Campus
18
reasons of stress felt by the teachers were disruptive student behavior, overlapping
activities, student diversity, limited resources and support, and accountability policies.
The teachers encountered challenges in the application on the skills on their specialized
subjects due to lack of equipment, tools, and learning materials.
The lives of teachers in far-flung schools are challenged to work out of their
comfort zone and to deal with students and communities with different cultures. They
employed different strategies for adaptation that helped them survive and stay in far-flung
areas. Their situation as a far-flung teacher is not as easy as what some had narrated.
They were able to manage and cope with different problems and challenges in the far-
flung areas; they even became more resilient, brave, consistent, and determined to stay
and impart their knowledge to the empty minds of their children (Lariosa et al., 2022).
According to Strother (2013), the educational system is changing to meet the
needs of 21st century learners, technology integration has become critical in meeting that
need. Teachers lacked the knowledge and experience to use technology effectively to
enhance the learning process of students. Teachers expressed appreciation for
accessibility to information, student accountability, and customization of assessments and
grading practices. Classroom management and student communication and social skills
were deemed to be impacted negatively by some teachers.
It is the teacher who makes the curriculum and its different elements compatible
with the nature of multi-grade classes. Teachers of multi-grade classes in both non-
prosperous and prosperous provinces had similar views on using teaching methods,
Pontevedra Campus
19
determining learning activities and grouping methods. However, they did not have the
same views on determining the type of learning materials and resources (Mortazavizadeh
et al., 2017).
According to the study of Condino (2021), English teachers who are being in the
Online Distance Learning (ODL) modality for almost a year now, found preparations
very easy and they did not find much difficulty as the school year ended. Eight (8) themes
emerged about their feelings in the beginning, middle, and end of the school year. At the
beginning of the school year, the teachers had feelings of anxiety and challenge. In the
middle of the school year, they had feelings of inefficiency and stress. However, they also
felt hopeful that this pandemic would soon be over. Lastly, at the end of the school year,
the teachers concluded their first school year in ODL with the feelings of fulfillment,
confidence, and resilience.
The Filipino English teachers experienced emotional drawbacks that referred to
extreme homesick towards their immediate family members in the Philippines. They also
encountered some cultural drawbacks such as the language barriers brought about by
their students’ differences in accent and English-speaking proficiency level. In addition,
teachers also fell into the trap of psychological drawbacks characterized by burnout and
depression. Foreign teachers like the Filipinos do not always get a seamless teaching
experience while employed outside their country (Sumalinog, 2022).
In the study conducted by Aziz, et al. (2021) the rural schools suffer from the
disadvantages of teaching and learning environment. The researchers found that limited
Pontevedra Campus
20
English environment, shortage of teaching resources and poor physical environment were
the reasons that the environment failed to support English language teaching and
learning. Also, English teachers in the study appraised the stress cognitively to seek
possible solutions. Personal, social, professional and institutional coping strategies were
the four strategies used by the English teachers as coping mechanism either to manage
and alter the stress or to regulate the response to the stress.
The out-of-field teaching of history courses triggers incompetence and lack of
self-confidence among teachers and instructors; elicits lack of depth and interest in
providing quality education; provokes confusion in learning transfer; and students under
out-of-field history teachers also get relatively lower scores. Coping mechanisms of out-
of-field teachers ranging from a harmonious working environment, peer tutoring,
mentoring, and class observance. Out-of-field history teaching leads to problems
concerning teachers’ performance and the learning transfer and requires proper attention
and effective solutions to achieve quality instruction and the goal of history education
(Sebrero, 2021).
Based on the study conducted by Martinez (2021), English language teachers
have redesigned their teaching strategies in accordance with the capabilities and needs of
the students. Also, some activities have been modified to make them compatible with
distance learning.
Online Teaching
Pontevedra Campus
21
According to Johansson (2021), during the global pandemic of 2020 – 2021,
educational change can be understood in terms of experiences, through listening to
teachers’ voices, which have the capacity to bring new knowledge for future usage of
digital platforms in education. Teaching is an embodied experience and opportunities for
movement have become limited in the virtual learning environment. A radical change in
the methods of communication has also occurred, in particular the verbal and non-verbal
clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal
relationships have been shown to be of the utmost importance for successful learning, and
these need to be formed and maintained both online and offline. Some students are at risk
of falling behind academically and socially due to remote learning.
Google meet is the most used platform for online teaching. In terms of stress
level, teachers between the ages 36 and 50 are the most stressed. As per time spent on
online teaching, most teachers spent 3-5 hours a day, and it is also found out that the
more hours spent on online teaching, the more benefit the teachers and students will get
(Husin et al., 2022).
Beale (2016) emphasizes the importance of a supportive and encouraging online
environment. Distance learning is challenging for students and the experience can be
frustrating and de-motivating if technology fails. More than ever, teachers need to work
at providing positive encouragement to their students, praising and rewarding success and
acknowledging challenges when they exist. It is also valuable if teachers can identify new
Pontevedra Campus
22
skills that students are acquiring – not least skills in problem-solving, using information
technology and resilience – and encourage their classes.
Due to the pandemic situation globally, all the colleges and universities were
shifted to online mode by their respective governments. No one has the information that
how long this pandemic will remain, and hence the teaching method was shifted to online
mode. Even though some of the educators were not tech-savvy, they updated themselves
to battle the unexpected circumstance (Pillai et al., 2021).
Instructor’s quality is the most prominent factor that affects the student’s
satisfaction during online classes. This means that the instructor needs to be very efficient
during the lectures. He needs to understand students’ psychology to deliver the course
content prominently. If the teacher can deliver the course content properly, it affects the
student’s satisfaction and performance. The teachers’ perspective is critical because their
enthusiasm leads to a better online learning process quality (Gopal et al., 2021).
Teachers used a variety of platforms, and choice of platform was mainly due to
user-friendliness and interactivity, or administrative decision making. teaching strategies
included pre-recorded videos and self-directed learning in which teachers assigned
specific tasks for students to perform independently. Teachers prioritized subject content
and covering curriculum objectives over creative and student-centered pedagogical
approaches (DeCoito & Estaiteyeh, 2022).
According to Yao et. al. (2020), in the online teaching process, simply providing
teaching resources is not enough. Taking more live broadcasts to form more teacher-
Pontevedra Campus
23
student communication and instant feedback is an effective way to improve student
performance. More attention and feedback should be given to students to form an
effective online communication mechanism. In the process of online teaching, teachers
should not only assume the role of transmitting knowledge, but also play the role of
“leader” and “accompanier” through effective guidance and communication.
The use of ICT can facilitate and make teaching easier maximizing the learner
autonomy, transferring traditional mode of teaching in learning English. Lack of basic
ICT knowledge and skills, the digital divide, the students’ laziness were some of the
challenges of using ICT. Moreover, ICT use in online teaching can contribute learners to
work in their own pace; provide a new platform of learning by expanding the access of
resources in learning system (Bhandari, 2023).
Based on the study of Wen & Tan (2020), the COVID-19 pandemic provided
opportunities for teachers to explore the use of online educational technologies in
implementing their teaching and learning processes due to the closure of educational
institutions. Online educational technologies in Malaysia were previously introduced as a
supplementary for face-to-face interactions. During the sudden implementation of
Movement Control Order, the Malaysia Ministry of Education had recommended
teachers to utilise the available online learning technologies to sustain teaching and
learning processes during school closures. Given that complete online education was not
entirely planned in Malaysia, many factors could affect teachers’ intention to adopt online
educational technologies in the future. Teachers’ ICT competence was an important

Pontevedra Campus
24
element in their efforts to adopt online educational technologies as there was a plethora of
online educational tools available online and each of them requires different sets of skills
and techniques in the operation. Some of the tools, such as Google Classroom offer
different kinds of functions that assist teachers in online education, such as assigning
homework, making announcement and organising video conference session. To maximise
the use of such tools, teachers must be equipped with a certain level of technological
competence to ensure that the online lessons can be carried out smoothly and effectively.
Motivation
According to the study conducted by Pant (2018) entitled “English Language
Teachers’ Motivation in Professional Development”, job enhancement, flexible working
hours, merit pay, and incentives were the significant strategies for motivating teachers in
teaching and professional development. It was also found that improving teaching and
students learning, personal and professional development, preparing plan for instruction
are the major roles of teacher motivation.
Nearly two years into the COVID-19 pandemic, roughly six-in-ten U.S. workers
who say their jobs can mainly be done from home (59%) are working from home all or
most of the time. The vast majority of these workers (83%) say they were working from
home even before the omicron variant started to spread in the United States, according to
a new Pew Research Center survey. This marks a decline from October 2020, when 71%
of those with jobs that could be done from home were working from home all or most of
the time, but it’s still much higher than the 23% who say they teleworked frequently
Pontevedra Campus
25
before the coronavirus outbreak. The impetus for working from home has shifted
considerably since 2020. Today, more workers say they are doing this by choice rather
than necessity. Among those who have a workplace outside of their home, 61% now say
they are choosing not to go into their workplace, while 38% say they’re working from
home because their workplace is closed or unavailable to them. Earlier in the pandemic,
just the opposite was true: 64% said they were working from home because their office
was closed, and 36% said they were choosing to work from home (Parker et. al., 2022).
The English language teachers are motivated because of the work autonomy that
they have at the language centre, the good relationship that they establish at work and the
support that they gain from the colleagues, superiors and student. Intrinsic motivations in
them such as the feeling of contributing to society and finding their job enjoyable and
stimulating are also underlying contributing factors (Ng & Ng, 2015).
According to the literature review conducted by (Ahmed & Anwar, 2021), ESL
teachers including personal utility value, social utility value, intrinsic and extrinsic
factors including personal interest to teach, desire to shape future of students, desire to
teach students from diverse cultural and linguistic background. Some studies state
perceived abilities, prior teaching and learning experiences, recommendation by parents
and teachers, prestige in the society, time to spend with family, time for leisure and job
satisfaction. Studies also reveal motivation like remuneration and healthy environment.
Maslow's theory is based on the Hierarchy of Human Needs. According to
Maslow, human behavior is related to his needs. It is adjusted as per the nature of needs
Pontevedra Campus
26
to be satisfied. In hierarchy of needs theory, Maslow identified five types / sets of human
need arranged in a hierarchy of their importance and priority. He concluded that when
one set of needs is satisfied, it ceases to be a motivating factor. Thereafter, the next set of
needs in the hierarchy order takes its place. These needs in hierarchy can be compared to
a pyramid. At the lowest level, there will be first set of needs which can be described as
basic needs and are universal in character. This will be followed by other sets of needs
(Trivedi, 2019).
According to Trivedi (2019), the most fundamental and basic four layers of the
pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship
and love, security, and physical needs. If these "deficiency needs" are not met – with the
exception of the most fundamental (physiological) need – there may not be a physical
indication, but the individual will feel anxious and tense. Maslow's theory suggests that
the most basic level of needs must be met before the individual will strongly desire (or
focus motivation upon) the secondary or higher level needs. Maslow also coined the term
"metamotivation" to describe the motivation of people who go beyond the scope of the
basic needs and strive for constant betterment.
Needs have a definite hierarchy of importance. As soon as needs on a lower level
are fulfilled, those on the next level will emerge and demand satisfaction. This suggests
that bread (food) is essential and is a primary need of every individual. According to
Maslow, "Man lives by bread alone when there is no bread." However, he feels the other
needs when his physiological needs are fulfilled. In brief, bread is important but man
Pontevedra Campus
27
does not live by bread alone. There are other needs (security / safety, social, esteem and
self-actualization which influence behavior of people (employees) to work. This is the
basic feature of Maslow's need hierarchy. Attention to all human needs is essential for
motivation of employees. Attention to the provision of bread alone is not adequate for
motivating employees. Bread can act as motivating factor when there is no bread but
when it is available, its use as motivator comes to an end. Here, other motivators (e.g.
security of job, social status, etc.) will have to be introduced for motivating employees.
Attention to other needs such as security needs, social needs, esteem needs and self-
actualization needs is equally important and essential for the motivation of different
categories of employees. Maslow, in his theory, has referred to different needs and
suggested that attention needs to be given to all such needs as attention to physiological
needs alone is not adequate for motivating employees. According to Maslow, "Man does
not live by bread alone". This conclusion of Maslow is a practical reality and needs to be
given adequate attention while motivating employees. A satisfied need does not act as a
motivator. As one need is satisfied, another replaces it (Trivedi, 2019).
According to Spencer, a society grows through economic and other acts of
spontaneous cooperation by gregarious and social individuals, who are themselves
displaying what is called a “social self-consciousness” (Spencer, 1859, p. 140–141;
Spencer, 1873, p. 291. See too Peel, 1971, p. 217). In his Principles of
Psychology Spencer portrays the possession of social self-consciousness as an awareness
that the well-being of each person is “bound up with the well-being of all,” resulting in
Pontevedra Campus
28
turn in the “growth of feelings which find satisfaction in the well-being of all”
(Spencer, 1872, ii, p. 609). In societies in which “industrial” and thus peaceful social
relations predominate, the principal job of the community itself through the government
is to protect the equal freedom of all citizens in order to be able to adapt to circumstances.
As a society coheres through spontaneous cooperation, and as a division of labor
emerges, it starts to exhibit a relatively stable set of functions and allied structures.
Functions and structures are mutable, they are malleable according to the changing and
varied contents of what the spontaneous cooperations of individuals are in practice
attempting to create. Compared with an individual organism, the structures and functions
“of the social organism are obviously far less specific, far more modifiable, far more
dependent on conditions that are variable and never twice alike” (Spencer, 1873, p. 58).
According to Aldawood & Almeshari (2019) in their study entitled “Effects of
Learning Culture on English-Language Learning for Saudi EFL Students”, Saudi students
recognized that culture and language are related to each other and the learning process
cannot be fully realized without consideration of both aspects. Moreover, the study found
that learning the English language with its corresponding cultural elements will enhance
the speed and enjoyment of Saudi students’ learning process. Furthermore, the study
demonstrates that learning a foreign language not only involves studying syntactic
structures or learning new vocabularies, but also should incorporate some cultural
elements. From Saudi students’ point of view, the only difficulty that might face them is
the differences between Arabic and English cultures.

Pontevedra Campus
29
The participants became EFL teachers mainly for complicated, multi-layered
reasons. They were attracted to teaching because of its intrinsic career value and its
salary. The former refers to the facts that they enjoyed English or that they wanted to
become a teacher since childhood. The latter applied to those who were either please with
the salary or who could strike a balance between work and life, work and study, or work
and health while earning a competitive salary (Shih, 2016).
Based on the study of Zhou & Chen (2021), most college students have a clear
goal of part-time work. Their main purpose is to accumulate social experience, obtain
more economic support and economic independence, experience the fun and sense of
achievement of creating value through labor, and experience the happiness of growth. A
vast majority of students recognize the importance of part-time work and believe that
part-time work can not only exercise and improve their social practice ability, but also
subsidize their families. Students choose various forms of part-time work. Part-time work
includes physical work unrelated to their major and mental work closely related to their
major. Many students believe that as long as they have the opportunity to experience
different part-time jobs, they can exercise different abilities. There are various ways for
college students to obtain part-time information, among which the introduction of
teachers or classmates is the most important and reliable channel.
At its most basic level, encouragement is the expression of affirmation through
language or other symbolic representations to instill courage, perseverance, confidence,
inspiration, or hope in a person(s) within the context of addressing a challenging situation

Pontevedra Campus
30
or realizing a potential. Several features of this definition should be noted. First,
encouragement must be expressed in language or other symbolic representations (e.g., art
or hand gestures) to someone else. Nonlanguage symbolic representations can only be
meaningfully used to communicate encouragement when both the encourager and the
recipient have a common understanding of the meaning attached to the symbolic
representations (Wong, 2015).
Inspiration as a Motivator
In the study conducted by Buheji et. al. (2014), inspiration involves motivation in
which the individual strive to create an idea or do something new and creative. It is
evoked without intentions as a result of interaction with people and/or the environment.
Although inspiration is unconscious, through recognizing situations that tend to inspire
us, we can proactively seek inspiration and create such stimulating experiences. To
achieve this openness to new thought is a key pre-requisite as well as having
psychological mastery, self-confidence, values and optimism are important to be inspired.
It is worth indicating that inspiration may not always lead to positive effects. To achieve
desired outcomes, we need to put what we have created into action rather than only
getting enthusiastic about it. Steele (1977) believes inspiration is often the motivator for
questionable actions. Through this motivated people are often welling to sacrifice to
discover more of their potentials. Inspiration can help us create and/or overcome
challenging decisions in life (Allen, et al, 1998). This means that inspiration raises or
motivates our ability to create an environment where many people can thrive, grow, and
Pontevedra Campus
31
live in peace with one another. Thus through inspiration harmony can be promoted
thereby provide sustainability for future generations with ability to create communities of
reciprocal care and shared responsibility.
Inspiration depends on the type of stimulus or object you get inspired from. We
get inspired from people, models, examples, ideas. Once inspired, we get motivated to
transmit and actualize certain realization. Thrash and Elliot (2004) sees inspiration as a
process of either being ‘inspired by’ and ‘inspired to’ which would lead to motivation
(Buheji et. al., 2014).
Teaching Instruction
In a local school district located in southern United States, English as Second
Language (ESL) teachers used specific strategies such as motivational reading,
vocabulary, content scaffolding, and effective reading development strategies for ESL
students to increase their proficiency in English (Felton, 2021).
According to the study conducted by Acharya (2017), good rapport between
teachers and students makes students motivated and they can participate in teaching-
learning actively, comfortably and in friendly environment. Therefore, it can be inferred
that there is a significant role of rapport in learners’ learning performances. Teachers
should know their students individually, share information comfortable for interaction,
respect students’ opinion, and welcome the questions raised by the students happily. It is
not appropriate to show authoritative either in the classroom or out of the class. In short,
Pontevedra Campus
32
the students want their teachers to show positive attitudes towards to enhance their
learning performances.
Young language learners are dependent on their teachers, so they have to
approach them with great sensibility and caution. Teachers should put a lot of effort in
establishing a good rapport with their students, from the very first class and should
continue to do so. Every lesson should be carefully planned with respect to children’s
needs for various short interesting activities and games. Teacher-to-child feedback should
always be supportive and positive, and young learners need to be praised for their
progress, whereas negative feedback should be avoided. Teachers should be aware that
children learn gradually and slowly, and that they need a lot of support and
understanding. New young teachers should be trained to focus on pedagogical aspects of
teaching, and not just on teaching productive skills to their learners (Rizvic & Dubravac,
2017).
ESL teachers’ instructional actions were directed by unexpected student responses
and the desire to maintain the flow of instructional activities. Their instructional decisions
were overwhelmingly influenced by the need to ensure student understanding, to increase
student motivation and involvement, and to maintain control over instructional
management (Johnson, 1992).
According to the study conducted by Mohani et. al., (2020), ESL teachers
executed the scaffolding strategies based on the needs of their students and the
stipulations of the English Language syllabus. The strategies; establishing direction of the
Pontevedra Campus
33
lesson, explaining and clarifying, questioning, feedback for students to monitor progress,
teacher modelling, learning cooperatively, teaching vocabulary items, using verbal cues
to prompt student answers, and facilitating student engagement and participation
appeared in both of the teachers’ instructional processes. Research has shown that
strategies used by teachers for scaffolding learning vary from teacher to teacher. The
strategies also depend on the level of the students’ ability and needs.
This research was based on three objectives including: to explore the views of
teachers and students on the extent to which instructional facilities affect student
performance, to examine the challenges that teachers in community secondary schools
face in accessing instructional materials and to assess the strategies that teachers use to
minimize the challenges of attaining and using quality instructional materials. The study
adopted a cross sectional survey design. The study population involved all community
secondary schools in Rombo district. Out of 38 community secondary schools in Rombo
district 5 schools were randomly selected for data collection. In each school, 5 teachers
and 20 students filled semi structured questionnaire. Also heads of each school and 1
secondary district education officer were interviewed. The following were findings of the
study: first, instructional materials are the key to teachers’ and students’ performance.
Secondly, most community secondary schools in Rombo District suffer shortage of
essential teaching and learning materials. Thirdly, the study revealed that teachers used
different strategies to minimize the challenges of attaining and using quality instructional
materials like borrowing books and improvation. The study recommends that the
Pontevedra Campus
34
government should budget sufficient funds for improving the availability of instructional
materials in all secondary schools (Tety, 2016).
According to the study of Naisianoi et. al., (2020), the availability of teaching and
learning materials contributes to increase in development of upper primary pupils in
Karunga Zone, Gilgil Sub Country. Correlation analysis on teaching and learning
materials availability and development of upper primary pupils in Karunga Zone, Gilgil
Sub Country showed that development was strongly and positively correlated with
teaching and learning materials availability by a correlation coefficient of 0.652. In the
model, teaching and learning materials availability had a coefficient of 0.751 hence rise
in teaching learning resources availability contributes to development of upper primary
pupils in Karunga Zone, Gilgil Sub County by a margin of 0.751. Results show that
teaching and learning materials availability is very important and it brings positive
change in the development of the pupils academically. Effective teaching and learning
materials availability makes the teachers and pupils have an easy learning interaction
both in and outside the classroom.
TPR method is one of the appropriate method to be implemented in teaching
English for early childhood. The teacher implemented TPR method in teaching English
for students at RA. Nurul Hikmah Pamekasan. In this method, the teacher’s role is as an
order taker, a model provider, and an action monitor. Learners are as listeners and
performers. They listen attentively and respond physically to the teacher’s commands.
The research purposes are to describe the implementation of TPR method in teaching
Pontevedra Campus
35
English, to know parts of activities in the implementing of TPR method that make
students become more interest and active to the English subject, and to know the
students’ response after learning English. The data sources are from teacher and students.
The result of research showed that there were three steps in implementing TPR method
namely pre-teaching, whilst-teaching, and post-teaching. Each steps has different
activities. The teacher’s role was as a model and an instructor. The students’ role were as
imitators because when the teacher acted out the imperative sentence to the students, they
imitated the teacher’s actions physically. Furthermore, at the first observation showed that
the students were more active and interest in the whilst-teaching. At the second
observation, they were more active and interest in the whilst and post-teaching. They
became more active and interest to learn English because the teacher taught them by
using imperative drilling and modelling concept that became the basic concept of TPR
method. They exactly made them enjoyable and memorable in learning English. Finally,
they did not only know and understand the material in the class but they also were able to
practice it at their environment (out of the class) (Umma, 2017).
Based on the study of Celik et. al., (2021) entitled “The Effect of Total Physical
Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis”, it
was determined that instruction based on the TPR Model had a “strong” effect size
(ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the
thematic synthesis, four descriptive themes were formed: "Learning-teaching process in

Pontevedra Campus
36
TPR method", "Learning outcomes in TPR method", "motivation" and "Implementation
suggestions/requirements". It has been determined that teaching based on the TPR
method has significant contributions to the learning process (increasing active
participation, learning by having fun, cooperative learning, etc.) and learning outcomes
(word learning, correct use, creativity, etc.), motivation in learning, and some
requirements (according to teacher and feature) have been determined. According to the
descriptive themes obtained from the thematic synthesis, 10 analytical themes were
developed. It was observed that all analytical themes were made in the experimental
studies, and two of the 10 analytical themes explained the variance among the studies
included in the meta-analysis significantly (p<.05).
Challenges
According to the study of Haufiku et. al. (2022), it is found that ESL teachers in
Ohangwena Region encounter challenges such as lack of resources for teacher and
learning ESL, overcrowded classes, absenteeism by learners, lack of parental
involvement, learners’ lack of motivation, learners’ poor attitude, lack of support from
advisory education officer, lack of refresher workshop and learners’ lack of exposure to
English language programs.
Most respondents also agreed that a lack of teachers’ professional knowledge and
technical know-how is the primary challenge that they encounter in utilizing authentic
ELT materials in the language classroom. Moreover, there is a significant relationship

Pontevedra Campus
37
that exists between ESL teachers’ attitudes in terms of ELT authentic materials’
readability and the challenges they encountered in terms of teachers’ professional
knowledge and technical know-how, and environmental factors (Salazar, 2022).
From being a supplemental tool used occasionally and as per the demands of the
learning outcomes, e-learning overnight became an essential entity of language teaching
learning which not only brought forth its numerous benefits but also exposed the
challenges faced by teachers and students alike while using it. One of the foremost
challenges faced is adaptability to the computer based instruction in a virtual classroom.
It is not easy for some students to make a switch from traditional face to face instruction
to online learning and it may result in students being resistant to adapt to this new
learning experience (Fatima, 2020).
Based on the study conducted by Malatji & Baloyi (2023), according to some of
the responses from the students, power cuts cause severe disruption to their studies. The
findings show that these power cuts negatively affect online teaching and learning
activities as lecturers are also inconvenienced. The findings reveal that the power cuts are
disrupting network connectivity. As a result, the teaching and learning process is
frequently disrupted due to this problem. Thus, the study recommends that universities
should invest in alternative power supply to circumvent power cut disruptions. The other
recommendation exposes a need for offline teaching and learning platforms to reduce
over-reliance on the national power utility also known as Eskom.

Pontevedra Campus
38
Students feel great difficulty to select words for expressing a particular view.
Mainly EFL learners first think in their mother tongue and then they translate it into
English to share their views in English, in such conditions, they feel a lack of suitable
vocabulary to translate. One of the students [S10] pointed out his experience, “I feel quite
difficult to find out the appropriate word to tell in English while speaking because when I
try to speak in English then my Dotyali language comes in my mind. "Speaking is a
really difficult skill for EFL students because they have to involve in two tasks:
translating from L1 to L2 and speaking continuously. Therefore, most of the students feel
a lack of vocabulary as a problematic area. Similarly, another student [S15] expressed her
feelings, "I feel difficulty in choosing appropriate tense while speaking." Based on their
responses most of the learners focused on grammatical deficiency in speaking. They feel
difficulty in using appropriate tense structure and prepositions in their sentence while
speaking. Pronunciation was found another problem for the students. Some of the
students stated that they felt difficulty pronouncing some words correctly so that they do
not use such words even if they know the meaning and use of the words. When EFL
students speak in English; mother tongue comes first in their mind and speech is delayed
due to translation from their mother tongue to the English language. Students also
reported that they face problems while making sentences in English; they find problems
in maintaining subject-verb agreement sometimes (Chand, 2021).

Pontevedra Campus
39
According to the study of Shalihah et. al., (2022), it is found that teachers and
students agreed that students had some problems with speaking, such as they were
worried about making mistakes, were not used to speaking English, and were shy
to try to talk in English. Meanwhile, teachers and students agreed that the factors
influencing students' speaking performance were confidence, time for preparation, and
motivation to speak. Moreover, correcting students’ mistakes also affects their speaking
performance, and they will be more comfortable speaking if they are not fixed while
speaking.
Opportunities
The study of Abeywickrama (2021) entitled “Professional Development and ESL
Teacher Quality: An Empirical Study”, illustrates that heightening teacher quality is one
of the key motives for participating in PD activities. Participants believed that they
should develop some standards and acquire certain credentials in order to be considered
quality resourceful ESL practitioners. Despite what subject is being taught, these values
are important to all teachers in the higher education institutions in order to be quality
practitioners and develop quality education in their classrooms.
Financial incentives are used in a wide range of industries, as a way to increase
worker motivation, and therefore productivity, by linking financial rewards with the
output of the individual worker, the organization, or both (Lucifora & Origo, 2015).
Personal Growth
Pontevedra Campus
40
In the study of Jiang et. al. (2021) entitled “Enhancing Teachers’ Intercultural
Competence with Online Technology as Cognitive Tools: A Literature Review”, it
discussed that teachers are encouraged to construct active collaborative learning, share
knowledge and experience, negotiate contradictory views, apply and transfer knowledge,
think critically, and solve problems in a shared virtual CoP. Reflecting on their learning
and teaching practice also supports teachers’ metacognitive development in building and
employing ICC knowledge and skills. Such a constructive approach helps them engage in
meaningful learning – as long as time is taken to make sense of what they have picked
up, and relate it to their existing knowledge. Online learning is also about affect,
behaviour and cognition in learning with technology. During the learning process,
teachers may feel that it is convenient, enjoyable, motivating, engaging and are satisfied
with the outcomes. Conversely, they are also likely to feel anxious, frustrated or
discouraged. They access digital learning content and construct online communication
and cooperation on tasks or solving problems in virtual CoP. Regarding the cognition,
they reflect on understanding, critical thinking and analysis, decision-making and
planning etc.
In recent years, the areas of intercultural pragmatics and transcultural pragmatics
under the phenomenon of “interculturality” have been investigated by linguists and
language scholars because interculturality has a deep-rooted connection with the
language and second language teaching and learning. The overall results encourage
embedding the knowledge of interculturality in ESL/EFL classes. There is a need to

Pontevedra Campus
41
organize training sessions for teachers because many teachers reported that they do not
utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also
believed in employing new approaches for teaching transcultural pragmatics to their
students. This study further highlights that teachers/educators could also benefit from
working together to develop the teaching of interculturality and transcultural competence,
and to make this development happen in relation to teacher professional development
(Saleem et. al., 2020).
Professional Growth
According to the study of Harun (2019), the ESL student teachers reflection on
the construction and reconstruction of identity has shown a more positive transformation
in terms of understanding their professional roles as prospective teachers. There was also
some transformation of attitudes which addresses their ability to adapt to situational
context and to address the needs of their learners. In addition, some of the reconstruction
of the professional identity reaffirmed and gave them confidence in how they see
themselves as prospective teachers.
It is no surprise that professionalism in ESL teaching has been tied to qualities
that, in this society, connote power: expertise and specialization. In spite of this, the
experience of the participants revealed that their behavior was frequently characterized
by qualities that are not associate with expertise, specialization or power. One example of
this is that the participants often did not appear as people who were employing exclusive
practices unavailable to those in other specialties, but rather as people who has been in
Pontevedra Campus
42
other specialties themselves and who were able to draw upon those specialties in their
ESL teaching. They took an approach to their work that enables them to integrate past
experiences in other fields of teaching, language, and language learning (Young, 1990).
Related Studies
Based on the study of Marciaga (2019) entitled “A Phenomenology: Teachers
Lived experiences with Workplace English as a Second Language”, teachers have poor
communication between the parties involved in workplace ESL programs. It is also
difficult for the employees or students to participate in regular ESL classes in their
communities, for they have many responsibilities at once which complicates learning
English. Teachers are also experiencing a low level of commitment from the company
side regarding ESL programs. Another issue experienced by teachers is the lack of an
adequate location for English language instruction. Teachers commonly use the cafeteria
inside the company as their classroom. ESL workplace programs are lacking necessary
resources. First, there is a need of basic resources such as textbooks and workbooks for
students. Some teachers explained that they do not have enough books and sometimes
must request authorization to make photocopies. Second, there is also a necessity of
technology resources such as computers and internet. Teachers without English language
skills do not have the same growing opportunities as their peers with proficient English
language skills within the company.
The skills necessary to be acquired by language teachers in the teaching of
English as a Second Language are first the learning skills which is perceived to be high
Pontevedra Campus
43
needed with 52.77%. Communication is a sub-skill that is mostly cited relevant for
teachers in teaching of English as a Second Language. Teacher’s speaking skill is
regarded by participants to be a basic competency. Secondly, the life skills with 36.11%.
It targets on how students can grow and progress in their everyday life that is eventually
geared towards strengthening their personal and professional qualities, and the least
considered skill is the basic skill with 2.78%. The values the teachers deem necessary to
teach are Universalism, Self-Direction, and Benevolence. The most commonly utilized
strategies as employed by teachers are collaborative, speaking strategy, eliciting and
teaching strategies (Tungpalan, 2020).
Although Filipino teachers were positive about teaching English to Thai students,
they perceived that English language teaching in the country is a challenging task
because of students' lack of interest in the English language; lack of exposure to and
support for an English speaking environment; unclear and unsuitable English language
curriculum; and lack of teacher professional development (Ulla, 2018).
The research conducted by Senom et. al. (2013) highlights a spectrum of
challenges novice ESL teachers encounter while teaching foreign students. The
participants of the study voiced their concerns about their students’ lack of interest,
illiteracy, misbehavior, and negative attitude towards learning English. The novice ESL
teachers also found themselves struggling with high expectations from parents. Despite
the struggles, the novice ESL teachers consider these experiences to be valuable that they
can learn from.

Pontevedra Campus
44
Through the investigation, it is found that the majority of ESL teachers expressed
that the use of online teaching was effective but with various limitations. There were
limitations connected to teachers’ readiness to adopt online teaching, accessibility to
mobile phones and internet connectivity, classroom management in terms of low
students’ participation and assessment. The study also found that it was important for
instructors to be prepared and flexible in utilizing e-learning to increase learning
effectiveness (Lukas & Yunus, 2021).
The study “Exploring the Lived Experiences of ESL Teachers in the Teaching of
English Subjects” gathered five themes which include sensitivity among students on error
correction; divergent attitudes of the students towards pronunciation instruction;
pronunciation errors of students in both segment and suprasegmentals; teacher’s ways of
dealing with the level of extent of students’ fossilization period; and challenges in
teaching the English language. The result implies that students’ lack of exposure to
language learning opportunities contributes to the emerging problem in the fluency of the
language. Therefore, it challenges ESL teachers in dealing with students’ difficulties in
learning the English language (Castro, 2023).
In the study conducted by Georgia Danos in the year 2019 entitled “ELA and ESL
Educators’ Lived Experiences in Urban, Middle Level, Mainstream Classrooms”, the
results showed that the English Language Arts (ELA) mainstream teacher, Mr. Scott, was
disengaged in class; disinterested in his students; unaware of his students’ backgrounds
and needs; unaware of professional development offered; resistant and resentful towards
Pontevedra Campus
45
new pedagogical approaches; tentatively interested in but unaware of best practices;
displayed unprofessionalism; and indifferent about students’ academic success. The ESL
co-teacher, Ms. Beasley, overcome several obstacles to teach and when she taught; did
not appear to have a supportive relationship with her co-teacher; received no support to
teach her ELLs; was overworked and did everything herself; and was knowledgeable
about and implemented effective best practices.
In the study conducted by Cheung (2021), the findings revealed that although
there were fewer interactions between the teacher and her students, teaching in
synchronous online mode provided the teacher with opportunities to utilize certain online
features to augment methods of checking student understanding. The study identified the
teacher’s pedagogical beliefs, the context and professional development as facts that
influenced the level of technology integration in her Zoom classes. The study concludes
that embracing process-oriented pedagogies may be necessary for a higher level of
technology integration among ESL teachers who have adequate professional development
opportunities and school support.
According to the study conducted by Gonzales (2018) entitled “Regulation,
Exposure, Recognition (RER) Theory for Improved ESL Teaching Experience in Cebu”,
the teachers’ challenges include issues on social stratification, salary, employment
regularization, cultural difference and communication, and teaching competence. The
opportunities include English communication, exposure to international culture, and local
and international opportunities. It is concluded that regulation of ESL schools in Cebu

Pontevedra Campus
46
improves the ESL teachers’ social status, competence and experiences and creates local
and international economic advantage.
Based on the thematic analysis, the experiences of the identified seven (7)
neophyte ESL teachers were anxiety as initial reaction, fear of committing grammatical
and pronunciation errors, difficulty of motivating students, students’ lack of knowledge
on the target audience, difficulty on students’ pronunciation and grammar, improves
teachers; communicative competence and evaluating students’ four macro skills.
Moreover, the different teaching strategies used were using reinforcement, various
teaching methodologies, utilizing interactive materials, building rapport, tracking
students’ performance and scaffolding (Aporbo, 2023).
Based on the findings of the study entitled “Unfolding the Saga of Online ESL
Teachers: A Descriptive Phenomenological Study” conducted by Sabidalas and Esparar
(2020), Online ESL Teaching provides vast opportunities for teachers for personal,
professional, and financial growth. Online ESL teaching is a decent alternative job for
professionals, especially teachers who are seeking growth both in their personal and
professional careers while productively making use of their time to earn extra money in
the comfort of their homes. Online ESL teaching also serves as a perfect venue for
teachers to harness their skills while achieving financial independence. While
unemployment is a problem in all countries, Online ESL teaching provides a promising
platform for both employed and unemployed teachers to continuously develop their skills
while providing for their families, therefore, enhancing understanding of foreign culture
Pontevedra Campus
47
and inclusion of foreign language in the tertiary level curricular programs particularly in
the teacher education curriculum can be beneficial to potential ESL teachers in general.
Also, leadership competencies of Online ESL teachers can be enhanced through
mentorship and coaching. Learning and development are vital aspects of one’s
professional life and therefore should be given paramount importance. In the context of
21st-century learning, mentorship, and coaching are significant tools for harnessing both
the competencies of mentors and mentees, as well as that of the coaches and coachee.
Developing self-mastery is vital in ensuring quality lesson delivery in the context of
Online ESL Teaching. Online ESL teachers are prone to stress, fatigue, and mental
exhaustion. Thus, self-mastery is important to be able to control oneself to strike a perfect
work-life balance. Lastly, reflective teaching is necessary to find true meaning in the
Online ESL Teacher’s existence. Teaching works best when teachers reflect on their
teaching. Through it, they would be able to adjust, modify, and change their actions to
suit the needs of their students.
Synthesis
English language was a liberating force: enabling the learners to be competitive in
the job market, access college-education overseas, and enhance their ability to access
information and build friendships online (Adelaide A., 2014). This pushes a lot of people
most especially students to learn and study English as a Second Language. However, it is
not easy. According to Sari (2021), both English Language Education Department
(ELED) and non-English Language Education Department (non-ELED) students shared

Pontevedra Campus
48
problems in learning English related to the issues of vocabulary shortage, grammar
difficulties, pronunciation problems, low speaking and listening skills. Due to the high
demand for technology and the work-from-home setup caused by the pandemic, online
ESL teaching became prominent in the country, which is the Philippines.
An individual becomes an ESL teacher, even though they are undergraduate, or
they didn’t graduate in an education course. However, different teachers have different
teaching and lived experiences. Those experiences can bring positive or negative
outcomes which may greatly affect their teaching styles and pedagogy. According to
Castro (2023), students’ lack of exposure to language learning opportunities contributes
to the emerging problem in the fluency of the language. Therefore, it is a challenge to
ESL teachers in dealing with students’ difficulties in learning the English Language. Also,
the ESL teachers’ challenges include issues on social stratification, salary, employment
regularization, cultural difference and communication, and teaching competence. But,
teachers also have opportunities which include English communication, exposure to
international culture, and local and international opportunities (Gonzales, 2018).
Although Filipino teachers were positive about teaching English to Thai students,
they perceived that English language teaching in the country is a challenging task
because of students' lack of interest in the English language; lack of exposure to and
support for an English speaking environment; unclear and unsuitable English language
curriculum; and lack of teacher professional development (Ulla, 2018). The most
Pontevedra Campus
49
commonly utilized strategies as employed by teachers are collaborative, speaking
strategy, eliciting and teaching strategies (Tungpalan, 2020).
Given the concepts and studies above, this shows that teachers’ teaching
techniques and how they teach the English Language greatly affect how students perceive
and acquire language learning. Also, the support that they receive from the school or
workplace will be one of the factors that affect a teacher’s ability to teach effectively and
efficiently. Teachers used a variety of platforms, and the choice of platform was mainly
due to user-friendliness and interactivity, or administrative decision-making. Teaching
strategies included pre-recorded videos and self-directed learning in which teachers
assigned specific tasks for students to perform independently. Teachers prioritized subject
content and covering curriculum objectives over creative and student-centered
pedagogical approaches (DeCoito & Estaiteyeh, 2022). In conclusion, all of the materials
that are gathered help in building and supporting the researchers’ paper in filling the gap
for conducting the study.

Final Chapter-2 Teddy

Uploaded by

Copyright:

Available Formats

You might also like

Final Chapter-2 Teddy

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Chapter-2 Teddy

Uploaded by

Copyright:

Available Formats

CAPIZ STATE UNIVERSITY

COLLEGE OF EDUCATION, ARTS AND SCIENCES

Review of Related Literature

English as a Second Language

According to the study of Si (2019), ESL, also known as “English as a Second

is used for communication and spoken formally.

The Use of English Language

information and build friendships online (Adelaide A., 2014).

English is a universal language and is spoken in many countries in the world.

English is the official language of 45 countries in the world. Communication is very

communicate with the company’s international clients. In such a situation, employees

with good command on the language are at an advantage (Capalar, 2018).

Foreign Students Learning English Language

According to the study conducted by Sari (2021), both English Language

Education Department (ELED) and non-English Language Education Department (non-

vocabulary shortage, grammar difficulties, pronunciation problems, low speaking and

by non-ELED students. The strategies implemented by both ELED and non-ELED

that use English as a medium of communication, listening to English movies, singing

implemented by ELED students were reading online comic, memorizing vocabulary,

language, increasing confidence, and memorizing form of verbs. Meanwhile, the

correct English language.

The study entitled “Students’ Attitudinal Factors in Learning English as a Foreign

Education Department have high or positive attitudinal factors in learning English as a

learning the English language.

Second Language Acquisition Among College Students

acquiring process. Self-confidence is a powerful motivation process in acquiring a

classroom (Anil, 2015).

Socializing creates more authentic and functional linguistic affordances. Language

Fluency, Proficiency and Accuracy in English

As a second language learner, one should be fluent, proficient, and accurate in

informal conversations on practical, social, and professional topics. In general,

possible to be fluent without being highly proficient, as it is also possible to be highly

dialogue. Fluency is impossible to attain without engaging in dialogue with a fluent

ability to understand and communicate precisely in the language. Proficiency is best

practiced through reading and writing (Rao, 2016).

Lived Experiences of Teachers

Different teachers have different challenges and experiences. According to

subjects due to lack of equipment, tools, and learning materials.

According to Strother (2013), the educational system is changing to meet the

enhance the learning process of students. Teachers expressed appreciation for

accessibility to information, student accountability, and customization of assessments and

were deemed to be impacted negatively by some teachers.

confidence, and resilience.

The Filipino English teachers experienced emotional drawbacks that referred to

their students’ differences in accent and English-speaking proficiency level. In addition,

experience while employed outside their country (Sumalinog, 2022).

and alter the stress or to regulate the response to the stress.

The out-of-field teaching of history courses triggers incompetence and lack of

of-field teachers ranging from a harmonious working environment, peer tutoring,

mentoring, and class observance. Out-of-field history teaching leads to problems

Based on the study conducted by Martinez (2021), English language teachers

According to Johansson (2021), during the global pandemic of 2020 – 2021,

educational change can be understood in terms of experiences, through listening to

digital platforms in education. Teaching is an embodied experience and opportunities for

of falling behind academically and socially due to remote learning.

(Husin et al., 2022).

Beale (2016) emphasizes the importance of a supportive and encouraging online

technology and resilience – and encourage their classes.