TRANSITIONING TO K-12: ESL CLASSROOM CLIMATE AND EFFECTS ON SENIOR HIGH SCHOOL STUDENTS’ SELF-ESTEEM AND MOTIVATION TO LEARN
Abstract
This paper examined ESL classroom climate during the first year of senior high school implementation of the K to 12 education policy in the country. Participants in the study were composed of 331 Grade 11 learners from the three tracks namely: 89 STEM (College of Sciences), 128 STEM (College of Engineering, Architecture and Technology), and 114 ABM (College of Business and Accountancy) learners. A state university delivering the Senior High School Program in Region 4 was selected as the location of the study. Three open-ended questions sought to identify students’ satisfactory and dissatisfactory experiences inside the classroom and possible effects on their self-esteem and motivation to study, drawn from Burden’s (2018) Stop, Start, Continue Method in feedbacking and Fraser and Treagust’ (1986) seven internally consistent dimensions of the higher education classroom climate. Data revealed that generally, most language teachers are evaluated positively by learners although some classrooms have proven very challenging for them. Several instances of teacher and peer bullying, teacher absenteeism, lack of transparency in the grading system, congested curricula and lack of classroom facility were identified among causes of students’ frustrations. Unhappy experiences eventually resulted in students’ loss of confidence in teacher’s ability and commitment and reduced interest in classroom engagement. The paper suggests the need for a strong, honest and consistent culture of feedbacking among students and faculty members in academic institutions to encourage improvement in ESL classrooms.
Keywords
Full Text:
PDFReferences
Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645-668.
Bourdieu, P. (1991). Language and symbolic power (J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Cambridge, England: Polity Press. (Original work published in 1982).
Buitrago, C. B. (2016) . EFL students‟ social identities construction through gender-based short stories. Unpublished Thesis for M.A. in Applied Linguistics to the Teaching of English as a foreign language. Universidad Distrital Francisco José de Caldas School of Science and Education, Bogotá, Colombia.
Burden, P. (2018). Comparing two methods of gaining qualitative feedback data from University students to encourage teaching improvement. Asian EFL Journal Research Articles, 20 (4).
Burnett, P.C. (2010). Teacher Praise and Feedback and Students’ perceptions of the classroom environment. Educational Psychology, 22(1).
Byrne, D., Hattie, J. A., & Fraser, B.J. (2015). Student perceptions of preferred classroom learning environment. The Journal of Educational Research, 80 (1).
Bucholz, J. L., & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment: Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2 (4).
Dart, B.C., Burnett, P.C., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D. (2010). Students’ conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93 (4).
Deyoung, A.J. (2014). Classroom climate and class success: A case study at the university level. The Journal of Educational Research, 70 (5).
Finch, A. (2004). Peace begins in the classroom. Academic Exchange Quarterly.
Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychological environment in higher education. Higher Education, 15, 37–57.
Gamlem, S.M.; & Smith, K. (2017) Student perceptions of classroom feedback, Assessment in Education: Principles, Policy & Practice, 20:2, 150-169, DOI: 10.1080/0969594X.2012.749212
Hannah, R. (2013). "The Effect of Classroom Environment on Student Learning". Honors Theses. Paper 2375.Frontiers in Psychology.
Harris, I. (2001). The Rigor of Peace Studies. In McCarthy, C. [Ed.] 2001, pp. 36 – 43.
Khan, A. & Al-Mahrooqi, R. (2015). Foreign language Anxiety (FLCA) among tertiary level Omani EFL learners. Asian EFL Journal, 17 (1).
Maxwell, S.; Reynolds, K.J.;Lee, E.; Subasic, E.; & Bromhead, D.; The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data
Norton, M. S. (2008). Human resource administration for educational leaders. New York: Sage.
Norton, B. & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal 88(1):75 – 101. DOI:10.1111/j.0026-7902.2004.00219.x
SEAMEO INNOTECH (2012).
Sieberer-Nagler, K. (2015). Effective classroom management and positive teaching. English Language Teaching, 9 (1).
Tarhan, H., Balban, S. (2014). Motivation, learner identity and language learning. International Journal on New Trends in Education and their Implications,5 (1), 183-197. Retrieved from http: //www.ijonte.org/FileUpload/ks63207/File/18a.tarhan.pdf.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies