Transitioning to K-12: ESL Classroom Climate and Effects on Senior High School Students' Self-Esteem and Motivation to Learn

Autor/inn/en	Tajolosa, Teresita D.; Parreno, Juvie; Tajolosa, Ric A.
Titel	Transitioning to K-12: ESL Classroom Climate and Effects on Senior High School Students' Self-Esteem and Motivation to Learn
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 2, S.648-664 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Environment; Student Motivation; Self Esteem; English (Second Language); Second Language Learning; Grade 11; High School Students; Student Attitudes; Language Teachers; Teacher Attendance; Bullying; Educational Policy; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Language teacher; Sprachunterricht; Mobbing; Politics of education; Bildungspolitik; Ausland; Philippinen
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. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01