Pedagogical Appraisal of English 111 Purposive Communication Syllabus Implemented in Davao del Norte State College: Insight to an ESP-grounded Module for English 111

S.R.A. Pampilon¹ , J. Barnido² , I.N. Gallegos³

Section:Research Paper, Product Type: Journal-Paper
Vol.8 , Issue.5 , pp.26-32, May-2022

Online published on May 31, 2022

Copyright © S.R.A. Pampilon, J. Barnido, I.N. Gallegos . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
Guided by the aim of the Philippines to support the globalization of Filipino youth in the ASEAN region and beyond and the lens of Content and Language Integrated Learning, the study aimed to describe the current state of the implementation of English 111 Purposive Communication in Davao del Norte State College (DNSC) in the perspective of teachers and to determine the baseline of the framework for creating an English for Specific Purposes (ESP)-grounded syllabus and module for English 111 using a qualitative research design employing In-depth interviews and focus group discussion. English 111 is a general education subject offered to all programs in DNSC aiming to enhance communicative competence and cultural and intercultural awareness. Eight (8) themes emerged as revision recommendations: congestion of content topics which prioritize theory over application and needs-based activities; tendency for generic desired learning outcomes to cater to lower order thinking skills; mismatch of generic desired learning outcomes to the needs of learners; mismatch of desired learning outcomes to the teaching-learning activities indicated in the syllabus; incoordination in the conduct of assessment among faculty due to the incoherence of sequence of desired learning outcomes; integration of educational technology found lacking; generically described assessments without a feedback mechanism; and departmentalized syllabus-writing to ensure alignment with Commission on Higher Education (CHED) Policies, Standards, and Guidelines for English 111. Six (6) themes emerged as the basis for the framework in creating an ESP-grounded syllabus and module: specificity of content and activities to cater to program needs; general to specific approach on arrangement of topics; adoption of current learning desired learning outcomes; learner-centered approach in teaching-learning activities; assessments catering to higher order thinking skills; and focus on linguistic needs for future occupation. The study concludes that the English 111 syllabus needs to be revised gravitating towards an ESP-grounded approach.

Key-Words / Index Term :
English for Specific Purposes, Language Teaching, Syllabus, Module, Communication

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