What's Laughing It's Wrong Gramming: Emotional Expressiveness of Non-English Teachers

WHAT’S LAUGHING IT’S WRONG GRAMMING:
EMOTIONAL EXPRESSIVENESS OF
NON-ENGLISH TEACHERS
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 849-867
Document ID: 2023PEMJ1214
DOI: 10.5281/zenodo.8369977
Manuscript Accepted: 2023-19-9
Psych Educ, 2023, 13: 849-867, Document ID:2023 PEMJ1214, doi:10.5281/zenodo.8369977, ISSN 2822-4353
Research Article
What’s Laughing It’s Wrong Gramming: Emotional

Expressiveness of Non-English Teachers
Brelyn A. Tanangonan*, Arnel F. Pradia
For affiliations and correspondence, see the last page.
Abstract
This phenomenological study aimed to explore the experiences of Science and Mathematics teachers using
English as their instructional medium. Employing purposive sampling, the research utilized diverse data
collection methods, such as in-depth interviews, focus group discussions, journal writing, transcription,
translation, and thematic analysis. The central focus was on identifying emotional responses that occurred
when communication errors arose due to insufficient linguistic competence, particularly in syntax and
phonology. The study's findings revealed that teachers frequently expressed emotions, encompassing both
positive and negative sentiments, in response to error corrections. These expressions often involved
acknowledging their mistakes and offering apologies. The challenges faced by teachers in using English as
the medium of instruction stemmed from students' weak language skills, code-switching habits, language
misuse, and limited language use. To enhance their linguistic competence, teachers adopted various coping
mechanisms, including engaging in English-based listening, reading, speaking, viewing, and writing
activities. Additionally, the study produced a schematic diagram illustrating the interconnected factors
influencing the use of English as the medium of instruction. In summary, this phenomenological study delved
into the experiences of Science and Mathematics teachers using English as their instructional language, with
a particular focus on emotional responses during communication errors. The research highlighted the
obstacles teachers encountered due to students' language limitations, code-switching tendencies, and
language misuse. Furthermore, it identified strategies employed by teachers to bolster their language
proficiency, all of which were encapsulated in a schematic diagram illustrating the intricacies of using
English as the medium of instruction.
Keywords: emotional expressiveness, expressions, syntax, grammar, phonology, difficulties, coping

mechanisms
Introduction English speakers, resulting in varying degrees of

grammatical competence, fluency, accuracy, and
Emotional expressiveness is a fundamental aspect of English language proficiency. These differences are
communication, where experiences are conveyed contingent upon their training and the frequency of
through words, and meanings are imbued with their English language usage in daily life.The
emotions. It underscores the inseparable connection introduction of Mother Tongue-Based Instruction, as
between language and emotions, as individuals outlined in DepEd Order No. 74, series of 2009, aims
continue to acquire and refine their language to teach students to read in their native language
proficiency and emotional expressiveness.In the realm before introducing other languages like Filipino and
of English Language Learning, grammar assumes a English. While this approach addresses literacy
pivotal role in achieving accuracy, efficiency, fluency, concerns, it also fosters code-switching, language
and proficiency, especially within formal educational misuse, and reduced English language usage among
settings. Grammatical competence is now considered learners.
an essential skill for educators, aligning with the
demands of 21st-century learners. This competence is Consequently, non-English teachers in this
closely tied to Krashen's Monitor Hypothesis, which environment often find themselves resorting to code-
posits that the acquired language system serves as a switching, language misuse, and diminished English
monitor or editor of language production (Fikroni, language utilization. They must adapt their teaching
M.R. 2018). Additionally, learning styles significantly styles to match the students' comprehension levels and
influence the acquisition of grammatical competence, abilities. Alieto et al. (2020) underscore the teachers'
necessitating practical and communicative grammar decisions being driven by what benefits the learners,
activities and practices. which can result in considerable pressure on teachers
to be proficient English speakers. In some cases, they
In remote regions of the Philippines, non-native become targets of ridicule when they make sentence
English-speaking teachers are often the primary construction errors. Consequently, teachers may
exposure students have to the English language. These become hesitant to use the English language, fearing
educators themselves were instructed by non-native errors and suffering from a decline in self-esteem and
Tanangonan & Pradia 849/867

Research Article
heightened anxiety.Given this context, the description and interpretation of the problem (Creswell
researcher deems it imperative to conduct a study and Poth, 2016).
investigating the emotional expressiveness of non-
English teachers using English as the medium of This study employed phenomenological research,
instruction for Science and Mathematics during the which is described as a strategy of inquiry that focused
ongoing pandemic. on identifying the most significant human experiences
related to a particular phenomenon as described by the
Research Questions study participants. It involved understanding the lived
experiences in a natural setting by studying a small
This study investigated the lived experiences of non- number of individuals extensively and developing
English Teachers who are teaching subjects using patterns and relationships of meanings (Moustakas,
English as the medium of instruction. Specifically, it 1994, as cited in Creswell, 2009).
sought answers to the following questions:
In this study, the researcher conducted journal writing,
1. What is the emotional expressiveness of non- during which participants were given ten (10)
English teachers upon committing error in consecutive days to share their thoughts, ideas, and
communication in English in terms of: experiences regarding the use of English as the
1.1 Syntax; and medium of instruction. To capture significant
1.2 Phonology? accounts, in-depth interviews were conducted,
2. What are the difficulties experienced by these allowing participants to express their experiences
teachers using English as the medium of instruction? using a guided questionnaire. Additionally, Focus
3. What are the coping mechanisms of non-English Group Discussions (FGD) were conducted to extract
teachers? the most essential experiences.
4. Based on the findings, what linguistic generalization
can be made? In conducting the phenomenological study, Colaizzi
(1978, as mentioned in Morrow et. al., 2015) proposed
a descriptive phenomenological method, also known
Methodology as the seven-step process. This method provided a
scrupulously accurate data analysis resulting in a brief
description of the phenomenon under study. This
Research Design
method depended on the rich experiences based on the
accounts of people from in-depth interviews, online
This was a qualitative study that employed
interviews, and could also be gathered through blogs,
phenomenology to describe the lived experiences of
written narratives, research diaries, and various other
eight (8) Science and Mathematics teachers who used
means. The stages included familiarization, identifying
English as the medium of instruction. The study aimed
significant statements, formulating meanings,
to determine the emotional expressiveness of teachers
clustering themes, developing an exhaustive
when they committed errors in communication,
description, producing the fundamental structure, and
specifically in terms of syntax and phonology. It also
seeking verification of the fundamental structure.
sought to identify the difficulties encountered by these
teachers, describe their coping mechanisms when Locale of the Study
using English as the medium of instruction, and design
a linguistic generalization. The research was conducted at Lebak Legislated
National High School, located in Poblacion III, Lebak,
Qualitative research takes place in natural settings and Sultan Kudarat, Philippines, during the school year
comprises a set of practices and representations that 2020-2021. The school is situated in the coastal town
transformed the world being studied. It involves an of Sultan Kudarat, accessible via a long and winding
interpretive and naturalistic approach to study journey of approximately 3-4 hours from the Schools
individuals or phenomena, interpreting and extracting Division of Sultan Kudarat. It is worth noting that this
meaning (Denzin & Lincoln, 2011, p.3, as cited in institution is the sole Large Public High School within
Creswell and Poth, 2016). Qualitative research the municipality of Lebak, serving a population of 115
involves using a qualitative approach to inquiry, teachers and staff, along with approximately 3,300
collecting extensive data, conducting inductive and students.
deductive data analysis, presenting data, reflecting on
the researcher's role, and providing a complex Lebak Legislated National High School offers a
diverse range of programs, including the K to 12

Research Article
Curriculum, the Special Program in the Arts (SPA), emotional expressiveness of non-English teachers
Science, Technology, Engineering, and Mathematics when they made errors in English communication,
Education (STEM Ed), as well as Alternative Delivery particularly in terms of syntax and phonology. They
Modes (ADM) like Flexible Learning Options (FLO), also sought to identify the difficulties faced by these
Alternative Learning System (ALS), and Open High teachers and describe the coping mechanisms they
School Program (OHSP). The school serves as a employed when using English as the medium of
melting pot, attracting teachers and learners from instruction for teaching Science and Mathematics.To
various backgrounds and walks of life. Many of them ensure the validity and reliability of the research
hail from families engaged in farming and fishing, questions and interview guide, a research panel
contributing to the rich cultural tapestry of the assessed and validated them. Furthermore, the
institution. interview guide for both the in-depth interviews and
the FGD underwent evaluation and validation by
Research Participants language experts. These experts included two
individuals with master’s degrees in English, two
The study's respondents comprised eight (8) Science individuals with Doctorates in Applied Linguistics,
and Mathematics teachers currently engaged in and one individual with a Doctorate in Language
instructing Science and Mathematics subjects within Education. Among them, one served as the principal of
the Junior High School's Science, Technology, Salaman Institute in Lebak, Sultan Kudarat, while the
Engineering, and Mathematics Education Program other three were professors at the Mindanao State
(STEM Ed) at Lebak Legislated National High School. University-Maguindanao Graduate School in Datu
This school serves a total of 115 teaching and non- Odin Sinsuat, Maguindanao. Additionally, one expert
teaching personnel and caters to an approximate currently held the position of Vice Chancellor for
population of 3,300 learners. Academic Affairs at Mindanao State University-
Maguindanao. Their extensive educational
The selection of eight participants aligns with backgrounds, teaching experiences, and rich research
Creswell's recommendation (2013), as cited in backgrounds lent credibility to their evaluations.After
Guetterman (2015), which suggests that a sample size the instrument validation process, in-depth interviews
of three (3) to ten (10) cases is appropriate for and the FGD were scheduled and conducted. Each in-
phenomenological research. Science and Mathematics depth interview spanned 15-20 minutes, while the
teachers were specifically chosen as the study's FGD lasted 1-2 hours. The researcher utilized a
participants due to their utilization of English as the Huawei Nova 3i for audio recording and employed a
medium of instruction when teaching complex and handheld digital camera to capture video footage and
intricate topics in these subjects. Such topics demand a photos during the interviews.
comprehensive and profound grasp of the English
language for effective communication and instruction. Procedure
Instruments of the Study In this study, data was collected through the use of
journal writing, in-depth interviews, and a Focus
In this study, the researcher employed an in-depth Group Discussion (FGD), with strict adherence to
interview and a Focus Group Discussion (FGD) guide research protocols.Initially, a questionnaire based on
as research instruments. These instruments consisted the validated research questions was developed by the
of open-ended questions designed to elicit information researcher. This questionnaire underwent meticulous
regarding the emotional expressiveness of non-English examination by language experts to ensure its
teachers when utilizing English as the medium of alignment with interview standards. Prior to
instruction. Both the FGD and in-depth interviews administering the research instrument, the researcher
adhered to an interview protocol, providing a obtained the necessary permissions from the Schools
structured framework for the interactions between the Division Superintendent of the Division of Sultan
researcher and the participants. The protocol facilitated Kudarat, the School Principal of Lebak Legislated
guided conversations, allowing the researcher to pose National High School, and the study's participants.
probing questions to gather additional insights. Informed consent was secured from the participants
Additionally, participants engaged in a 10-day journal before the commencement of the research. Once their
writing exercise to capture more data that could further consent was obtained, participants commenced their
elucidate the phenomenon they were experiencing. journal writing.
The research questions aimed to determine the The scheduling and venue for both the in-depth

Research Article
interviews and FGD involving the eight (8) and classified the data based on shared ideas and
participants were coordinated with the assistance of concepts. These identified themes were then aligned
the School Principal. During the in-depth interviews, with each research question to facilitate further
the researcher personally administered the interview interpretation and served as the foundation for drawing
questionnaire to all eight participants, while the FGD implications from the study's findings.
involved seven participants. Health protocols,
including handwashing, the use of hand sanitizers, Establishing Rigor
body temperature checks, wearing facemasks, and
maintaining a physical distance of at least 1 meter, In this study, the researcher diligently adhered to the
were strictly observed during the FGD. One participant research protocols established by Mindanao State
was unable to attend the FGD due to health concerns, University – Maguindanao Graduate School. Ethical
and the research team followed the standards standards were upheld through a meticulous process
established by the Local Inter-Agency Task Force for that involved obtaining the necessary approvals and
Covid-19. Although a virtual platform was considered, informed consent from all stakeholders.To maintain
it was not feasible due to poor internet connectivity ethical considerations, the confidentiality of participant
and the participant's health condition. Following the data was rigorously maintained. Additionally, the
FGD, participants submitted their journals to the formulation of research questions was approached with
researcher. sensitivity to the diversity of each participant, ensuring
that no rights were violated and that the study did not
The researcher conducted extensive work related to cause harm or offense to any participants.
audio and video recording, evaluation of written
journals, transcription, and translation of the The researcher placed a strong emphasis on the
credibility, transferability, dependability, and
interviews. Video analysis during the interviews was
confirmability of the study, as outlined by Lincoln and
not possible due to the observance of health protocols,
Guba (1985) as essential elements of research
which required participants to wear face masks,
trustworthiness.
obscuring their facial expressions. The results of the
journal writing, in-depth interviews, and FGD were
Credibility: The study aimed to collect accurate and
analyzed using thematic analysis. Based on the
reliable data by directly engaging with the authentic
gathered results, the researcher formulated the
experiences of the eight (8) participants. This was
findings, conclusions, and recommendations.
achieved through Journal Writing, during which
participants freely shared their thoughts and
Data Analysis
experiences related to the use of English in teaching
Science and Mathematics. The In-depth Interview and
The data collection in this study encompassed in-depth
Focus Group Discussion further enabled participants to
interviews and a Focus Group Discussion (FGD)
respond to guided questions aligned with the research
where participants responded to questions presented in
objectives, specifically addressing their emotional
an interview format. Additionally, participants
expressiveness when encountering errors in
maintained a 10-day journal, sharing their unique
communication (syntax and phonology), difficulties
experiences.The initial themes within the collected
faced, and coping mechanisms employed when using
data were identified and subsequently grouped into
English as the medium of instruction in Science and
thematic categories. These emergent themes were
Mathematics teaching.
discerned through a comprehensive examination of the
written journals, meticulous review and re-listening to Transferability: The study ensured transferability by
recorded interviews, and the analysis of nonverbal providing clear guidelines for participant selection,
expressions, all of which served to underscore the specifying the study's locale (Lebak Legislated
significance of the participants' narratives. National High School), which is the sole large public
high school in the municipality, and describing the
Thematic analysis served as the principal method for emotional expressiveness of non-English teachers
analyzing and interpreting the gathered data. The when employing English as the medium of instruction.
research questions were presented to all eight (8) This contextual information facilitates an
participants, and their responses, along with the understanding of how the findings may apply to
accounts detailed in their journals, constituted the similar settings.
primary data sources. Transcription and translation of
the data were performed to achieve data saturation. Dependability: Dependability was guaranteed through
The researcher meticulously organized, categorized, a meticulous and consistent execution of the research

Research Article
process and procedures. This approach aimed to ensure

that the findings were reliable and could be replicated experiences of non-English Teachers who teach
by other researchers. subjects in which the medium used is English. The
data were collected through participants’ personal
Confirmability: The researcher mitigated personal
journal, and through audio and video recordings during
biases by anchoring findings and interpretations solely
the in-depth interview and FGD. The data were
on the authentic data collected from the research
carefully transcribed and translated in English.
participants. An audit trail was provided, offering
Moreover, the participants shared salient accounts
comprehensive insights into the study's formation, data
pertaining to their experiences in using English as the
collection, and the decision-making process behind
medium of instruction including their emotional
findings and interpretations.
expressiveness upon committing errors in
communication in terms of Syntax and Phonology,
In summary, this study adhered to a rigorous ethical
their challenges and difficulties in using English as the
and methodological framework, upholding the
medium of instruction, and their coping mechanisms to
principles of research integrity throughout the research
improve their English language competence. And
process.
based on the findings of the study, a linguistic
Ethical Considerations generalization was made.
The researcher diligently followed the specific Emotional Expressiveness of Non-English Teachers
research guidelines mandated by the research upon Committing Errors in Communication in
committee of the Mindanao State University- terms of Syntax
Maguindanao Graduate School. Attention to detail was
given to the research procedures and considerations Table 1. Themes on Emotional Expressiveness of Non-
related to data collection, which included the English Teachers upon Committing Error in
acquisition of necessary approvals and consent from Communication in terms of Syntax.
relevant authorities and participants. Ethical
considerations played a central role, ensuring that the
research questions were appropriate for the
participants' level and that their rights were upheld
without causing any harm or offense. Additionally, the
confidentiality of participants' responses was
rigorously safeguarded throughout the study.To
prevent any instances of plagiarism, the study
underwent a comprehensive review by the Ethical
Review Committee of the institution. Moreover, a
plagiarism check was conducted using Turnitin,
yielding a similarity rating below 20 percent, in line
with the institution's established standards for thesis
production. The study made extensive use of diverse
literature sources, and the data were presented in a
clear and reader-friendly manner, employing
straightforward language to enhance reader
comprehension. Importantly, the expected outcomes of
the research were not solely for the researcher's
benefit.Lastly, the study adhered to the publishing
The emergent themes which described the Emotional
company's prescribed standards for publication,
Expressiveness of Non-English Teachers upon
maintaining a commitment to scholarly excellence and
committing errors in communication in terms of
the dissemination of findings.
Syntax are Syntax Error and Expressions to Error
Corrections. In terms of Phonology the emergent
Results and Discussion themes are Phonological Errors and Reactions to
Corrections. Syntax, Grammar and Lexical rules must
be familiarized and mastered in order to come up with
This phenomenological research study employed appropriate and correct statements in terms of English
Colaizzi’s data analysis model to analyze the lived language. Linguistic competence in English was

Research Article
described as the product of grammatical knowledge

and lexical knowledge (Celce-Murcia, M., Dörnyei, Z., In addition, participant 4 narrated,
& Thurrell, S., 1995). I usually encounter the redundancy of words. I use
words in the same paragraph and upon realizing it,
Syntax Errors am, I made self-reflection, talk to myself, and I also
seek aah advises to English teachers so that that
In this study, it was revealed by the participants that errors would be corrected. I usually encounter
Science and Mathematics teachers commonly commit redundancy of words. I use words with the same
syntax errors in concepts such as Subject-Verb meaning in a paragraph and upon realizing it, I made
Agreement, Tenses of the Verb particularly the use of
self-reflection, and aside from talking to myself, I also
Auxiliary Verbs and the Perfect Tenses of the Verbs,
seek advises from English teachers so errors would be
Modifiers, Articles, Nouns, Pronouns, Prepositions,
corrected. (P4, A10, S1-2)
Conjunctions, Connectors, Redundancy of Words,
Sentence Fragments, Lexicon, Diction, Articulation Redundancy of words used in sentences is also one of
and Pronunciation of vowel sounds, commonly the errors committed by teachers and as statements are
mispronounced words such as Science names and delivered, errors with the use of prepositions and
medical terms, misspelled words, and Punctuations. In modifiers were present in the statement. In the above
fact, participant 1 recounted, statements, instead of saying “from English teachers”,
“So, perhaps, a common errors that I committed the participant used “to English teachers” where an
usually is the correct tenses of the verb as well as yung error with the use of preposition changes the meaning
binanggit ko kanina, auxiliary verbs. Yan talaga ang of the sentence. Another error that was identified was
sabi ko, paano ito gagamitin? Ang has, ang was.” The the use of the demonstrative pronoun “that” instead of
common error that I usually commit is the correct “those” to modify the word “errors”. Further, other
Tense of the Verb as well as what I said earlier, the participants described,
auxiliary verbs. So, I asked myself, how am I going to
use the has and was? (P2, A6, S1-2) Auxiliary verbs, then fragments in English sentence
construction, then sometimes misspelling of words.
The statement above suggested that teachers have The common errors committed are auxiliary verbs,
insufficient knowledge in terms of the Tense of the fragments in sentence constructions and sometimes
Verb including the proper usage of the auxiliary verbs misspelled words. (T9, P2, A7)
that is why errors are committed. Aside from the For me, the common errors are how to and when to
admitted errors, the sentence clearly suggest that use the correct linking verbs ma’am. When to use of
teachers also commit errors in using determiners with has been, have been, had been, there is confusion with
the number of nouns (a + common errors). Since the that ma’am, sana marefresh. For me, the common
following auxiliary verb in the statement above is ‘is’,
errors are how to and when to use the correct linking
another problem with Subject-Verb Agreement arose.
verbs has been, have been, and had been. There is
The same error is true with the statement recounted by confusion with that and I hope it can be refreshed. (T9
another participant, P6, A7)
Usually, the common errors identified are the subject- The statements above were clear manifestations of the
verb agreement. Then the placing of articles, article errors committed in teaching Science and Mathematics
‘the’. During the thesis writing, nilagyan talaga nila using English as the medium of instruction. These
ng mga ‘the’ at the beginning of the sentence. Then errors are known as Competence Error or errors
committed because of insufficient learning (Corder,
proper use of punctuations, like comma, colon, 1967). Errors were also classified into main categories
semicolon. Usually, the common errors identified are such as syntax, grammar, lexicon, and substance
the Subject-Verb Agreement. Then placing of articles errors. Syntax errors are divided into three
especially the article ‘the’ in the beginning of a classifications such as word order, nouns/pronouns,
sentence. Then the proper use of punctuations like and subject-verb agreement. Grammar errors are then
comma, colon, and semicolon. (T9, P5, A7) classified into seven subgroups: articles, adjectives,
singular/plural nouns, possessive case, prepositions,
tenses and relative clauses. Lexical errors are
The statement implied that aside from the account that
subcategorized as idiom choice or usage and varied
errors on Subject-Verb Agreement and use of articles words (Hubbard, et.al 1996).
are committed, there are errors too with the use of
punctuation marks such as comma, colon, and semi-
colon.

Research Article
Expressions to Error Corrections

humble enough to correct myself right away because I
Teachers have varied expressions once they commit might forget it or sometimes I do it in a form of a joke
errors in employing the English language. Meeting the by saying “We are only human and we make
expectations of their clientele is important to them as mistakes” but I see to it that the error has to be
well as the maintenance of trust and respect that they corrected because I believe that when you left it
have established through hardwork. These expressions uncorrected it will remain an error. So, we are
were influenced by one’s emotions as it acts as an superstars in the eyes of our students that is why we
indication of learning which deliver new information need to live to their expectations. (P6, A6, S1-S5)
on our worldly views and support the making of
resolutions for the attainment of specific objectives at Errors are inevitable in using English as the medium of
the maximum (Chang, L.J., & Jolly E., 2018). In fact, instruction, so corrections are necessary. The positive
one of the participants recounted, characteristics of the participants led them to have
their own realization that errors must be corrected
As what I have said, I say “Ay”, “Sorry I’m wrong” instantaneously as it will remain an error if left
then I correct it immediately then sometimes I, before I uncorrected. Direct corrective feedback for an error
made aaahhmm class instructions, I write in a piece of committed is beneficial and indispensable. It can be
paper where I jot it and check them first for spelling significant in nurturing acquisition of certain
and sometimes I ah let somebody, my co-teachers grammatical features while explicit instruction on the
sometimes, I let them to check my, ano tawag nito? my errors identified by colleagues can encourage the
grammar. As what I have said, I say “Ay, Sorry I’m participants to beat these challenges (Hamed 2018;
wrong”, then I correct my error immediately, then Sheen 2007; Ellis, 2009).
sometimes, before I make class instructions, I write my
Emotional Expressiveness of Non-English Teachers
instructions in a piece of paper, check the speeling and
upon Committing Errors in Communication in
sometimes I let let somebody specifically my co-
terms of Phonology
teachers to check my grammar. (T1, P1, A8)
Based on the statement above, teachers are open- Table 2. Themes on Emotional Expressiveness of Non-
minded when it comes to committing errors. Their English Teachers upon Committing Error in
expressions are more on apologizing for committing Communication in terms of Phonology.
such errors and they humble enough to seek assistance
from others to correct and help them with their errors
in syntax for their own improvement. Some of the
participants also allowed the students to tell them
when errors were made. As a matter of fact, participant
6 recounted,
So, I say, “I’m sorry, this is wrong”. Frankly, I say it
“I’m sorry this is wrong”, so “It should be like this”.
So, this is a then I have to give also the necessary
correction. So, once I committed the error, I am
humble enough to correct myself right away. Kasi
baka makalimutan ko pa or sometimes I do it in a form
of a joke by saying “Tao lang tayo, nagkakamali” but
I see it, I see to it that the error has to be corrected
because I believe that when you left it uncorrected it
will remain an error. So, we are superstars in the eyes
of our students that is why we need to live to their
expectations. So, I say, “I’m sorry, this is wrong”.
Frankly, I say it, “I’m sorry, this is wrong”, so “It
should be like this”. Then I have to give the necessary
correction. So, once I committed the error, I am

Research Article
In improving one’s second language, one must learn language for academic success.
and acquire the rules and basic concepts of that
language especially in terms of Phonology as the Reactions to Correction
pronunciation and articulation of words have great
difference especially in terms of English. In this study There are positive and negative emotions identified
the themes formed for phonology are phonological once corrected of errors. Positive emotions are
errors due to the influence of one’s native language gratefulness, appreciation, happiness, and optimism
and reactions to error correction. while negative emotions are anxiety, embarrassment,
fear, hurt, and nervousness. Aside from emotions,
Phonological Errors there are expressions mentioned after an error has been
made. These expressions vary from one person to
Some has been hesitant in using the English language another as revealed in the statements below.
because of bad experiences from teachers and
classmates from the past as well as the possible “I, ah, in Phonological competence especially in
bullying cases in the workplace due to the possible pronunciation. Kasi in Science like Biology we are
errors they would commit especially in terms of tack tackle Biology, there are terms difficult to
pronunciation and articulation which is most likely pronounce, biology terms, medical terms, so it’s hard
influenced by their native language. As a matter of to pronounce.” I had difficulty in Phonological
fact, one of the participants described, competence especially in pronunciation. In Biology,
we tackle words that are difficult to pronounce such as
I, sometimes mispronounce the word like for example Biology terms and medical terms. (P1, A5, S1-2)
when I say in my class ‘Our body has thirty sex The participant’s statement above showed that teachers
chromosomes’, it should be ‘thirty-six” so I write it on have errors in pronouncing difficult words including
the board and read it again correctly. (P5, A13) commonly mispronounced words. Looking at the
This account clearly showed that errors in statement, it is noticeable that there is also error in
pronunciation were committed in using English. terms of using an auxiliary word with the main verb
Despite committing errors, teachers corrected errors (are + tackle) making the statement incorrect.
right away to avoid being judged because of the error
and to avoid the formulation of other meaning other Participant 3 added her experience having the same
than that of what was meant. In addition, participants 7 error as mentioned above by this statement:
and 8 shared, “Ah for common errors in teaching aahhh employing
English language in formulating class instructions,
The articulation ma’am, I am using English, but my sometimes aaahhh I commit errors in terms of
accent is Ilonggo. (P7, A6) pronunciation especially when the terms or the names
Hmmm, yes, somehow. Yes, because ah the way we are not that common, mga mga ano na term ito, mga
pronounce the words. Because sometimes in the local name of Scientist, usually nakaka nakakacommit ako
in the dialect it’s ah matigas and when we pronounce ng errors in pronouncing their names.” In teaching or
it in English it’s also matigas where in fact it should employing English language in formulating class
not be. Yes, somehow. Yes, because of the way we instructions, I commit errors in pronunciation
pronounce the words. In the local dialect, a certain especially in pronouncing difficult terms such as the
sound is pronounced indifferently where in fact it names of Scientist (P3, A5).
should not be. (P8, A7)
This account posed that teachers have issues with
The statements were clear manifestations that the pronunciation. In addition, during the interview, as the
native language has a strong influenced on the participant uttered the word ‘pronunciation’, the vowel
application of the second language. In the study of sound /◻/ was pronounced as /au/. Some other errors
Łockiewicz, M., Sarzała-Przybylska, Z., & Lipowska, in pronunciation include how the sound /e/ was
M., (2018), they emphasized that there should be more replaced by /i/ and vice versa. Their articulation has
emphasis between the native language and the second also been influenced by their native language.
language in terms of morphology, syntax, phonology,
phonetics, and orthography, to prevent the Further, participants 6 and 7 shared,
consolidation of early errors at an earliest time For me ma’am, it depends on the ifs. The first if is it
possible, as the automatization of correct linguistic depends on the way of correcting, if the purpose of one
habits will equip them with skills in the second who is correcting me is to learn I’m very thankful for

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that since I have new knowledge and new ideas to

learn. But if the way of correcting is like this ‘Ah, driving force in bringing out the best and worst
mango-mango sa imo, maestro ka eh! hindi na naton behavior and has a strong influence on reason.
mabatian, ganun, aw sakit naman, imbes na matuto
ako, mali gali ko. Mango-mango na gali ko, sige Additionally, there are also emotional expressiveness
solbanay ta kay di taka atrasan. For me, it depends on when corrected of their errors in phonology,
the ifs. The first if is, the way of correcting an error, if participants 4 and 7 shared,
its purpose is for me to learn, I’m thankful because I “During classroom instructions, I usually utter
will gain new knowledge and ideas but if the way of “rather” or “correct me if I am wrong” when I
correcting is hurting and insulting, then I will commit errors in using English language.” (P4, A8)
challenge the person to solve Mathematics problems “Every time I commit errors, I usually say “Ay,
and I won’t back off. (T9, P6, A8) supla”. Supla means that is an Ilonggo term which
means I did something wrong beyond expectation.”
Well, I feel happy and grateful because it is an
(P7, A9)
opportunity for me to to learn new ideas and new
information. I just want to share my experience during The clustered themes of this study have been
my college days. Ah, when I was in first year with my commonly experienced by the Science and
literature class, ah my teacher allowed me to read a Mathematics teachers employing English as the
passage then there’s such a word term “vague”, I read medium of instruction who came from varied cultural
it “vagwe” so my classmates laugh. “Wow, that is the and educational backgrounds. Results revealed that the
paryente of Baguio” so my teacher laughed too so I errors in syntax, grammar, and pronunciation were
feel ashamed. Nakakahiya naman, sabi ko. Then my caused by insufficient knowledge and understanding of
English which affected their self-esteem, self-
teacher, “Oh no no , that is not vagwe that is
confidence, and self-trust in employing English in
vague”. But the good thing for that experience is I
daily conversation. Moreover, their expressions or
learned. Even you slap me one hundred one thousand utterances after an error were clear manifestations that
times, I cannot forget the meaning of vague. Yes these errors were never intended and the act of self-
ma’am. Well, I feel happy and grateful because it is an correction by rephrasing erroneous statements
opportunity for me to learn new ideas and new signified humility, courage, and dignity in maintaining
information. I just want to share my experience during standard and quality learning. Further, the negative
my college days. When I was in first year with my emotions turned to positive emotions towards error
literature class, my teacher allowed me to read a corrections signified acceptance and served as an
passage then there’s such a word term “vague”, I read opportunity for improvement.
it “vagwe” so my classmates laugh. Wow, that is the
relative of Baguio” so my teacher laughed too so I feel Difficulties of Non-English Teachers
ashamed. This is shameful, I said. Then my teacher
said, “Oh no no , that is not vagwe that is Teachers experienced different difficulties in terms of
vague”. But the good thing for that experience is I teaching Science and Mathematics using English as
learned. Even you slap me one hundred one thousand medium of instruction. In some point, learners’
times, I cannot forget the meaning of vague (P7, A13) circumstance and diverse cultural background
contributed greatly to the difficulties faced by teachers
The manner of correction plays an important part in especially in times of the pandemic where delivery of
forming these emotions or reactions. Positive and learning has shifted from Face-to-Face setting to
negative emotions affect an individual’s confidence Online and Modular Distance Learning. Rasheed, et. al
and self-esteem. Negative emotions can influence an (2017) point out that teachers are facing enormous
individual’s desire to learn, and these negative challenges in teaching English in which extra efforts
emotions can be turned into positive ones. The good must be rendered due to language diversity. There are
thing about being corrected is that the participants two themes identified which described the difficulties
realized their errors and they gained new of non-English teachers in terms of using English as
understanding out of it. Dolan (2002) described the medium of instruction. They are as follows: (1)
emotions as significant part in forming human Students’ Weak Linguistic Capabilities, and (2)
experiences for material possessions are not Teacher’s Linguistic Practices.
remembered but occurrences that elicit feelings of joy,
pain, pleasure, and sorrow. Human emotions serve as a

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Table 3. Themes on Difficulties of Non-English schools so who had their own vernacular language. So
Teachers. as a teacher my most difficulty in formulating class
instruction is the lexicon since I have first to unlock
first the unfamiliar words before I can proceed to
stating class instruction. In Math, there is no exact
word for word translation for a term so instead you
need to employ syntactic level of constructing
definitions so that they could understand what you
mean. So, I could hardly pick the common word or
term that will suit the level of their understanding.
Most of them cannot ah express their ideas especially
if you require them to speak or write in English
language. In this question, most of my students came
from barrio schools who had their own vernacular
language. So as a teacher, in formulating class
instruction, I find lexicon to be most difficult, since I
have first to unlock the unfamiliar words before I can
proceed stating class instruction. In Math, there is no
exact word for word translation for a term so instead
you need to employ syntactic level of constructing
definitions so that they could understand what you
mean. So, I could hardly pick the common word or
term that will suit the level of their understanding.
Most of them cannot express their ideas especially if
you require them to speak or write in English
language. (P6, A2, S1-S5)
Science and Mathematics concepts had become harder

for teachers to introduce for students of the regular
classes than that of the Science, Technology,
Students’ Weak Linguistic Capabilities
Engineering, and Mathematics Education classes.
Most students in the regular classes had been asking
With the implementation of the MTB-MLE curriculum
teachers to rephrase statements in the simpler terms
in the elementary levels, learners have weak linguistic
and translate from English to Filipino and even to their
capabilities that hindered the ability to analyze and
native language which has been time-consuming and
interpret complex concepts required in subjects in the
exhausting on the part of the teachers. Canilao (2018)
secondary level. This fact posed a problem to
mentioned that most learners have less preference in
secondary teachers especially those with subject which
using English as the medium of assessment and
the medium used is English. Some has reading
instruction in learning Mathematics due to the
difficulties and most of them can read but do not have
difficulty in comprehending the language.
the capacity to comprehend the text read. Poor
exposure and training relating to syntax, grammar, and Additionally, participants 3, 5, 7, 8 shared,
lexical concepts including inadequate communicative Okay, on teaching Science, I find it difficult in
skills affected the linguistic and communicative
employing English language in formulating class
competence of learners. Yunus, et. al (2017)
instructions in terms of Lexicon especially when I am
emphasized the compelling need to upgrade the quality
of English among learners as poor command of the on the regular class because there are some students
language is undisputedly prejudicial to the future. In who are we can say that they are low average so it is
this study, it was revealed that students’ weak difficult for me to let them understand the topic
linguistic competence became one of the difficulties of because of this reason na they are low average. But,
Science and Mathematics teachers further contributing when it comes to my Science class, of course it is
to challenges on strained linguistic competence and aaahhh let’s say easy to employ English language
practice. For example, since this students in this class is it’s either they are
average or ah above average so it is easy for for me to
In this question, most of my students came from barrio

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aaahhh let them understand my topic. Okay, in Teachers’ Linguistic Practices

teaching Science, I find it difficult to employ English Language practices contribute to the development and
language in formulating class instructions in terms of improvement of linguistic competence. The frequency
Lexicon especially when I am on the regular class of use and the importance of the language played
because there are some students who are below significant roles in the formation of the English
average so it is difficult for me to let them understand language skills, fluency, and proficiency. In this study,
the topic because of this reason. But, when it comes to the participants clamored difficulty in sustaining
my Science class, of course it is easy to employ English language fluency and proficiency because of
English language since the students in this class is code-switching, language misuse, and lack of practice.
either average or above average, so it is easy for me to Without avenues to challenge their English speaking
let them understand my topic. (P3, A2, S1-S2) and writing skills, teachers are left stagnant, lost, and
confused in terms of the usage of the English
As a Science teacher I quite feel it easy using English language. For instance,
as medium of instruction because Science subject is
Ah, for me, in my teaching, naturally it is poor, kasi we
being delivered or taught using English but
all know that English should be used always dahil sabi
considering my learners sometimes, I cannot avoid to
use aah local language to explain clearly some of the nga practice makes perfect. So, kung hindi talaga
topics in Science. As a Science teacher, I quite feel that natin gamitin, hindi talaga natin maperfect yung pag
it easy to use English as a medium of instruction gamit ng English language lalo na sa pag gawa ng
because Science subject is delivered or taught using class instructions natin sa classroom. But for learners,
English but considering my learners, I sometimes maganda ang result kasi mas maintindihan nila. So
cannot avoid to use the local language to clearly yun lang, medyo ang result nito sa atin as teachers,
explain some of the topics in Science (P5, A18, S2). especially sa amin na Non-English teachers. I mean
It depends upon on the students. If I have varied bah ng pagdevelop ng fluency is hindi masyadong ano
students so I am translating different languages for ba kasi hindi always ginagamit. Hindi masyadong
them to understand. It depends upon the students. If I madevelop, I mean. For me, in my teaching, naturally
have varied students, I am translating to different English is poor because we all know that English
languages for them to understand. (P7, A3, S2-S3) should always be used and it is said that practice
Ah okay, in my Science class, I’m happy to use the makes perfect. So, if we are going to use it, we can’t
English language as the medium of instruction perfect the use of English language especially in
making class instructions in the classroom. But for the
because I am easily understood but for my regular
learners, the result is good since they can understand.
class program, classes, regular program classes, I find
So, for teachers, especially for non-English teachers,
it tiresome because we have to translate from English
the result is the less development of our fluency
to Tagalog and to at least three dialects. In my because we do not always use the language. (T9, P1,
Science class, I’m happy to use the English language A1, S1-S4)
as the medium of instruction because I am easily
understood but for my regular class program classes, I The statement above implied that teachers seldom
find it tiresome because we have to translate from practice using English both in speaking and writing.
English to Tagalog and to at least three dialects. (P8, Teachers were only using English in the four-corners
A19, S2) of the classroom and not anywhere be it in school, at
home, or in any other places. This lack of use lead
Based on the statements above, it has become an teachers to have less improvement in terms of skills,
inevitable circumstance to translate and codeswitch fluency, and proficiency. Al-Zoubi (2018) discussed
from one language to another in order to deliver that exposure to the language is substantial in language
instructions. If not for the teaching and learning output leading to comprehension and social interaction
process, teachers can do away from this practice, but thus is affected by concern and self-efficacy.
learners support the idea of codeswitching as they are
striving to understand English. Nurhamidah, et. al Code-switching has also been identified to contribute
(2018) stated that code-switching plays many roles in to the difficulty in harnessing English language
the teaching and learning process but has significant or fluency and proficiency. In fact, participants 5 and 6
remorseful outcomes. recounted,
In real life situation, codeswitching really exist in the
four corners of the classroom especially when we are
giving class instructions. Example, in doing

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experiment, we are going to instruct our class na na naimprove yung aking pagsasalita ng English kasi
“Extract the chlorophyll in a certain leaf of a plant”, nga nagbibigay tayo ng instruction in English then
so procedure number one you are going to ignite the Tagalog. Pagdating natin sa bahay, hindi ko naisip
alcohol lamp, so meaning to say Ignite the alcohol yun na paano ko improve ang aking, madali natin
lamp, sasabihin mo sindihan kasi kapag sinabi mong sabihin na magpractice, magbasa, pero wala eh. To be
ignite, mag eyes to eyes lang sila. So there is a code- honest, I have not done anything to improve my
switching. Ah, in the part of the teacher, it’s time speaking skill in English because when instructions are
consuming kasi mag eEnglish ka, itranslate mo naman given, it is in English and Tagalog. When I’m at home,
sa Tagalog, and then mapapansin natin na yung ang I have not thought of how to improve my skill because
it’s easy to say practice and read but there is none. (T9,
mga estudyante na magagaling, nabobored sila. That
P2, A5, S1-S2)
would be all. In real life situation, codeswitching really
exist in the four corners of the classroom especially I agree with the idea and suggestions by the other
when we are giving class instructions. Example, in
participants on seminars, refresher course, maganda
doing experiment, we are going to instruct our class to,
din yung suggestion na magkakaroon ng Speech Lab.
“Extract the chlorophyll in a certain leaf of a plant”, so
Given a chance, I think, based on our situation, sa
procedure number one, you are going to ignite the
alcohol lamp, so meaning to say Ignite the alcohol dami-dami ng trabaho ng teachers, saan po natin yan
lamp, you will say “SINDIHAN” because if you say isisingit? First step na gagawin ng Deped is to lessen
ignite, they will just stare at each other. So, there is a the burden of the teachers so that meron tayong focus
code-switching. On the part of the teacher, it’s time in teaching, as well as on the improvement of our
consuming because she will use English and translate English language. So ang pinakaano kasi, hindi ko rin
it to Tagalog. And then we will notice that those smart naman talaga sinisisi pero I think may part talaga
students will get bored. That would be all. (T9, P5, A1, yung Department of Education dito, kung bakit tayo
S1-S6) nagkakaganito. Kaya nga we don’t have any focus.
Especially sa case ko rin, I am teaching Research, I
So, we all know that code-switching is very essential
need to be fluent in English, I need to master the
and important especially on the part of the students
grammar, mahirap talaga, so yun lang yung point ko
because they, the main objective of the teacher is to let
doon plus may Math pa. Given a chance to request the
them understand the lesson. So, we use the code-
Department of Education for I agree with the idea and
switching. But on the part of the teacher, ah code-
switching sometimes, it leads us into less, to have a suggestions by the other participants on seminars,
refresher course, and the establishment of Speech
less less development in terms of English. Upon
laboratories. Given the chance, I think based on our
listening to all of you, the common term is practice. It
situation, we have plenty of work to be done, where
is the practice makes perfect, so pag napractice natin are we going to insert that? The first step that the
araw araw, and tendency is talagang masasanay tayo. DepEd must do is to lessen the burden of teachers so
Ordinary na lang yung English. That’s it. So, we all we can focus on our teaching and improve our English
know that code-switching is very essential and language. I am not blaming Deped but I think they
important especially on the part of the students have a part why we are experiencing all of these.
because the main objective of the teacher is to let them That’s why we don’t have focus. Especially in my
understand the lesson. So, we use code-switching. But case, I am teaching Research, I need to be fluent in
on the part of the teacher, code-switching sometimes, English, I need to master grammar, it has been so hard
leads us into less development in terms of English. and you still have to add Mathematics into it. (T9, P4,
Upon listening to all of you, the common term is A10)
practice. It is practice makes perfect, so if we use it
daily, the tendency is we will get used to it and English The difficulties and challenges experienced by non-
will be ordinary. That’s it. (T9, P6, A1) English teachers in using English as the medium of
instructions as revealed by the results of this study
It is true that frequency of use helps in the include the teachers’ linguistic competence, students’
improvement of the English language. Other weak linguistic capabilities, and teachers’ practices.
challenges have also been identified so when asked These difficulties arose due to inadequate language
about improving English language skills, participant 1 background of both the teachers and the students, their
and 4 shared, diverse cultural background, their exposure to the
To be honest, wala pa, parang wala pa akong nagawa English language and the lack of time and opportunity

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Teachers’ English Language Perspective

Every individual viewed English language according
to their own perspective. This point of view was
for them to use and practice speaking and writing in influenced by one’s culture, first language,
English. One of the challenges revealed by the environment, linguistic practices, and experiences. In
participants is the assigning of extra and heavy tasks to the Philippines, English has long been practiced and
the teachers involving bulk of paper works that recognized as its second language and even used to
negatively affect their teaching and the improvement teach subjects such as Science and Mathematics. All
of their skills, fluency, and proficiency of the English books used in schools are written in English so
language that they can make use in teaching and Science and Mathematics teachers must have
transferring concepts, ideas, and learning to their competence and proficiency in using English as the
learners. medium of instruction. It was illuminated that
language is a well-formed system braided with sounds,
Coping Mechanisms of Non-English Teachers enabled people to communicate, make emotions,
demands and views to transform to others (Demir,
Teachers are known and expected to be resourceful et.al. 2017; Sagir 2002).
and creative, so they have found a way to manage their
circumstances. Lazarus and Folkman (1984) described When asked about the importance of English in their
different strategies of coping which include emotional- class instructions, participants 6 and 8 recounted,
focused, meaning-focused, and problem-focused It’s very very important because Mathematics books
coping approaches. These are themes which described are written in English. So, we are left with no choice
the coping mechanisms of non-English teachers in but to use English as medium of instruction. And I
using English as the medium of instruction such as (1)
believe that when students are exposed to English
Teachers’ English Language Perspective and (2)
speaking people, their English can also be improved,
Strategies in Enhancing Competence.
and I further believe that ah learning Math is easier
Table 4. Themes on Coping Mechanisms of Non- for a learner who is good in English. (P8, A16, S1-S3)
English Teachers.
So personally, I feel English as very ah essential
especially as teacher of Grade 10 level learners. Hmm
I feel it very beneficial for them to practice, to learn
and understand how it is used. I need also to let them
realize this language should be practice so that if they
are in the tertiary level soon, they will not find it hard
to learn the language. Aside from that I want them to
be accustomed to speaking or writing the language
itself. (P6, A12)
So, in order to acquire better performance in anything
you want to do you should build your self-esteem and
confidence first. You should have to trust yourself. So
the moment you doubted yourself then you can no
longer perform well in everything you do. So be
confident that you can do it. (P6, A7, S5-SS7)
Meanwhile, when asked about how they feel about

using English, participants 1, 2, 4 shared,
I, myself, ashamed of using English language in my
daily basis, daily activities, because I’m not use of
speaking English. Then sometimes daw awkward man
na mag English English nga ang kaconversation mo
Cebuano or diba. I, myself, am ashamed of usin
English in my daily activities because I’m not use of
speaking English. Sometimes, it feels awkward to
speak in English since I am having a conversation with
a Cebuano. (T9, P1, A9, S1-S2)

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So, I’m not, ah, honestly speaking I’m not comfortable. speeches or communication may it be oral or written I
So, usually, I deliver my lesson in English and a commonly spot on things and manner on how she
combination of English and Filipino. Honestly delivers her speeches or her written articles. Copy
speaking, I’m not comfortable using English. So, copy lang kumbaga. Benchmarking. So, I usually
usually, I deliver my lesson in English and a observe those word she’s fond of using, the placement
combination of English and Filipino. (P2, A13, S1-S2) of modifiers, the choice of her words and how she
Aah, basically aahh, I, I, am usually conscious of the conveys that thought or the message of her speech. So,
pronunciation and articulation of the words I used with that strategy, I end up making my own speech,
during classroom instructions. Basically, I am usually write-ups and simply note down all additional terms
conscious of the pronunciation and articulation of the which could be added from my simple sentences to
words I used during classroom instructions. (P4, A5, expand it without distorting its meaning or thought.
S1)
And by this practice, I notice that I improved little by
little and thus making it effective. I would admit that
It was revealed that teachers have identified positive
and negative views of the English language as they when I am communicating with persons whom I knew
have varied experiences in terms of its use. Idris, et.al., or noted as experts in terms of speeches or
(2006) highlighted that many Science and communication may it be oral or written, I commonly
Mathematics teachers feel the need for more trainings spot on things and manner on how she delivers her
to prepare themselves to teach using English as the speeches or her written articles. Just like copying.
medium of instruction especially in terms of speaking, Benchmarking. So, I usually observe those word she’s
delivering instructions, asking questions, constructing fond of using, the placement of modifiers, the choice
teaching strategies, and encouraging students to of her words and how she conveys the thought or the
practice speaking in English. message of her speech. So, with that strategy, I end up
making my own speech, write-ups and simply note
Strategies in Enhancing Competence down all additional terms which could be added from
my simple sentences to expand it without distorting its
Various strategies have been used by teachers to meaning or thought. And by this practice, I notice that
enhance their English language competence. They I improved little by little and thus making it effective.
must meet the high expectations of students, parents, (P6, A13, S1-S6)
teachers, and administrators since they are part of the
In addition, participant 8 expressed,
teaching force in Science Technology, Engineering,
By reading a lot of books, pocketbooks actually
and Mathematics Education Program. The strategies
they have been applying helped them manage their because they contain dialogues which we usually say
anxiety and stress caused by their fear of committing in our dialect and we do not know how to say it in
mistakes, criticisms as well as bullying from the English so when you read the “Ah, so this is how you
people around them who are keen in spotting errors say it pala in English.” So, you are learning and by
and not on the message being imparted. consulting also in the dictionary and our colleagues
who are expert in English so you learn from them. By
Teachers cope by reading English books, written reading a lot of books, pocketbooks actually because
articles, and other sources of information both printed they contain dialogues which we usually say in our
or posted online through educational websites and dialect and we do not know how to say it in English.
consulting with the Merriam dictionary. In this So, when you read the “Ah, so this is how you say it in
manner, they can gain new ideas by noting details, English.” So you are learning and by consulting also in
words, or expressions of how the English language is the dictionary and our colleagues who are expert in
used both in casual conversation or written discourse. English so you learn from them. (P8, A20, S1-S3)
Another identified mechanism was planning the lesson
or speech carefully because with preparedness errors Other coping mechanisms include, listening to English
were lessened and knowing that they were prepared, speeches and news, watching English movies and K-
they become more confident in delivering their dramas with English subtitles, writing speeches,
instructions and have lessened their apprehension in articles, and daily journals, quick mind rehearsals,
committing errors. For example, practicing how to pronounce words in front of the
mirror, and requiring students to bring their own
I would admit that when I am communicating with dictionaries and letting them present one vocabulary
persons whom I knew or noted as experts in terms of every day. These activities had effectively helped

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teachers in their coping. In fact, participant 3 of annual English Proficiency Test, establishment of
recounted, No Read, No Move Policy as well as English Speaking
Zones, providing teachers the book entitled Honing
To improve my knowledge in English, I tried to watch English Language Proficiency, and participating in
movies in English kung may leisure time. Then, I also speaking engagements during school activities. For
listen to English language news, although na it’s hard instance,
or difficult to understand but at least for having this
aaahh paulit ulit na ginagawa or the practice practice I will ask the Department to conduct programs that
practice it nakakaimprove siya ng aking knowledge in will enhance speaking and writing abilities of non-
English. And also, aahh until this time I practice the language teachers. It would be a refresher course or
vocabulary check for difficult but useful words. To any activities that will help us to speak or yun nga
improve my knowledge in English, I tried to watch activities that will help us speak English fluently and
movies in English during leisure time. Then, I also proficiently. Kasi ito lang ang alam kong paraan para
listen to English language news, although it’s hard or matulungan yung mga non-language teachers
difficult to understand but at least for doing this pagdating sa English. I will ask the Department to
repeatedly or by constant practice, it improves my conduct programs that will enhance the speaking and
knowledge in English. And also, until this time I writing abilities of non-language teachers. It would be
practice the vocabulary check for difficult but useful a refresher course or any activities that will help us to
words. (P3, A16, S1-S3) speak English fluently and proficiently. This is the
only way I know which could help non-language
Moreover, participant 4 shared, teachers in terms of English. (T9, P2, A10, S1-
I think ah, last year ba yun, I have required my S3)
students to present one vocabulary, Science
vocabulary per day and then they are going to present Meanwhile, participant 6 expressed,
the vocabulary to the class, discuss the meaning and Given the chance to request or to ask the DEPED
then use it in a sentence. Every week I included it in sa Secretary, I would suggest to conduct an annual
aming quiz. I don’t know kung nakahelp ba yun pero English Proficiency Test. So, with that, we are,
nakahelp sa akin kasi there are words na hindi ko pa regardless of our major ma’am or field of
namemet na napepresent nila sa classroom. So last specialization, so with that we are obliged to study and
year koi to ginawa sa classes from Grade seven to learn in English kasi nakakahiya naman kung ang
grade ten na STE pero ngayon dahil pandemic, result ay grabe ka baba. That is on writing diba and
speaking will follow. That’s all. Given the chance to
actually gusto ko yan gawin araw araw kung face to
request or to ask the DEPED Secretary, I would
face ang klase not only for the students but also for
suggest to conduct an annual English Proficiency Test.
myself. I think, it was last year when I have required
So, with that, we, regardless of our major or field of
my students to present one vocabulary, Science
specialization, are obliged to study and learn in
vocabulary per day and then they are going to present
English. It would be shameful if the results are low.
the vocabulary to the class, discuss the meaning and
then use it in a sentence. Every week I included it in That is on writing, right? And speaking will follow.
our quiz. I don’t know if it helped but it had somehow That’s all. (T9, P6, A10, S1-S3)
helped me because there are words that I have not yet
encountered that they were able to present in the It can be gleaned that the perspective of the English
classroom. So last year I did this to my STE classes language and application of effective strategies have
from grade seven to grade ten but stopped this year helped teachers in the improvement of competency,
because of the pandemic. I actually want to do it every fluency, and proficiency in terms of utilizing English.
day when there is face to face classes not only for the Learning is a never-ending process, despite the rich
students but also for myself. (T9 P4, A5, S1-S4) experiences in teaching and educational attainment,
teachers revealed that what they have is not enough as
Further, the participants proposed other strategies that it must be maintained, enhanced and improved.
will help in improving every teacher’s English Personal and professional growth are important for
language competence, skills, fluency, and proficiency. them as these will ensure the transcendence of learning
These strategies include seminars or in-service in Science and Mathematics. In this study, teachers of
trainings, refresher course, establishment of Speech Science and Mathematics shared their experiences of
laboratories, writing poems, composing songs, conduct using English as the medium of instruction.

Research Article
The results revealed that non-English teachers’

emotional expressiveness upon committing errors in and external forces involved in shaping the skills and
communication in terms of syntax and phonology capabilities of teachers to to deliver instructions using
rooted from teachers’ insufficient knowledge of the the English. The circle at the center represents the
basic rules and concepts of the English language medium of instruction or the core that has beneficial
particularly syntax and phonology that lead to the and crucial role in understanding difficult and
formation of their positive and negative emotions and complicated concepts of Science and Mathematics.
expressions. Positive emotions and expressions led
teachers to honestly admit that an error has been made,
to automatically self-correct an error, and to humbly
seek assistance for error correction. On the other hand,
negative emotions hindered them from using the
language leading to other difficulties such as students’
weak linguistic capabilities, misuse, and lack of use of
the language. Further, coping mechanisms were
developed to address the challenges and to improve
linguistic competence.
Linguistic Generalization
The phenomenon is the experience of the Science and

Mathematics teachers in using English as the medium
of instruction. There is a problem with the basic Figure 3. Schematic Diagram of Non-English
knowledge of teachers in terms of syntax and Teachers’ Emotional Expressiveness in employing
semantics and this is reflected to their emotional
English as Medium of Instruction
expressiveness to error correction which is in
connection to their difficulties in using English as the Conclusion
medium of instructions leading them to used coping
mechanism which will improve their linguistic
competence. Based on the study's findings, Science and
Mathematics teachers experience emotional challenges
Thus, the findings of this study were encapsulated into when using English as the medium of instruction due
a linguistic notion that will illuminate the emotional to limited knowledge of English syntax and
expressiveness of non-English teachers upon phonology. Teachers exhibit varying levels of
committing errors in communication specifically in competence in these aspects, leading to emotional
terms of syntax and phonology, their difficulties in expressiveness coupled with different emotions.
using English and the coping mechanisms they applied Positive acceptance of errors and negative emotions
to improve their linguistic competence. The notion is both contribute to phonological mistakes, exemplified
demonstrated in a schematic diagram which signified by the term "Supla" for unexpected errors. Participants
the relationship of the concepts captured in the study. identified difficulties stemming from students' weak
The notion comes in a cyclical form showing linguistic skills, code-switching, and language misuse.
continuous connections of the concepts. To address these challenges, teachers devised coping
strategies, engaging in activities like listening, reading,
The figure illustrated the four significant factors speaking, viewing, and writing in English. Ultimately,
involved in using English as the medium of instruction English remains crucial in teaching Science and
including linguistic competence in terms of syntax and Mathematics but is influenced by internal and external
phonology, emotional expressiveness toward error factors, impacting mental and emotional well-being.
correction in communication, difficulties in using
English and coping mechanisms used to enhance To shed light to the findings and conclusions, the
linguistic competence in terms of syntax and following are recommended: (1) Science and
phonology that would expound the lived experiences Mathematics teachers as well as teachers using English
of non-English teachers in employing English as the as the medium of instruction may contemplate on the
medium of instruction that was captured through coping mechanisms described in this study to help
participants’ accounts. The petals interconnected to the them manage and enhance their English language
the center circle of the figure represents the internal

Research Article
competence, fluency, and proficiency. (2) Academic Bromberger, S., & Halle, M. (1989). Why phonology is
different. Linguistic inquiry, 20(1), 51-70.
Coordinators and Science and Mathematics
Department Heads may hear the emotional Brutt-Griffler, J. (2017). English in the multilingual classroom:
expressiveness of non-English teachers, establish a implications for research, policy and practice. PSU Research
strong support system, encourage teachers and Review.
students to use English as the medium of instructions Canilao, M. L. E. N. (2018). English in the teaching of mathematics:
in teaching and learning Science and Mathematics and Policies, realities, and opportunities. In Reconceptualizing English
guide the teachers to communicate to others using education in a multilingual society (pp. 137-161). Springer,
Singapore.
English. (3) Lebak Legislated National High School
administrators may create programs and activities that Carver, C. S. (1997). You want to measure coping but your
will provide opportunities for teachers to enhance their protocol’s too long: Consider the Brief COPE. International Journal
of Behavioral Medicine, 4, 92-100.
English language skills, fluency and proficiency as
revealed by their emotional expressiveness, and Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995).
establish a working environment which supports Communicative competence: A pedagogically motivated model with
mental health and well-being. (4) The whole content specifications. Issues in Applied linguistics, 6(2), 5-35.
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Creswell, J. W., & Creswell, J. D. (2017). Research design:
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What's Laughing It's Wrong Gramming: Emotional Expressiveness of Non-English Teachers

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WHAT’S LAUGHING IT’S WRONG GRAMMING:

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

What’s Laughing It’s Wrong Gramming: Emotional

Keywords: emotional expressiveness, expressions, syntax, grammar, phonology, difficulties, coping

Introduction English speakers, resulting in varying degrees of

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process and procedures. This approach aimed to ensure

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described as the product of grammatical knowledge

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Expressions to Error Corrections

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that since I have new knowledge and new ideas to

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Science and Mathematics concepts had become harder

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aaahhh let them understand my topic. Okay, in Teachers’ Linguistic Practices

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Teachers’ English Language Perspective

Meanwhile, when asked about how they feel about

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The results revealed that non-English teachers’

The phenomenon is the experience of the Science and

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Trubetzkoy, N. S. (1969). Principles of phonology.

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