RIZAL TECHNOLOGICAL UNIVERSITY

Boni Avenue, Mandaluyong City

Graduate School
MALLI

Language Teaching Approaches and Methods used by the English Teachers

Written by: MIRANDA, Pauline B.

MA - LLI

Submitted to: Ms. Lynn M. Besa

ABSTRACT
Approaches and strategies for language teaching have shed light on language
teaching theory and practice. There are so many debates regarding their relevance and
applicability. To provide a deeper understanding and implementation in future teaching
practice, this paper attempts to explore the efficacy of some of the most influential
teaching approaches and methods: Total Physical Response, Direct Method, Task-
based Language Learning, and Communicative Teaching Method. Also, this paper will
try to find out the teaching language approaches and methods used by the English
teachers and the manifestations about the efficacy of these approaches and strategies
in their language teaching.

KEYWORDS

Language Teaching, Methods, Approaches, English

INTRODUCTION
Language is the most critical part of lifelong learning and growth in today's world,
as we live in the information age. Language skills are used in activities such as reading,
writing, thinking, problem-solving, questioning, and understanding. Language is also the
fundamental tool for mental, emotional, and social development. It is crucial in
processes such as communication, communicating feelings and ideas, connecting with
the outside world, transferring culture, and engaging with people. Language influences
individual characteristics such as improving capacities, solving complex problems,
scientific thinking, having a diverse set of values, and having a broader worldview. This
situation demonstrates the importance of developing language skills on a lifelong basis,
and that language development should not be limited to school-based education. As a
result, several countries are interested in implementing new approaches and methods
for improving people's language skills.
 Moreover, language influences characteristics such as people's ability to
develop, solve complex problems, think scientifically, have diverse beliefs and have a
broad worldview. This circumstance demonstrates that language skills should be
learned during one's life, not just throughout the school. Many countries value the use of
innovative approaches and methods in the development of language skills (Okmen and
Kilic, 2016).

However, language teaching has a long, interesting, yet tumultuous past, with
controversy about teaching methods gaining traction in the last century according to (Liu
and Shi, 2007). Many of the methods have common names (grammar-translation
Method, Direct Method, Audio-lingual Method, Communicative Teaching Method, and
so on), however, they are difficult to understand in practice since a method is more than
a single approach or technique, however ill-defined it may be.

On the other hand, (Kamalja, 2014) claimed that these approaches arose partly
from social, economic, political, or educational circumstances, partly from theoretical
considerations, new changes in language theories and new psychological perspectives
on language learning, and partly from practical experience, intuition, and inventiveness
as part of language teaching theories. As a result, they embody a mixture of language
teaching values to some extent, but it is clear that they are defined by an over-emphasis
on single aspects as the core issue of language teaching and learning.

Hence, every language teaching strategy has emerged to meet societal needs
based on social, economic, and academic requirements, as well as pedagogical
perspectives prevalent at various times. Each solution has been designed with specific
and common characteristics based on certain criteria and viewpoints, as well as an
overview of the gaps in previous researches as claimed by (Gonzales, Rojas, and
Romero, 2017). Additionally, in the classroom, some foreign language teachers claim to
be committed to a particular approach, but their teaching experience reveals the
opposite. As a result, we believe that future research should focus on today's teachers'
understanding of the characteristics of each methodology discussed in this paper and
how these characteristics are expressed in their teaching practice in foreign language
contexts.
 Therefore, this study serves as a platform to identify the teaching language
approaches and methods used by the English teachers.

Specifically, this study intends to answer the following questions:

1) What are the approaches used by the English teachers

1.1 before pandemic (face-to-face classroom);

1.2 during pandemic (remote/ distance language teaching)?

2) What are the methods and strategies used by the English teachers in teaching
language

2.1 before pandemic (face-to-face classroom);

2.2 during pandemic (remote/ distance language teaching)?

3) How frequently do the English teachers used these methods? In what

circumstances?

4) Are these approaches, methods, and strategies effective?

METHODOLOGY
To collect all of the required data, surveys must be developed. The surveys are
used to quickly gather a specific amount of information from the target audience. As a
result, a survey research design was used to conduct this study. The survey method
was used to collect data in this report because it is the most appropriate method for
achieving the study's objectives. Owing to the pandemic, face-to-face communication
was unlikely, so the survey questionnaire was distributed over the internet to the target
respondents. The target participants of the present study are 10 English teachers who
are currently in their service. The questionnaire is composed of two parts. The first
aimed to gather the demographic profile of the respondents in terms of name, age,
number of years in teaching, as well as their highest educational attainment. While the
second part of the questionnaire aimed to collect data about the approaches, methods,
and strategies employed by the English teachers in their language teaching. The survey
also wanted to know the efficacy of those approaches, methods, and strategies and
how frequently do the English teachers utilize them.

RESULTS AND DISCUSSIONS

These findings are the product of a total of ten surveys. These surveys provide
crucial information for answering the key research query. Here you can find the answers
to the questions that were asked in the introduction section.

Table 1 shows the teaching language approaches utilized by the English

teachers on in-person learning and during distance or remote learning.

1. Teaching Language Approaches Used by English Teachers Before Pandemic

(face-to-face) and During Pandemic (Distance or Remote Learning)

Table 1 Teaching Language Approaches Utilized by the English Teachers on

Face-to-face and Distance/Remote Learning

Participants Teaching Language Approaches

Face-to-Face Learning Distance/Remote
Learning
Teacher 1 Communicative Language Communicative Language
Teaching, Direct Approach Teaching, Direct Approach,
Total Physical Response
Teacher 2 Communicative Language Communicative Language
Teaching, Total Physical Teaching, Total Physical
Response Response
Teacher 3 Communicative Language Communicative Language
Teaching, Total Physical Teaching, Total Physical
Response, Direct Approach Response, Direct Approach
Teacher 4 Communicative Language Communicative Language
Teaching, Total Physical Teaching, Total Physical
Response Response
Teacher 5 Communicative Approach Communicative Approach
Teacher 6 Total Physical Response, Total Physical Response,
Communicative Approach Communicative Approach
Teacher 7 Total Physical Response, Total Physical Response,
 Communicative Approach Communicative Approach
Teacher 8 Task-based Approach, Task-based Approach,
Communicative Approach Communicative Approach
Teacher 9 Communicative Approach Communicative Approach
Teacher 10 Direct Approach, Direct Approach,
Communicative Approach Communicative Approach

The result revealed that most of the English teachers employed more than one
approach in teaching the language whether it is face-to-face or distance or remote
learning. The findings also discovered that all participants utilized a communicative
approach. Hence, learners in Communicative Language Teaching (CLT) environments
communicate with one another and the teacher, study "authentic texts" for instance,
texts are written in the target language for reasons other than language learning, and
use the language both in and out of class to learn and practice the target language.
Learners talk with partners about personal experiences, and teachers teach subjects
outside of standard grammar to help students improve their language skills in a variety
of situations (Richards, 2006).

In addition to learning the target language, (Song, 2018) stated that this
approach claims to enable learners to integrate their personal experiences into their
language learning environment and to concentrate on the learning experience. The
ability to communicate in the target language is the purpose of language education,
according to CLT. This is in contrast to previous perspectives, in which grammatical
competence was often regarded as the most important factor. Moreover, CLT
emphasizes the teacher's position as a facilitator rather than an instructor.

The approach to teaching second and foreign languages known as

Communicative Language Teaching (CLT) emphasizes contact as both the means and
the end goal of learning a language according to (Rhalmi, 2020). The "Communicative
Approach" is another name for it. CLT has been viewed as a reaction to the Audio-
Lingual Method (ALM) and as an extension or evolution of the Notional-Functional
Syllabus in the past. The popularity of task-based language learning, a more recent
refinement of CLT, has grown significantly.
 Furthermore, according to (Islam, 2016), students in CLT classrooms are
members of a team who should be able to see one another, communicate with one
another in English, and not feel as though they have just entered a military formation.
The best way to encourage interaction in a classroom is to arrange the desks in a
semicircle. This form of arrangement is the most effective in involving students in
acquiring communication skills in English. Students must participate in a variety of
activities.

On the other hand, some participants employed total physical response in their
language teaching. Similar to the communicative approach, the total physical response
is also an effective approach in language teaching in both in-person and distance
learning. The results also divulged that English teachers are using this approach in both
face-to-face and online learning. The “Total Physical Response” (TPR) approach is one
way for assisting students in learning a second language as cited by (Holleny, 2012).
Listening, reading, visual sources, and acts are all used in this approach to help
students learn a foreign language. Students learn the target language by following an
entertaining story that is both repetitive and interesting. Since TPR incorporates several
modes of learning, it may be particularly beneficial to students with learning disabilities.

Additionally, TPR is backed up by several theoretical perspectives on learning

situations (Nuraeni, 2019). The physical component of the TPR learning process allows
for the natural integration of physical activity and play into language instruction, as well
as the enhancement of children's physical activity and interaction outside of class,
contributing not just to their linguistic, but also their physical growth and movement. The
use of TPR in the process of English teaching and learning involves movements that
students can actively do in the classroom. Teachers may use a song, a story, or a role-
play in which there are commands to allow students to carry out orders to act while
teaching. The instructor, for example, says "run." The instructor then instructs the
students to perform this action by issuing orders, and all of the students run. These
tasks can be replicated several times.

One of the approaches that English teachers applying to their teaching language
is the direct approach. Some teachers are using this kind of approach when they were
teaching in a classroom setting and then applied this now in distance learning. They find
it effective because language is studied for communication in the direct approach, as
(Andriyani, 2015) notes that language is primarily speech. Classroom teaching and
events are conducted in the target language, so students are fully engaged in using the
target language. Conversational activities play a significant role in this process.
Students have a higher chance of thinking and communicating in the target language if
they use language in real-world situations.

Similarly, conferring to Stern (1991), the direct approach is distinguished by the

use of the target language as a means of instruction and communication in the
language classroom, as well as the avoidance of the use of the first language and
translation as a strategy. Hence, (Mart, 2013) claimed that there is a common belief that
students learn the language better when they consciously use it in the classroom. The
direct approach, also known as the natural method or the conversational method, has
gained popularity because it allows students to communicate in a foreign language. The
direct approach emphasizes teaching oral language by concentrating on common
language by using questions and answers. The primary goal of this approach is to
explicitly connect context and the target language through the use of realia, images, or
pantomime.

2. Teaching Language Methods and Strategies Used by English Teachers Before

Pandemic (face-to-face) and During Pandemic (Distance or Remote Learning)

Table 2 depicts the language teaching methods and strategies used by English
teachers during in-person learning as well as distance or remote learning.

Table 2 Teaching Language Methods and Strategies Utilized by the English

Teachers on Face-to-face and Distance/Remote Learning

Participants Teaching Language Methods and Strategies

Face-to-Face Learning Distance/Remote
Learning
Teacher 1 Task-based language Task-based language
 learning, Communicative learning, Communicative
Language Teaching Language Teaching
Teacher 2 Communicative Language Communicative Language
Teaching Teaching
Teacher 3 Communicative Language Communicative Language
Teaching, Total Physical Teaching, Total Physical
Response Response
Teacher 4 Communicative Language Communicative Language
Teaching, Total Physical Teaching, Total Physical
Response Response
Teacher 5 Task-Based Language Task-Based Language
Learning, Communicative Learning, Communicative
Language Learning Language Learning
Teacher 6 Total Physical Response, Total Physical Response,
Communicative Language Communicative Language
Teaching Teaching
Teacher 7 Direct Method Direct Method
Teacher 8 Communicative Language Communicative Language
Learning, Task-based Learning, Task-based
Language Learning Language Learning
Teacher 9 Communicative Language Communicative Language
Learning, Direct Method Learning, Direct Method
Teacher 10 Communicative Language Communicative Language
Learning, Task-based Learning, Task-based
Language Learning Language Learning

The findings revealed that most of the participants also employed the
communicative language teaching method in teaching the language. This method aims
to teach the learner how to communicate effectively and adequately in the different
situations she is likely to encounter. CLT course material includes functions such as
welcoming, recommending and complaining, as well as concepts such as the
expression of time, quantity, and place.

The CLT method can be linked to a variety of classroom activities and resources,
including conversation, group sharing, problem-based learning, and even role-playing
(Dos Santos, 2020). Some scholars, however, disagree about how teachers should
create and design curriculums and syllabuses that incorporate the CLT approach. The
CLT approach, for example, is a methodology for conversation and role-playing games.
This article provides a brief overview of the CLT approach, its benefits, drawbacks, and
implementation in today's language classroom environment as cited by (Hossen, 2008).

Additionally, the effectiveness of the communicative language teaching method

was also proved by the previous researches. Hence, real-life conditions that necessitate
contact are used in communicative language teaching. The teacher creates a scenario
that students are likely to face in real life according to (Toro, 2019). Unlike the audio-
lingual process, which relies on repetition and exercises, the communicative approach
will leave students guessing about the outcome of a class exercise, which may differ
depending on their reactions and responses. The real-life simulations shift daily.
Students are motivated to learn because they want to interact meaningfully about
meaningful topics.

The present study found out that one of the most used methods by English
teachers is the total physical response. Although there are numerous methods and
strategies for teaching the English language, the Total Physical Response (TPR)
method is also considered to be effective especially when teaching young learners. (Er,
2013). TPR is a method for teaching language through practice that is based on the
synchronization of speech and action. There are no texts in the classroom, but there is
teaching through songs, games, and stories that accompany behaviors that capture the
interest of young active learners. The benefits of using TPR in foreign language
classrooms for young learners are explored in this article, along with some sample
activities.

Moreover, (Shi, 2018) claimed that TPR teaching methods ensure that students
have greater listening abilities than conventional teaching methods. The teaching
experiment data shows that after a period of research, the improvement of the
experiment group is more apparent than that of the control group due to a different
teaching process, as stated in the testing results. Before the experiment, there was no
distinction between the two classes. This may be the case, but when using the TPR
teaching method to teach English, the teacher often asks students to do the actual
action with her together during the language input process.
 On the other hand, one of the most utilized methods in language teaching is the
direct method. Some of the participants employed this method and said that it is
effective in their language teaching whether face-to-face or distance learning. As
mentioned by (Sitorus and Silitonga, 2018), language is primarily learned for
communication in the Direct Method. Classroom teaching and events are conducted in
the target language, so students are fully interested in using the target language.
Conversational activities play a significant role in this process. Students have a higher
chance of thinking and communicating in the target language if they use language in
real-world situations.

Teachers who use the direct approach will help students understand the
language, which will enable them to use it with ease; additionally, since the first
language is not permitted, students will learn the language through demonstration and
interaction, which will lead to fluency.

Lastly, the least number of language teaching methods utilized by the

participants in the task-based language learning. The result is in both face-to-face and
distance/remote learning. Task-Based Language Learning (TBLT) is a method of
language teaching that allows students to participate in the authentic use of the target
language through tasks as described by (Douglas and Kim, 2014). The mission, as the
primary component in TBLT, provides the primary meaning and emphasis for learning,
and it facilitates language use like how language is used outside of the classroom.
Students learn the language and acquire skills as they work toward completing the
challenge, which motivates them to use their limited language tools to the fullest.

3. The Frequency at which the Teaching Language Methods are Used

Table 3 depicted how often English teachers used teaching language

approaches in their classrooms.

Table 3 The Frequency at which the Teaching Language Methods are Used

Participants The Frequency at which the Teaching Language

Methods are Used
Teacher 1 Always
 Teacher 2 Depending on the learning needs of the students
Teacher 3 Depends on the topics
Teacher 4 I use different methods according to the topic
Teacher 5 I use it only when feasible and necessary
Teacher 6 I use these methods most of the time most especially
when I want my students to be confident in speaking
the target language inside and outside my classroom.
Teacher 7 Most of the time especially when a new quarter starts
Teacher 8 Every day for recitation and drills; every week/quarter
for modules and portfolios
Teacher 9 Depends on the topic
Teacher 10 Always, especially during practical activities

Teacher 1 and Teacher 10 mentioned that when teaching English to her

students, she often used task-based language learning and communicative language
teaching methods in both face-to-face and distance learning. Task-based language
teaching is a method of teaching a foreign language that evolved from communicative
language teaching. This method is called humanistic since it reflects on the needs of the
learners. Interacting in the target language is emphasized since it is regarded as a
prerequisite for learning to communicate in a second language (Hilsenbeck, 2011). In
this method, the English teacher can apply learning activities such as writing an email
for work, making a video clip, visiting a doctor (role play), and many more. The students
must use the target language in doing those kinds of activities.

Hence, communicative language teaching seemed so effective for all the

participants because the gathered data revealed that all of them are utilizing this
method. English teachers will improve and design exercises to help students engage
and communicate in the target language, whether in person or through any
communication medium. The communicative language teaching method is founded on
the premise that learning a language is only possible if you have to express real
meaning (Irmawati, 2012). The teachers believed that when learners engage in real-
world communication, their natural language learning techniques are enabled, allowing
them to learn to use the language. For example, practicing question forms by asking
students to learn personal information about their coworkers is an example of the
communicative approach since it requires meaningful communication. Moreover,
classroom activities led by the communicative approach are distinguished by an
emphasis on producing substantive and authentic contact at all levels. As a result, there
may be a greater focus on skills rather than programs, lessons may be more learner-
centered, and authentic materials may be used.

On the other hand, Teacher 2 said that employing teaching language methods
depends depend upon the learning needs of the students. Based on the results of the
study of (Sadeghi, Hassani, and Hessari, 2014), it is possible to infer that learners'
needs are among the factors that affect strategy. Language teachers are recommended
to be versatile in strategy instruction based on the results of this report. For teaching
methods, they should not use the same lesson plan in various classes or colleges. As a
result, they should modify their lesson plans to meet the needs of their students.
Language teachers should also be aware that learners' preferences for specific
methods may be an indication of a learner's specific needs.

As a result, Teachers 3, 4, 5, and 9 reported that their teaching language

methods varied depending on the subject. This demonstrates that not all approaches
are appropriate for all topics. It was proposed that teachers should apply the proper
teaching language method to specific topics. Additionally, teachers must consider the
topics before choosing and implementing the best approach to use. It is better to use
teaching language methods and techniques that enable students to quickly learn the
target language.

In short, teachers should use more than one approach when teaching and
learning English, as not all of the methods listed above always work well in all
circumstances. Teachers can teach English well in the classrooms by using various
techniques in different circumstances. It can also inspire students to achieve good
results, which is advantageous in this era of globalization, as teachers and students
must be aware of their needs, such as encouraging their English skills and abilities,
especially in using English as a means of communication (Christianto, 2015).
4. Manifestations of the Effectiveness of English Teachers' Chosen Teaching
Language Methods

Table 4 demonstrates the efficacy of the participants' selected language teaching

approaches.

Table 4 Manifestations of the Effectiveness of English Teachers' Chosen

Teaching Language Methods

Participants Manifestations of the Effectiveness of English

Teachers' Chosen Teaching Language Methods
Teacher 1 We can maximize diverse language forms and rules
once they are fully applied in real-life scenarios.
Teacher 2 These are effective because my students were able to
accomplish the learning tasks expected per module.
Teacher 3 These methods are effective because I can justify that
my students are learning the target language and they
confidently speak in the said language.
Teacher 4 I find it effective for my students to gradually grasp
basic Filipino words and slowly making-meanings and
constructing basic sentences in Filipino.
Teacher 5 They are quite effective for most learners tried to
engage during the class discussion when I'm
implementing those approaches and methodologies.
Teacher 6 Yes, these methods are effective, TPR as we all know
follows the idea of "learning by doing". In this
approach, beginners learned English through series of
repetitive actions. With TPR, the most important skill is
aural comprehension and everything else will follow
naturally later.
CLT on the other hand, helped my learners to
communicate more effectively and correctly in realistic
situations that they may find themselves in.

Teacher 7 Yes. The students love engaging and collaborating

leading them to have higher scores and experiences.
On the other hand, for modular, it is not that effective
since there are students who are having a hard time
answering.
Teacher 8 Yes. Students can communicate... and I can see
whether they are progressing or not. Now, I am not so
sure because I can hardly see them in an online class.
It is difficult to assess their truthfulness and
capabilities through the portfolios and modules.
 Teacher 9 Yes, they are enjoying while learning.
Teacher 10 Yes, because they can use the language.

According to the results, the direct approach, complete physical response,

communicative language teaching, and task-based language learning are all effective
methods for teaching students a language. The teachers used the above approaches in
both in-person and distance learning. Furthermore, these were the most popular
techniques used by the participants in their language teaching. Teacher 1 demonstrated
the effectiveness of communicative and task-based language learning approaches by
stating that these methods can optimize diverse language types and rules when
completely implemented in real-life scenarios. Consequently, Teacher 2 demonstrated
the effectiveness of Communicative Language Teaching in both face-to-face and
distance learning by stating that this approach assisted her students in completing the
learning tasks required per module. Third, Teacher 3 stated that her chosen teaching
language approach is successful, stating that these methods will justify that her
students are learning the target language and can confidently speak in it. Moreover,
Teacher 4 and Teacher 6 tested the feasibility of communicative language teaching and
total physical response by suggesting that these approaches will assist her students in
progressively grasping basic Filipino phrases, making meanings, and constructing basic
sentences in Filipino. While Teacher 6 demonstrated that these approaches are very
useful in her language teaching by explaining that TPR, as we all know, adheres to the
concept of "learning by doing." Beginners learned English using this method by
performing a series of repetitive acts. The most critical ability in TPR is aural
comprehension, and anything else will come naturally later. CLT, on the other hand,
assisted her students in communicating more efficiently and accurately in practical
circumstances that they may encounter.

Aside from communicative language teaching, Teachers 7, 8, 9, and 10 used the

direct approach, task-based language learning. These approaches, according to the
participants, are useful in both face-to-face and distance learning language teaching.
The English teachers demonstrate their efficacy by claiming that these language
teaching approaches engaged and collaborated her students, resulting in higher scores
and good experiences. However, Teacher 8 claimed that it is now hard to see the
progress and improvement of the students in distance learning.

CONCLUSION

The study found that all of the English teachers who took part in the study used
communicative language teaching, as well as total physical response, task-based
language learning, and total physical reaction, to teach the language. Furthermore, the
researcher discovers that all teachers use more than one strategy and approach when
teaching the target language. Depending on the topic, the English teachers use a
variety of ways. Before using any strategy, the participants consider the topic first.
Essentially, teachers reach out to their pupils in various ways by employing various
strategies. English teachers are doing their pupils a tremendous service by adopting a
variety of ways because courses have a wide mix of abilities and preferred learning
techniques. Using only one-way risks alienating a segment of your class, which no one
wants. Additionally, during the process of teaching and learning English as a second
language, teachers should utilize more than one strategy, and they must be able to
blend methods because not all of the mentioned approaches always function effectively
in all situations. Teachers can effectively teach English in the classroom by employing a
variety of ways in various contexts. It can also motivate students to get good outcomes,
which is beneficial in this day of globalization since teachers and students need to know
what their requirements are, such as encouraging their English skills and talents,
specifically in using English as a means of communication. Furthermore, all of the
teacher-participants demonstrated that their chosen teaching language strategies are
effective in their teaching effort, whether face-to-face or through distance learning.
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