INTRODUCTION

The Rationale of the Study

This study focuses on the Barriers Encountered in Teaching using the English

Language as a Medium of Instruction (MOI).

In teaching using the English language, English teachers must improve teaching

and provide a learning model that can help students to improve their English language

skills. While observing the process of teaching and learning English, we notice that

Junior High School Students of Bicol College struggle when it comes to speaking the

English language, and it is the influence of their native language, which can occur in

different situations while teaching different aspects of English. Based on the result,

researchers strongly believed that the linguistic barrier is one of the fundamental

difficulties faced by learners in Learning to use the English language. Judging by

experience the researchers can assume that problems are mainly caused by the lack of

substantial knowledge of lexical and grammatical structures and aspects of the target

language.

English plays an important role as a channel of communication. Learning

English improves individual opportunities, and opportunities, especially in education.

Teaching English has been an important issue in countries where English is not

their first language, so learning the English language is difficult for learners because

they cannot use English in real-life situations, because they should learn sentences in

textbooks, not in a real environment.

 English language learners frequently make mistakes in syntax and pronunciation

due to the influence of their first language (L1). These mistakes include erroneously

mapping L1's grammatical patterns onto L2, pronouncing some words incorrectly or

with difficulty, and confusing vocabulary terms. English language learners will always

run into certain challenges or issues as they try to master the language. They frequently

err when they are learning it, whether they are speaking or writing. These issues are

brought on by the various mother tongue and foreign language systems, particularly

English. English is a language that some non-native speakers find challenging to learn. It

occurs because of the Barriers to Teaching using the English Language. Researchers

found that teaching English is one of the variables influencing the difficulties in learning

English.

Language teaching often assumes that most of the difficulties that students faced

in learning English are caused by the degree to which their native language differs from

English.

The Barrier encountered in teaching using the English language is a problem

existing at Bicol College. This study ascertained that the students at Bicol College,

regardless of year level, had similar common problems when it comes to learning the

English language. The Junior High School students at Bicol College had common

barriers encountered in learning to use the English language regardless of year level.

They had similar problems in their reading comprehension, grammar, and spelling,

struggling readers and slow learners are the interference that the teachers encountered

while teaching the English language to the students.

 Objectives of the Study

This study aims to identify the Barriers Encountered to Teaching the English

language among Junior High schools in Bicol College. This study sought to discuss the

following objectives.

1. Identify the Barriers to teaching using the English Language among Junior High School

teachers.

2. Cite the causes of the barriers to teaching using the English Language.

3. Determine the first language strategies used in teaching English as a second language.

4. Propose measures to solve the problems.

Assumptions of the Study

1. The barriers encountered in teaching the English Language were identified.

2. The strategies used in teaching the English language to address the First Language

barriers were determined.

3. There are possible solutions to overcome language interference in Teaching the English

Language as a medium of instruction.

Literature Review

Review of related literature in any field of investigation has become an inevitable

part of research work. “Familiarity with the literature in any problem area helps the

student to discover what is already known, what others have attempted to find out, what

method of approach has been promising or disappointing and what problems remain to

be solved”. The investigator has made an earnest effort to find out and study the research

related to the topic under investigation concluded by the various researchers and

scholars.

English has become a global language and teaching English as a foreign

language (EFL) has increasingly become a universal demand. As reported by Macaro,

Curle, Pun, An, and Dearden (2018), English as a medium of instruction (EMI) has

become a growing global phenomenon, particularly in higher education. More and more

higher education institutions are now keen to offer both undergraduate and postgraduate

programs through the medium of English (Earls, 2016). The reasons for this are various

and context-dependent. They include a perceived need to internalize the higher

education institution (Knight, 2013) so that it is prestigious enough to attract foreign

students due to falling enrollment numbers of local students through changing

demographics, national cuts in higher education investment, the need for the public

sector to compete with the private sector, and the status of English as an international

language (EIL), especially in the domain of research publications (Macaro et al., 2018).

Notwithstanding the above-mentioned, English has been formally adopted as an official

language and the medium of communication among the participating countries of the

Association of Southeast Asian Nations (ASEAN) to foster collaborative activities

towards accomplishing quality education in the region (Luanganggoon,

Phantharakphong, Sae-Joo, & Huntula, 2018). Therefore, using EMI in Thai higher

education institutions is a key mechanism to equip graduates with professional skills and

English language proficiency (Phantharakphong, Sudathip, & Tang, 2019). This enables

Thai higher education to produce more competent graduates who are competitive in the

ASEAN Economic Community and wider international market (Bunwirat, 2017).

However, the Thailand Nation website indicates that Thailand is ranked 55th from a list

of 60 countries on their English proficiency skills (https://www.ajarn.com/ajarn-

guests/why-is-english-so-poor-in-thailand). This shows that Thailand is so far down the

ladder of English proficiency even though Thai educational policy has emphasized the

importance of the English language by employing native speakers to teach English

throughout Thailand (Luanganggoon, 2020). Moreover, teaching English as a foreign

language or second language (L2) has become an important issue and is very

challenging (Jufri, Yusri, & Mantasiah, 2019). The development of English as EMI is of

great interest to language policy researchers in an era of globalization and

internationalization. Despite the recognition of some implementation problems and

constraints, EMI has been widely introduced in various non-native English-speaking

countries including Thailand (Luanganggoon, 2020). English has evolved from being a

foreign language or L2 to the language of academic disciplines in tertiary education

(Wanphet & Tantawy, 2018). A major outcome of international colleges particularly in

Thailand in terms of internationalization is the adaptation of English as the EMI for all

the study programs. Furthermore, English-medium domination is deeply rooted in social,

economic, and technological development as well as in international communication due

to the results of globalization noticed in more English-medium programs in higher

education institutions (Doiz, Lasagabaster, & Sierra, 2013). This is further supported by

Chapple (2015) who investigated the relationship between the teaching quality of the

EMI program and the learning barriers. Chapple found that understanding the lecturers’

perspectives would contribute to the enhancement of the teaching practices and

effectiveness of EMI. Using EMI in a university study program is a method to prepare

an English-proficient labour force to help it compete in the global market as emphasized

by Troudi (2009).

In the global debates on English as an international lingua franca or as a ‘killer

language’, the adoption of English as a medium of instruction in Higher Education is

raising increasing concern. Plurilingualism and multilingualism are embedded in the

official policies of the European Union and Council of Europe, and the Bologna Process

for harmonizing Higher Education promises ‘proper provision for linguistic diversity’.

But even enthusiasts acknowledge the problems of implementing such policies in the

face of an inexorable increase in the use of English. This survey draws on the most

recent and sometimes disparate sources in an attempt to paint a comprehensive and up-

to-date picture of the spread of English-medium teaching in Europe's universities. The

article sets the changes in the context of accelerating globalization and marketization

and analyses the forces which are driving the adoption of English, and some of the

problems which accelerating ‘Englishization’ of European Higher Education might

create.

The term English medium instruction itself is relatively new and no universally

accepted definition exists. The term EMI is used in some countries (for example Hong

Kong) and not in others. It is sometimes used as synonymous with CLIL (Content and
Language Integrated Learning). However, CLIL has a dual educational objective built

into its title (the enhancement of both content and language) whereas EMI does not.

Taken at ‘face value’ EMI simply describes the practice of teaching an academic subject

through English which is not the first language of the majority population. EMI is

sometimes confused with teaching English as a Foreign Language (EFL) through

English, meaning that the interaction and texts used for instruction in EFL should avoid

any recourse to the student’s first language. EMI is also confused with ESP (English for

Specific Purposes) in which courses involve English for journalism or business studies

for example, specifically designed to enable a student to undertake that profession in an

English-speaking context. It may also be confused with EAP (English for Academic

Purposes) which is designed to provide students with the type of academic vocabulary

and (usually written) discourse enabling them to operate successfully at a university

which delivers its academic subjects through the medium of English.

The following comments are from respondents in various countries summarizing

the reasons found in official policies and statements for introducing EMI in their

country.

Hungary: The new Public Education Act [4/2013. (I.11.)] contains aims for

bilingual education in primary and secondary schools:

■ developing Hungarian and foreign communication skills

■ developing language learning skills

■ developing knowledge of the target culture

■ maximizing subject integration opportunities

 ■ enabling students to study or work in a foreign language environment. Higher

education EMI is encouraged to: – raise foreign language skills to prepare students for

compulsory language exams – attract international students.

Malaysia: Malaysia’s multicultural society makes it a natural environment for

producing students who are proficient in more than one language.

Japan: [they are] Resolutely proceeding with internationalization and making

educational environments at universities that can compete with the best in the world.

[they are] Providing opportunities for all students with the desire and capability to study

abroad. Enhancing education from the primary and secondary school levels to respond to

globalization. Cultivating identity as a Japanese and spreading Japanese culture to the

world

Indonesia: The policy states: ‘A school/madrasah which fulfils all the National

Standards for Education, and which is further enriched by taking into consideration the

education standards of one member nation of the Organization for Economic Co-

operation and Development (OECD) and/or another advanced nation which has

particular strengths in education such that it achieves competitive advantage in the

international forum’.

Teaching the English Language in the Philippines

According to a portable format file entitled “Exploring the Filipinization of the

English Language in a Digital Age: An Identity Apart from Other World English”,

Present-day English is a part of the lives of millions of people and the multiple crucial

roles it now fulfils. According to Morrison (2002), with an estimated 350 million native
speakers and 1.9 billion competent speakers, the spread of the English language around

the world over the last few decades has been swift and steady. English has become the

lingua franca of our time. It is the international language of airlines, sea and shipping,

computer technology, science, and general communication. Over its spread, English has

diversified by adapting to local circumstances and cultures, resulting in different

varieties of English in every country. English speakers are divided into three groups:

native speakers, speakers of English as a second language, and speakers of English as a

foreign language. Kachru (1994) provided a model to categorize the three concentric

circles of World Englishers: "Inner circle", "Outer circle", and "Expanding circle"

(Bauer, 59 2002). In the Inner circle, English is the language of identity for its native

speakers. However, when transferred to countries in the Outer and Expanding rings,

English becomes an alien form of expression with different structural properties and

vocabulary to organize experience (Doms, 2003). Hence, the Philippines is one of the

largest English-speaking nations in the Outer Circle. Since the colonization of the

Americans, Filipinos have been using English as their second language and are

accustomed to using it alongside local languages.

Throughout the time of Filipinos' utilization, the English language's

phonological, morphological, semantic, and syntactic features underwent a process that

executed a series of changes. These "changes" generated by the process of Filipinization

gave birth to Philippine English (P.E.), the variety of English native to the Filipinos.

According to Florendo (2012), P.E. is recognizably English but infused with creative

vocabulary, syntax, and intonation that only Filipinos can decipher correctly. Kachru

(1992), in his book entitled The Other Tongue: English Across Cultures, mentioned that
Philippine English has distinct characteristics, functions, and forms different from other

World Englishers like Singaporean English, Malaysian English, and Thai English.

Moreover, its acceptance and legitimacy lie in that English has penetrated the historical,

functional, sociocultural, and creative processes or contexts 60 of the Filipinos (Kachru,

2004). English is used in official documents of a business, government, the legal system,

medicine, and the sciences and as a medium of instruction. Textbooks for calculus,

physics, chemistry, and biology are written in English rather than Filipino.

Thus, Filipinos assert English with a sort of "worldly" and "cultured" standing

compared to the local languages. The use of English attempts to give an air of formality

in the Philippines, recognizing its importance as the international language. The

presence of English towards Filipino discourse is also felt in social media. With over 80

per cent of Filipinos engaged in social networking sites (Camus, 2017), social media

usage in the Philippines is high. According to Flores (2014), the influence of social

media contributes to the acculturation of English into the Filipinos' psyche and culture.

Language does influence social status. For the linguist Edward Sapir (1929), language is

not only a vehicle for expressing thoughts, perceptions, sentiments, and values

characteristic of a community; it also represents a fundamental expression of social

identity. Speaking English fluently is usually a sign of good education, resulting in most

Filipinos interacting on social media using the language. In modern-day culture,

different social networking sites have been popularized by Filipinos. As of 2018, Twitter

has generated an estimated 9.5 million users in the Philippines (Mateo, 2018). With the

act of "tweeting", Filipinos can express their thoughts, ideas, and sentiments. As the
findings of Mateo (2018) imply that Twitter is generating massive use in the Philippines,

the researcher chose it as the initial ground for the study.

Like other countries, the Philippine government has paid extreme attention to its

educational development aiming to make every citizen prosperous and humanistic. This

attempt is clearly stated in the state laws. Article 14 of the constitution stipulates that the

school shall inculcate patriotism and nationalism, foster a love for humanity, respect for

human rights, appreciation of the rule of national heroes in the historical development of

the country, teach the rights and duties of citizenship, strengthen ethical and spiritual

values, develop moral character and personal discipline, encourage critical and creative

thinking, broaden science and technological knowledge, and promote vocational

efficiency. As deeply entrenched in the central goal of the Philippine Education for All

2015 National Action Plan prepared in 2006, the education structure in the Philippines

covers essential competencies that promote functional literacy for all. The vision of

every Filipino family is to ensure that each son or daughter has the opportunity for high-

quality education that will make him or her a whole person leading him or her to become

productive or successful. English is generally taught in all levels of schools, from

elementary to tertiary. This stage is segmented into several phases and episodes, along

with the country's development, after gathering complete independence on July 4, 1946.

Although Emilio Aguinaldo proclaimed Philippine independence from the Spanish

regime on June 12, 1898, Filipinos had never been freed by Americans until the U.S.

signed the Treaty of Manila on July 4, 1946, granting that the Philippines gained "full

independence" from the United States of America. Consequently, Spanish was not

widely used in the education system but the English language (S.E., n.d.). The
Philippines, however, celebrates Independence Day (or Araw ng Kalayaan) every June

12 to commemorate their freedom from Spain. In the other essay, how English is taught

will be explained in some sub-topic seen from history and types of English instruction at

schools in this country. Martin (2014) summarized critical points on how English is

taught among Filipinos.

English was introduced in the Filipino classroom by American soldiers who first

taught in Corregidor in 1898. Since then, English w has been a medium of instruction

(MOI) at all levels. Along with the colonization (1898-1946) for fifty years, English was

promoted in the classrooms as if it were a native language for Filipino speakers (p.475).

The form of how this model was massively implemented at Philippine schools was

found to be written by one of the American principals in 2011, as seen in his diary

expressed below. "We must insist that every day in his first three years of school life, the

Filipino child has a dialogue lesson, and we must make him commit that lesson to

memory. For instance, suppose his first lesson is as brief as this:

"Good morning, Pedro."

"Good morning, Jose."

"How are you this morning, Pedro?"

"Thank you. I am very well."

It would not be cruelty to animals to insist on any second-grade pupil's

committing that lesson to memory" (Martin, 2002, as cited in Martin, 2014, p. 476).

This indicates how and to what extent English during the colonization. In more

comprehensive outlines, English was instructed as in the following description. First, the
students are asked to memorize dialogue (Audio Lingual Method). Further, they are also

trained to do activities in the classroom, such as stressing eye movements in reading,

asking students to read aloud, making them perform grammar drills, and expecting them

to recite memorized passages. All these activities are identified as techniques in the

Audio-Lingual Method (ALM) invented by Fries and developed by B.F. Skinner

(Encyclopedia, n.d.). Simultaneously, the government supports how English is learnt and

spoken through a systematic program called Mother-Tongue-Based Multilingual

Education (MTB-MLE) law. The Philippines recently passed the MTB-MLE law,

requiring earlier grades to be taught in students' mother tongues (Wa-Mbaleka, 2014).

This is seen in the statements below. "Under the MTB-MLE law, the number of English

instruction periods is minimal. From the Input Hypothesis perspective, it can be

expected that the English learning process will be slower due to MTB-MLE. This law is

good for learning in general. Its application, however, is causing some challenges

because it is still new, and it looks like limited training has been provided to teachers in

this Outer Circle country" (p.71). Research shows that the Philippines is prosperous in

teaching and learning English. The evidence of this success is seen through the

promotion of English through the media, home, school, tourism, business, and even the

sending of English teachers abroad. Some surveys even proved that the Philippines was

the best non-native English-speaking country in industry English. A significantly higher

percentage of people in the Philippines speak English than in neighbouring countries

(Wa-Mbaleka, 2014).

The integration of the ASEAN Economic Community (AEC) in 2015 and the

United Nation’s Call for Education for All (EFA) 2015 has pushed the Philippine
government to revamp the country’s educational system. Such revamp of a review of the

effectiveness of English language education (ELE) in the country, which may be

described as currently at a crossroads, as stakeholders strive to address issues of

developing the English language competencies of Filipino students on the one hand, and

the strengthening of academic achievement on the other. ELE in the Philippines, which

began during the American colonial period in the nineteenth century, has been found

wanting in significantly contributing to increased learning outcomes among Filipino

students. ELE policies have been beset with issues of alignment and coherence in

curriculum and assessment, as well as challenges in implementing genuine reform. In

addition, ELE has been implemented at the expense of literacy in the mother tongues.

In a report called Business English Index (BEI), the Philippines has been tagged

as the world’s best country in business English proficiency in not just one but two

consecutive years. Based on the BEI Report in 2012, only the Philippines attained a

score above 7.0, putting the country within range of a high proficiency that indicates an

ability to lead business discussions and perform complex tasks. Moreover, in the 2013

BEI report, the Philippines earned 7.95 scores, an improved BEI score over the prior

year. This may be why the Philippines has taken over India as a hub for call centres in

Asia. However, various studies reveal that the quality of education in the Philippines is

continuously declining. This notion is based on the results of achievement tests and

board examinations. Therefore, not only elementary, and secondary graduates are

affected but also college graduates.

The Professional Regulatory Commission (PRC) reports that passers of board

examinations in all fields of endeavour continue to go down. One of the fundamental

causes of this phenomenon is low academic performance at the elementary and

secondary levels. This academic performance of the students can be attributed to their

proficiency in the English language. Educators agree that proficiency in the English

language is the basis for success in academic pursuits. Reading, writing, and working

with numbers are tasks based on language skills [1], [2] describes this as the interplay

between conversational language skills and more advanced communication skills. As [4]

claims, language proficiency in English is significantly related to academic performance.

Academic subjects like Science, Mathematics and English often require language

functions. Language functions play a significant role in critical and analytical thinking

required in science and mathematics subjects. The more language functions with which

students are adept, the more effective their thinking can be. Thus, the more the students

are proficient in English, the more likely they will perform well in their academic

subjects.

the first language interference in learning the English language among three

cultural groups – the Ilocano, the Ibanag, and the Itawes. Wherein the subject of the

study was sixty sophomore students from the College of Education and the College of

Business Entrepreneurship and Accountancy who officially enrolled at Cagayan State

University, Andrews Campus, Tuguegarao City, for the school year 2010-2011. This

research ascertained that the students, regardless of ethnic affiliation, had similar

proficiency levels in the written proficiency test. However, the students did not do well

in the oral exam, specifically on intonation and pronunciation. They had several errors in

their performance, and their first language significantly interfered with their English

language learning. However, the students’ L1 facilitated the completion of a given task
on speaking. The students had to turn to their L1 now and then. Their first language

served as a mechanism or strategy to realize an objective in language learning. On the

other hand, while the researcher believed that the L1 helps to facilitate learning the L2

and that the students should be allowed to use their L1 in the English language

classroom, she stressed that teachers could strategize to provide students with

opportunities to practice their speaking skills in the target language. The researcher also

emphasized that this study becomes a basis for constructing a prototype remedial

instructional module for speaking, particularly on intonation and pronunciation, focusing

on contrast analysis of intonation patterns and sound production between L1 and L2.

In a country where English is a second language (L2), as in the Philippines case,

first language (L1) speakers find difficulties in mastering the grammatical rules as

applied to phonology, morphology, semantics, and syntax.

Speaking English as a second language (ESL) effectively can be challenging.

Thus, if people are experiencing difficulties remembering pronunciation, grammar rules,

and the like, there are excellent reasons. Lauridsen (n.d.) points out: While it is no secret

that learning a new language takes time, practice, and dedication, many are increasingly

surprised to learn that no amount of private practice, no stack of flashcards, and no

amount of immersed reading in a second language can prepare someone to communicate

like a native speaker. Languages are our portals to the thoughts, ideas, and objects that

make up our world and simultaneously produce and reinforce cultural knowledge. Even

with a perfect accent or a nuanced regional vocabulary, second language learners often

face common obstacles to language acquisition (para. 1). In the 21st century, linguistic

minorities exist through immigration and the adoption of languages not previously used
by local speakers. Ever since they developed the ability to speak, children adopted

another, their mother tongue or L1. As children grow up, they learn different languages,

but sometimes, they mispronounce words, mix their L1 with their L2, or worse, they

must express themselves adequately. Their L1 is what they are used to in speaking; t

speaking; therefore, they are tongue-tied when encountering Second Language

Acquisition (SLA), which refers to the ability to learn a language other than the L1. L1

is assimilated at a young age, while L2 is acquired later. The L2 learning environment

includes the learning environment the learner hears and sees in the target language. One

example is when a person is in an environment where present with people using this

language.
Conceptual Framework

This study focused on unveiling the Barriers Encountered in teaching using the

English language as a medium of instruction at Bicol College. As a result, the

relationship between barriers encountered and the causes of the barriers in teaching

using the English language was recognized and made a significant association with the

rest of the study variable, as shown in Figure 1.

Lecturers have experienced great difficulty in making students understand the

knowledge of the teaching content if the English language is their L2 (William Dharma

Raja & Selvi, 2011). This is because L2 learners require conscious effort to learn it and

their exposure to the English language is limited. This is a different case of learning their

first language (L1) or mother tongue whereby they learn it easily due to the favorable

environment and by the great amount of exposure to their L1.

The conceptual framework used in the study is the Input-process-output model,

as shown in Figure 1. The conceptual framework of the study where the input consists of

identifying the barriers to teaching using the English language as a medium of

instruction. Citing the causes of the barriers in teaching using English as a medium of

instruction. Determining the strategies used by the lecturers in using English as a

medium of instruction. While on the other side, the process used is by presenting a letter

of consent to the school principal to conduct a preliminary survey and analyzing and

presenting the findings and results of the questionnaire. The IPO model provided the

general structure and guide for the direction of the study. Substituting the variables of

this study on the IPO model, the researchers came up with the following model.
 Process
Input
Present letter to the school Output
Identify the barriers in principal of the school The barriers in teaching
teaching using English Preliminary survey through using English language as a
language as a medium of data gathering procedure, medium of instruction was
instruction. collection and analysis of identified.
Cite the causes of the data and presenting of The causes of the barriers in
barriers in teaching using findings/results. teaching using English
English language as a language as a medium of
medium of instruction. instruction was cited.
Determining the strategies The strategies used in
used in teaching using teaching using English as a
English as a medium of medium of instruction
instruction. determined.
Propose measures to There are possible
overcome the barriers. solutions.

Feedback
Theoretical Framework

Students usually resorted to L1 in their attempts to figure out what words,

phrases, and sentences could be used to express their understanding of the story. The

critical function of the students’ L1 was considered relevant in the students’ switching,

shifting, guessing for terms or ideas or substituting with possible equivalents from the

L1. The L1 provided a common ground whereby the students could accurately verbalize

their thoughts, express their feelings and opinions and be understood by their listeners.

The academic support of three theories anchors this study. The L1 provided a

common ground whereby the students could accurately verbalize their thoughts, express

their feelings and opinions and be understood by their listeners. Learners make rapid

progress in learning a second language, while others with the same initial ability and

language instruction make little progress in the same amount of time. Schumann

hypothesised that this difference could be accounted for by characteristics of the social

and psychological distance learners placed between themselves and the language they

were learning. Schumann’s Acculturation Theory, as presented in The Pidginization

Process: A Model for Second Language Acquisition (1978), predicts that the degree of a

learner’s success in the second language (L2) acquisition depends upon the learner’s

degree of acculturation. The social and psychological factors influence the acculturation

process and second language learning. According to Schumann, the naturalistic or

untutored SLA is a by-product of acculturation, defined as "the social and psychological

integration of the learner with the target language (TL) group." On the other hand, social

constructivism is vital in students learning a new language. According to the theory of

social constructivism, social worlds develop out of individuals’ interactions with their
culture and society. Knowledge evolves through social negotiation and evaluation of the

viability of individual understanding. Every conversation or encounter between two or

more people presents an opportunity for new knowledge to be obtained or show

expertise to be expanded. The exchange of ideas that goes along with human contact is

at play here. To apply social constructivism theories in education, teachers and school

leaders need to shift and reshape their perspectives. Both must move from “people who

teach” to “facilitators of learning.” Good constructivist teacher questions without regard

to whether they are right or wrong to ensure he has a good grasp of the concept.

Additionally, instructors should have their students explain the answers they give and

not allow students to use words or equations without explanations. They should also

encourage students to reflect on their answers. A cognitive theory of learning sees

second language acquisition as a conscious and reasoned thinking process involving the

deliberate use of learning strategies. Learning strategies are ways of processing

information that enhance information comprehension, learning or retention. This

explanation of language learning contrasts strongly with the behaviourist account of

language learning, which sees language learning as an unconscious, automatic process.

This view leads to a classroom focus on using learning strategies that have been

observed in successful language learners and to a picture of the learner as an

'information-processor', with limitations as to how much new information can be

retained and who needs strategies to be able to transfer data into memory. Relevant

activities include review and revision, class vocabulary bags, using a scaffolding

approach with young learners, analysis and discussion of language and topics, inductive

methods, and learner training.

 Language acquisition forms a critical stage in the development of children. Thus,

an examination of various theories that are used to explain language development among

children remains of great importance not only to teachers but also to parents and

caretakers.
 social constructivism
Acculturation Model by by Vygotsky
John Schumann the roles of culture and society, language, and interaction are important in understanding how p
o acquire their new target language if their language and the target language are socially equal.

Social Cognitive Theory by

Bandura
changes in the
environment, the examples of role models, and reinforcements can be used.
Scope and Limitation
The primary focus of this study is to identify the barriers encountered in teaching

using the English language as a medium of instruction among teachers at Bicol College.

The target respondents of this study will be the teachers that use the English language as

a medium of instruction in the High School Department. This study will be conducted in

Bicol College in Daraga, Albay where the target researcher locale is located. As to the

time covered, this will only cater to those respondents who have employment status in

the present year.

Teachers who are not using English as a medium of instruction are not included

in this study. As well as the other teachers at elementary and tertiary levels are also

disregarded.

Significance of the Study

This study will be beneficial not only to those who use the English language in

teaching but will also provide a piece of essential information for readers who are

interested in acquiring further knowledge for the sake of their studies.

The researchers believe that this study will be very helpful to the Teachers of

English, Students, School Administration, Junior High School Department, the

Department of Education, and future researchers.

Teachers of English. The results of this study will serve as an independent

assessment of the target respondents to address the barriers encountered in teaching

using the English language as a medium of instruction. Also, it provides for interactive

discussion inside the classroom using the language.

 Students. This study will be beneficial to students because it will provide

information which will serve as an addition to their knowledge about the barriers to

teaching.

School Administrator. The findings of this study will be beneficial to School

Administrators to widen his/her knowledge about the barriers to teaching among

teachers in the department who uses the English language as a medium of instruction.

School. This study will bring a good image to the school that may result in its

progress and development of it.

Department of Education. The Department of Education can initiate

activities/seminars/webinars recommendations through Memoranda regarding the

barriers encountered by teachers in teaching using the English language as a medium of

instruction.

Future Researchers. This study will benefit future researchers and will serve as

a guide or reference for students who will conduct the same study.

Definition of Terms

To avoid ambiguity of the terms used in this study, the following were defined

operationally and conceptually:

Barrier. A barrier is something that prevents or blocks movement from one

place to another, while a barrier as used in this research paper, is something that makes it

difficult for teachers in teaching. (Meriam Webster).

 Difficulty. The difficulty is something that is not easy to do or deal with

difficulty in this paper has something to do with oral communication which means the

barrier faced by the teachers and students in using the language. (Meriam Webster).

Language. It is defined as a systematic means of communicating ideas or

feelings using conventional signs, sounds, gestures, or marks having understood

meanings. (Meriam Webster).

Language Barriers. It a difficulty for people to communicate because they

speak different languages. (Businesstopia.net).

Respondents. As used in this paper, Respondents are Junior High School

Teachers who use the English Language as a medium of instruction. Respondents are the

group of people who give a response or answer to a question that is asked especially as

part of a survey. (Google).

Teaching. It refers to the profession of the respondents of this study.

Conceptually defined as the profession of those who give instruction, especially in an

elementary school or a secondary school or a university. (Encyclopedia Britannica).

Vocabulary. Vocabulary is a set of familiar words within a person’s language. A

vocabulary, usually developed with age, serves as a useful and fundamental tool for

communication and acquiring knowledge. (Wikipedia).

METHODOLOGY

This section presents the research design of the study, instrumentation, data gathering

procedure, sources of data, sampling design, study site, assumption or hypothesis, and data

analysis plan.

Research Design

This study will use a descriptive qualitative method to determine the barriers encountered

in teaching using the English language through thematic analysis. This type of research will rely

on data obtained by the researchers from first-hand or respondents’ responses. It will try to

explore what the teachers experienced in teaching. This will help the researchers to know the

various components of their study logically and coherently. It will also help the researchers in

reaching the goal and achieving the objectives and purpose of this study.

Research Instruments

The researchers’ self-made questionnaire was the main instrument of this research will

use questionnaire contains close-ended questions as data collection instruments to find out what

the barriers encountered in teaching using the English language as a medium of instruction, cite

the causes of the barriers; determine the strategies used in teaching using the English language;

and propose measures to overcome the barriers. The first part of the questionnaire deals with the

barriers encountered by the teachers in using the English language. The second part is for the use

of the native language or mother tongue in teaching. The last part of the questionnaire was about

the strategies used in teaching the English language as a second language.

Data Gathering Procedures

 The researchers will use a couple of procedures to collect data and information. In

gathering the data from the reviewed literature and studies, the initial activity started with

seeking some related literature and studies from different sources followed by drafting the text.

After drafting the text, the reviewed literature and studies seem to be enough to support the

study.

The researchers will also gather data from the sources which are the answers from the

respondents in the interview. The researchers will write a letter requesting the study which was

addressed to the target population to be approved by the Bicol College High School Department

Head. As soon as the request is approved by the school head, the researchers will start

interviewing the respondents to come up with the results. After the interview, the researchers will

record the data to have valid and reliable information. The data will be interpreted according to

the specific problem set forth.

Respondents of the Study

The respondents of the study are the teachers who use the English language in instructing

teaching at Bicol College, the Junior High School Department.

Sampling Technique

The researchers will no longer be using any sampling technique because all the teachers

who use the English language in teaching will be used as samples for this study.