Republic of the Philippines

MINDANAO STATE UNIVERSITY-MAGUINDANAO

Datu Odin Sinsuat Maguindanao

College of Education
e-mail:collegeofeducation@msumaguindanao.edu.ph

OBE SYLLABUS IN CURRENT TRENDS AND INNOVATION IN LANGUAGE EDUCATION

DOCTOR OF EDUCATION MAJOR IN ENGLISH LANGUAGE TEACHING
First Semester, School Year 2023-2024

MINDANAO STATE UNIVERSITY-MAGUINDANAO VISION, MISSION, GOALS AND OBJECTIVES

Vision

The premier innovative center of development in the region.

Mission

To train and enhance human capital through:

 Quality education experiences;

 Relevant research and innovations for regional and national development; and
 Responsive community engagement and empowerment

Core Values

R - responsiveness

I - inclusiveness
 S - sustainability

In - innovativeness

G - global competence

In – integrity

Collaboration

Goals of the College and Program Objectives

Goals
The College of Education aims to produce competent and innovative teachers in the field of Elementary Education, English, Mathematics,

Sciences, Physical Education, and Social Studies with nobility.

Program Objectives: Doctor of Education major in English Language Teaching

In line with the vision, mission, and goals of the university, Doctor of Education in English Language Teaching aims to produce competent
English teachers who can:
1. Recommend policies advancing equity and social justice in educational organizations.
2. Select ethical and regulatory compliant actions supporting the mission and vision of organizations.
3. Develop leadership skills through the integration of theoretical constructs with professional practice.
4. Create strategic and tactical plans to improve organizations.
5. Construct theory-informed decisions for addressing complex problems of practice.
I. THE COURSE
A. Course Number: ELT 305
B. Course Title: Current Trends and Innovations in Language Education
C. Course Credit/Units: 3
D. Hours/Week: 3
E. Pre-requisite: None
F. Lecturers’ Information: Arlyn C. Traspe, MAELT
G. Course Description: This course explores innovative trends in teaching English language. Lesson plan will be developed
incorporating concepts from the new trends. To gain more insights, research findings related to innovative language teaching and learning methods
will also be presented and discussed. The use of readily available online tools supporting innovation in language education will be highlighted.

II. LEARNING OUTCOMES:

At the end of the semester, the students can:
1. Discuss the context of English Language teaching inside and outside the country.
2. Describe significant concepts of each innovative trends in English Language Teaching.
3. Develop a lesson plan incorporating new trends in English language teaching.
4. Critically evaluate lesson plan.
5. Teach utilizing new trends in teaching English.
III. Development of the Course
Learning objectives Unit Content/ Learning Content Teaching and Assessment Evaluation Evidence of Time
Learning Activities/ Activities/ Measure/Task Attainment Allotment
Instructional Task output Assessment (Outcomes)
materials tools

PRELIM-MIDTERM
Course orientation Participative Questioning Recitation Sense of Week 1
1. Demonstrate awareness and be discussion Holistic Rubrics awareness and ( 3 hrs)
appreciative on the vision, mission, appreciation, love
goals, objectives of the University for the university,
and its core values. respect of persons
in authority

Week 2
1. Describe the present status of The Context of English Language Participative Clarificatory Rubrics Can describe and ( 3 hrs)
English language. Education discussion questioning Recitation explain the present
2. Briefly explain the condition of Quiz status of English
English language education. The Status of English Module/Supplemental Reflective Language
The Starting Grade of English readings questioning education
Language Education
English Class Hours
National English Curriculum

Week 3
1. Describe the situation of textbooks, School Textbooks Participative Clarificatory Rubrics Can describe the ( 3 hrs)
english teachers, and school policies Teaching English through English discussion questioning Recitation situation of
Related to English teaching The University Entrance Exam Quiz textbooks,
English Teachers Module/Supplemental Reflective teachers and
Tertiary English Education readings questioning policies related to
English Medium Subjects English Language
teaching

1. Discuss the concept of the daily 5. The Daily 5 Participative Clarificatory Rubrics Can explain the Week 4
2. Develop a lesson plan discussion questioning Recitation concept of daily 5. ( 3 hrs)
incorporating the concepts of daily 5. Quiz
Module/Supplemental Reflective Can create a
readings questioning lesson plan
incorporating Daily
5 concepts.

1. Explain the concept of Task-Based Task-Based Language Teaching Participative Clarificatory Reporting Can discuss the Week 5
Language Teaching (TBLT) discussion questioning concept of task ( 3 hrs)
Rubrics based language
2. Develop a lesson plan
Reflective
incorporating the concept of task- teaching.
Module/Supplemental questioning Recitation
based language teaching readings
Can create a
Quiz
lesson plan
incorporating the
concept of TBLT.

1. Explain the concept of Tactile and

Embodied Leraning Tactile and Embodied Learning Participative Clarificatory Reporting Can explain the Week 4
2. Develop a lesson plan discussion questioning concept of tactile ( 3 hrs)
incorporating the concept of Tactile Rubrics and embodied
and Embodied Learning Module/Supplemental Reflective learning.
readings questioning Recitation
Can create a
Quiz lesson plan
incorporating the
concept of tactile
and embodied
learning

1. Explain the concept of Mobile Mobile Learning and Gaming Participative Clarificatory Reporting Can explain the Week 7
learning and gaming discussion questioning concept of Mobile ( 3 hrs)
2. Develop a lesson plan Rubrics learning and
incorporating gamification or the use Reflective gaming
of mobile phones. Module/Supplemental questioning Recitation
3. Demoteach using gamification. readings Can create a
Quiz lesson plan
incorporating
gamification or the
 use of mobile
phones.

Can demo-teach
using gamification.

1. Explain the concept of blended Blended Learning Participative Clarificatory Reporting Can explain the Week 8
learning discussion questioning concept of blended ( 3 hrs)
2. Develop a lesson plan for blended Rubrics learning
learning. Reflective
3. Demo-teach a blended learning Module/Supplemental questioning Recitation Can develop a
classroom. readings lesson plan for
Quiz blended learning.

Can demo-teach a
blended learning
classroom.

1. Explain the concept of Task-Based Content and Language Integrated Participative Clarificatory Reporting Can explain the
Language Teaching Learning (CLIL) discussion questioning concept of Task- Week 9
2. Develop a lesson plan Rubrics Based Language ( 3 hrs)
incorporating the concept of content Module/Supplemental Reflective Teaching
and language Integrated Learning. readings questioning Recitation
3. Critic a lesson plan that Can develop a
incorporates CLIL. Quiz lesson plan
incorporating the
concept of content
and language
Integrated
Learning.

Can critic a lesson

plan that
incorporates CLIL

Media Literacy Participative Clarificatory Rubrics Can explain the Week 10

1. Explain the significance of media discussion questioning significance of ( 3 hrs)
literacy Recitation media literacy
2. Develop a lesson plan Module/Supplemental Reflective within the context
incorporating the use of media. readings questioning Quiz of language
 teaching
.

1. Present and discuss significant
findings regrading trends and
innovations in English language
Teaching
Week 11-15
Latest researches/articles (15 hours)
related to current trends and
innovations in language teaching

IV. Course Requirements:

1. Major Examinations
2. , Quizzes, Class Attendance,
3. Class Report, Demo teaching
4. Research Paper

V. GRADING CRITERIA

1. Mid-term exam 25%

2. Final exam/Research Papers 25%
3. Performance Task (i.e., Quizzes, Assignments, etc.) 50%

100 %

V. Grading Criteria/System
Midterm Examination - 30%
Final Examination - 30%
Assessment (Quizzes/Attendance) - 40%
_________
 100%

VI. References

Chen, J. F. (1996). CALL is not a Hammer and not Every Teaching Problem is a Nail! Changing Expectations of Computers in the Classroom. The
Internet TESL Journal 2(7).
Chinnery, G. M. (2006). Emerging Technologies: Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1),
9 - 16.
Choi, Y.H. (2008). Current Trends and Issues in English Language Education in Asia. The Journal of ASIA TEFL.Vol. 5 No. 2 pp. 1-34.

Collins, T. G. (2005). English Class on the Air: Mobile Language Learning with Cell Phones. Paper presented at the Fifth IEEE International
Conference on Advanced Learning Technologies (ICALT'05). Retrieved from http:// doi.ieeecomputersociety.org/10.1109/ICALT.2005.137

Eaton, S.E. (2010). Global Trends in Language Learning in the Twenty-first Century. Calgary: Onate Press.
Jacobs, G. M., & Farrell, T. S. C. (2001). Paradigm Shift: Understanding and Implementing Change in Second Language Education. TESL-EJ.
Retrieved May 15, 2010, from TESL-EJ: http://tesl-ej.org/ej17/a1.html
Kohn, K. (2007, March 23-25). Trends in Language Learning & Teaching Technologies. ICC Annual Conference Retrieved May 1, 2010, from
www.icc-languages.eu/download/31870101/Kurt+Kohn.pdf
Kukulska-Hulme, A., & Shield, L. (2007). An Overview of Mobile Assisted Language Learning: Can Mobile Devices Support Collaborative
Practices in Speaking and Listening. Retrieved May 15 2010, from The Open University, UK: portal.acm.org/citation.cfm?id=1520087
Kukulska-Hulme, A., & Shield, L. (2008). An Overview of Mobile Assisted Language Learning: From content delivery to supported collaboration
and interaction. ReCALL, 20(3)

Prepared by: Checked by:

ARLYN C. TRASPE, MAELT _______________________

Course Professor Program Coordinator
Reviewed by: Validated by:

JOEL C. ARENAS, PhD _______________________

Dean, College of Education Committee Member

Approved by:

MARISSA N. PARCON, EdD

Vice Chancellor for Academic Affairs