Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives
This study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2024-04-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024033802 |
| _version_ | 1797248345748537344 |
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| author | Marlon D. Sipe Nerrie E. Malaluan Norrie E. Gayeta Hungpungwo Ringphaso Zimik Merwin Javier |
| author_facet | Marlon D. Sipe Nerrie E. Malaluan Norrie E. Gayeta Hungpungwo Ringphaso Zimik Merwin Javier |
| author_sort | Marlon D. Sipe |
| collection | DOAJ |
| description | This study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the perceptions of the science teachers in employing ELT strategies in science university classrooms? (b) What challenges and issues do science teachers see in the integration of the ELT strategies in university science classrooms? (c) What are the perceptions of the student participants on the roles of ELT strategies in science classrooms? This study used interviews with selected teachers and students as participants, and a lesson implementation. The analysis surfaces that both teachers and students have favorable opinions on the contributions of ELT strategies in science classrooms. The results of this study support the use of these strategies to foster effective communication and improve comprehension in science classrooms. While positive perceptions were evident, a few issues, however, surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these specific areas for improvement through targeted instruction and practice. The implications of this study are also discussed. |
| first_indexed | 2024-04-24T20:13:07Z |
| format | Article |
| id | doaj.art-65e79b1a85ff4683903745c9562c86dd |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-24T20:13:07Z |
| publishDate | 2024-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-65e79b1a85ff4683903745c9562c86dd2024-03-23T06:25:09ZengElsevierHeliyon2405-84402024-04-01107e27349Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectivesMarlon D. Sipe0Nerrie E. Malaluan1Norrie E. Gayeta2Hungpungwo Ringphaso Zimik3Merwin Javier4Walailak University, Thailand; Corresponding author.Batangas State University, PhilippinesBatangas State University, PhilippinesWalailak University, ThailandBatangas State University, PhilippinesThis study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the perceptions of the science teachers in employing ELT strategies in science university classrooms? (b) What challenges and issues do science teachers see in the integration of the ELT strategies in university science classrooms? (c) What are the perceptions of the student participants on the roles of ELT strategies in science classrooms? This study used interviews with selected teachers and students as participants, and a lesson implementation. The analysis surfaces that both teachers and students have favorable opinions on the contributions of ELT strategies in science classrooms. The results of this study support the use of these strategies to foster effective communication and improve comprehension in science classrooms. While positive perceptions were evident, a few issues, however, surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these specific areas for improvement through targeted instruction and practice. The implications of this study are also discussed.http://www.sciencedirect.com/science/article/pii/S2405844024033802ELT strategiesScience classroomsAsian university |
| spellingShingle | Marlon D. Sipe Nerrie E. Malaluan Norrie E. Gayeta Hungpungwo Ringphaso Zimik Merwin Javier Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives Heliyon ELT strategies Science classrooms Asian university |
| title | Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives |
| title_full | Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives |
| title_fullStr | Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives |
| title_full_unstemmed | Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives |
| title_short | Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives |
| title_sort | integration of elt strategies in science classrooms asian university teachers and students perspectives |
| topic | ELT strategies Science classrooms Asian university |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024033802 |
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