International Journal For Multidisciplinary Research

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A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language

Author(s) Susana Melon-Galvez
Country Philippines
Abstract For more than two years, the Covid-19 pandemic hit the country’s education and academic set-up had to change overnight with the sudden lockdown imposed not only all over the country but of the world. With a dynamic shift from physically going to educational institutions to attending classes virtually, students and teachers faced a tough time with virtual trends in education. Shifting from teacher-centric approach to a more unconventional way of teaching made it difficult for everyone to adopt and adapt (Rodricks, 2021). While jumping into a new mode of teaching with almost no preparation seemed not easy but teachers did not back down. The educators made it a point to ensure no student was left behind, came up with methods to teach and retain students’ attention. Whether teaching was in school, teaching from home, or adopting a blended approach, teachers have had commitment to helping the learners. This sudden transition had occurred from face-to-face to online teaching. With online classes teachers had learned to accommodate the needs of students to create an effective teaching environment to keep learning in sync with the changing times (Kim 2020).
The researcher would like to find out in this study whether this shift from teacher-centric method had changed the learning of a second language using the inquiry-based coaching in general and in specific study the kinds of questions students asked and how these queries were responded. Using modified questionnaires, the researcher surveyed 150 students to assess not only whether the opportunity given to them to inquire was sufficient but also the frequency of their asking of questions. For teachers, the study hoped to reveal the types of questions they asked in the class. Using discourse analysis, the researcher was able to examine the ways in which language was used in the classroom. The investigated data revealed a merged of linguistics and sociolinguistics cultural contexts to better understand an aspect in communication. Highlight of the study was to evaluate the possible twist of instruction from teacher-centric method to inquiry-based approach in ESL learning, where students inquire instead of the teachers asking questions.
Keywords teacher-centric method, inquiry-based coaching, ESL learning
Field Sociology > Education
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-16
Cite This A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language - Susana Melon-Galvez - IJFMR Volume 6, Issue 6, November-December 2024. DOI 10.36948/ijfmr.2024.v06i06.30644
DOI https://doi.org/10.36948/ijfmr.2024.v06i06.30644
Short DOI https://doi.org/g8rd2w
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