NEXUS OF PHILOSOPHY-BASED LANGUAGE TEACHING AND LANGUAGE COMPETENCE AMONG PRE-SERVICE ENGLISH TEACHERS

Eric D. Palmerola, Eden Stephanie B. Bolido

Abstract


This study examined Philosophy-based Language Teaching (PBLT) and its association with language competence among English pre-service teachers in higher education institutions in Davao de Oro, Philippines. Its specific goal was to determine the level of PBLT and language competence, as well as the significance of the relationship between the variables. A descriptive-correlational design was used, with 200 respondents drawn from five institutions by stratified sampling. The data were evaluated using mean, standard deviation, and Pearson's r moment correlation. The results showed that the overall level of PBLT was high (M = 3.76, SD = 0.513), with Perception and Attitudes having the highest mean (M = 4.06, SD = 0.612), followed by Awareness (M = 3.63, SD = 0.555) and Usage and Application (M = 3.58, SD = 0.580). Similarly, language competence was rated high overall (M = 3.75, SD = 0.539), with Reading rating the highest (M = 3.96, SD = 0.591) and Speaking scoring the lowest (M = 3.62, SD = 0.595), albeit both were still in the high category. The study demonstrated a moderate positive relationship between PBLT and linguistic competency (r = 0.527, p < .001), thereby rejecting the null hypothesis. The findings show that greater participation in philosophical inquiry and dialogic teaching approaches is linked to higher levels of language proficiency. The study concludes that PBLT is a valuable and intellectually stimulating approach to language training in teacher education. Structured training and classroom integration of PBLT is recommended to improve pre-service teachers' communication competence.

Keywords


language competence, philosophy-based language teaching, pre-service teachers, teacher education training

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i2.6657

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