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

Egileak

  • Eric D. Palmerola University of Southeastern Philippines, Davao City, Davao del Sur, Philippines
  • Eden Stephanie B. Bolido University of Southeastern Philippines, Davao City, Davao del Sur, Philippines

DOI:

https://doi.org/10.46827/ejel.v11i2.6657

Gako-hitzak:

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

Laburpena

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.

Egileen biografiak

  • Eric D. Palmerola, University of Southeastern Philippines, Davao City, Davao del Sur, Philippines

    Eric D. Palmerola is a licensed professional teacher and an English instructor at Davao de Oro State College in Compostela, Davao de Oro, Philippines. He is also a graduate student pursuing a Doctor of Philosophy degree in Education with a major in English Language Teaching from the University of Southeastern Philippines in Davao City, Philippines. He has been assigned many administrative responsibilities in addition to his nearly ten years of teaching expertise. He is currently the head of the Research and Development Unit at Davao de Oro State College. He also serves as an alternate scientist member of the same institution's PHREB-accredited Research Ethics Committee.

  • Eden Stephanie B. Bolido, University of Southeastern Philippines, Davao City, Davao del Sur, Philippines

    Dr. Eden Stephanie B. Bolido is a licensed professional teacher who specializes in linguistics and language instruction. She received her Doctor of Philosophy in Applied Linguistics from the University of the Immaculate Concepcion in Davao City, Philippines. She currently serves as a faculty member for undergraduate and graduate programs at the University of Southeastern Philippines in Davao City, Philippines.

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Deskargak

Argitaratua

2026-04-10

Zenbakia

Libk. 11 Zk. 2 (2026)

Atala

Articles

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