Second Language Acquisition: Views

from Filipino ESL Teachers

Palacio, Mary Rose B.

Romero, Rainier M.
Bachelor of Secondary Education major in English
June 2023
Background
Second Language Acquisition describes the process of acquiring a language in which it is also used for
extended communication. The fundamental assumption is that language acquisition will occur as a result
of everyday communicative situations where learners 'pick up' a language (Ellis, 2015). Studying second
language acquisition helps in understanding how individuals learn and acquire languages beyond their
native tongue. The acquirement of this knowledge aids in enhancing language learning experiences,
promoting successful communication and cultural exchange, and most importantly, developing effective
teaching methods.

In the Philippines, English is used for almost every communicative setting such as in daily interactions,
social media context, and most commonly in classroom setting. English as a second language (ESL)
teachers in the Philippines are highly regarded in the international education community. To teach well,
one needs to understand learning. According to the book “Second Language Acquisition Applied to
English Language Teaching” (Lessard-Clouston, 2018), classroom ESL teachers should take into
consideration the relevance of SLA and its research because they provide teachers and students with
insights into the multifaceted nature of language learning; vocabulary, balanced perspectives on the
importance of grammar, attention to form in English language learning, and recommendations for what
to emphasize in English language teaching (EST). Filipino ESL teachers have the first-hand experiences
and insights that can help SLA learners to understand its relevance in the context of ESL in the
Philippines’ secondary education.
Rationale

Online resources such as the internet has revolutionized access to information,

including research about Second Language Acquisition. Several community and
forum are dedicated to SLA to provide platforms for learners, educators, and
researchers to connect, share experiences, and exchange knowledge. Moreover, the
publication of SLA research in academic journals and conference proceedings plays
a crucial role in disseminating knowledge and making it accessible to scholars and
practitioners. However, more analytical research integrating perspectives of Filipino
ESL teachers is required to profoundly understand SLA theories, English as a
Second Language (ESL), and English Language Teaching (ELT), specifically, in the
secondary education level in the Philippines.
Methodology
This part presents and discusses the researchers' technique and procedure for developing this
research study. It outlines the research design, research sampling/research respondents, research
instruments/methods used, data gathering, and data analysis.

Research Design
The research design for this study is qualitative, specifically a descriptive phenomenological
design. This approach considers the "why" and the "what" of the respondents' opinions. This study
aims to investigate and comprehend the viewpoints and real-world experiences of ESL teachers who
work with high school students to teach them English as a second language. An in-depth
examination of the participants' opinions and practices about ESL instruction is possible because of
the design's suitability for capturing the subjective experiences and insights of the participants. The
researchers adopted this approach to provide insights into the topic or aid in developing related
concepts by helping us understand the participants' underlying concerns, beliefs, and motives.
Methodology
Research Sampling and Research Participants
The study's participants were three ESL instructors with prior experience instructing high school
students in English as a second language. The sampling approach used in this study is purposeful
sampling; participants were carefully chosen, taking into account their level of ESL teaching experience
and skill. The criteria for participant selection included their educational background in ESL instruction
and their familiarity with teaching high school students , whether female or male.

Research instruments/Method Used

Three ESL instructors participated in written interviews for this study. The interviews were the primary
means of gathering data because they allowed for a thorough investigation of the teachers'
backgrounds, methods of instruction, and perspectives on second language learning and acquisition. In
order to give a flexible yet focused approach, written interviews were employed. This allowed
participants to share their distinctive experiences while ensuring that specific study topics were
covered. The interview questions were given based on a review of pertinent literature. They were
intended to extract information on the teachers' histories, methods of instruction, and perspectives on
the acquisition of second languages. Sample interview questions included:
1. How long have you been teaching?
2. What subjects have you taught and currently teaching?
3. How do you teach English as a second language to high school students?
4. What teaching approach do you think is best for second language learning and acquisition?
5. What factors do you consider when you want learners to acquire English as a second language?
6. How do students best learn/acquire English in secondary level?

Data Gathering
This study's primary data collection method was written interviews with ESL instructors. Written interviews have
several benefits, including flexibility in scheduling and the ability for interviewees to analyze and design their responses
thoughtfully. Google Forms was used to distribute a list of interview questions to the study's participants. This study
was conducted remotely using internet connection tools to connect researchers and respondents due to the busy
schedules of ESL instructors. Using social media tools, the questionnaire was sent to the responders. After receiving
the interview questions, the participants were given time to finish and submit their written responses. The researchers
provided detailed explanations to assist the respondents in answering the questions. The participants were urged to
take their time and offer thorough, deliberate responses. This made sure that the information gathered reflected their
perspectives and experiences. They submitted the given questionnaire in one to three days but answered it within
five to ten minutes. After obtaining the full written interviews, the researcher evaluated and double-checked the
responses for clarity and completeness. Any questions or gaps in the data were clarified by following up with the
participants. The written interview responses were then assembled and safely saved for additional examination.
Data Analysis
Thematic analysis, a popular qualitative data analysis technique, was applied to the interview data
that had been gathered. To produce insightful conclusions, thematic analysis entails finding
patterns, themes, and classifications within the data. The first step in the analytical process was
becoming familiar with the information by reading the interview answers numerous times. The first
codes were created to identify critical informational units in the data. These codes were arranged
into probable themes, then their consistency and applicability were examined. The topic
relationships were investigated, and the themes were developed and polished. In order to provide a
thorough knowledge of the instructors' viewpoints on ESL training, the topics were finally defined
and interpreted.

Results and Discussion

The interview with three ESL instructors offers insightful information about their backgrounds and
viewpoints on instructing high school students in English as a second language. By analyzing their
answers using thematic analysis through the prism of SLA theories and considering pertinent
literature, valuable insights can be gained regarding effective teaching strategies and elements that
affect second language learning and acquisition.
THEME 1: TEACHING EXPERIENCE AND TEACHING SUBJECTS
This theme underlines how crucial teaching experience and subject expertise are to learning a
second language. This theme investigates the impact of teachers' experience and areas of expertise
on second language learners' learning results.

CODE # CODE NAME RESPONSES

“10 Years” - Participant 1

Years of Teaching
1 “2 Years and 6 Months” - Participant 2
Experience
“7 Years” - Participant 3

“English, AP, Mapeh and PR1” - Participant 1

“English/Developmental Reading” - Participant 2
2 Teaching Subjects Taught
“Oral Com, English for Academics and Professional Purposes, Media and
Information Lit, Reading and Writing, Practical Research” - Participant 3
Teaching experience is vital for learning a second language because experienced educators will likely
have a broader range of productive teaching methods and pedagogical approaches. Their in-depth
expertise and familiarity with various classroom environments can help to create a welcoming
learning atmosphere. Participant 1 brings real-world experience teaching languages, having ten
years of practice. With two years and six months of experience, participant two has learned a lot
about the difficulties of learning a language. With seven years of experience, participant 3 has a
solid basis in language teaching techniques. SLA theories claim that teachers with excellent
experience have had more opportunities to hone their instructional strategies, better know their
learners' requirements, and modify their pedagogical approaches to fit various learning
environments.
The participants' breadth of teaching specialties suggests they know several facets of language
acquisition and instruction. Due to their competence, they can meet their students' unique
linguistic demands and objectives. According to SLA theories, integrating language learning with
meaningful content makes teaching relevant. Incorporating many topic areas in language instruction
supports the theoretical foundation of Content-Based instruction for SLA. This method allows pupils
to improve their language abilities while learning about numerous subjects since it emphasizes the
value of meaningful and genuine language use across various content domains.
THEME 2: TEACHING APPROACHES
This theme explores the advantages of ESL teachers using a variety of instructional tactics to meet a variety of
learning requirements and encourage effective language acquisition. It is consistent with SLA theories that
advocate for a multimodal approach that incorporates explicit instruction, experience learning, and actual
language use.

CODE # CODE NAME RESPONSES

“We use Direct and Deductive Approach for grammar and composition
Direct and Deductive especially on its definitions and explanations” - Participant 1
1
Approach “I try to provide enough explanations to clarify concepts…….I also see to it
that I give positive reinforcement” - Participant 3
“Discovery learning is commonly used for developing mastery, for example,
we ask students to compose sentences using modals, then we check the
sentences and if the modal is used improperly, we show them how to do it
2 Discovery Learning
correctly.” - Participant 1
“I also make sure that I give examples to contextualize the lessons.
Exercises are also given to students.” - Participant 2
 “Guided Comprehension Practice for reading and literary lessons.” -
Guided Comprehension
3 Participant 1
Practice

4 Didactic Learning “Didactic Learning for Vocabulary proves to be effective.” - Participant 1

Verbal and Written

5 “Both written and verbal” - Participant 2
Approach

Combination of Teaching
6 “Combination of various teaching approaches is better” - Participant 3
Approaches

Participants in the study employ various teaching approaches for second language learning. One
approach used is the Direct and Deductive Approach, which focuses on concise explanations and
definitions to help students understand grammar and composition. This approach aligns with
explicit instruction principles and behaviorist perspectives in SLA theories. Discovery Learning is
another approach valued by the participants. It promotes active student participation through
problem-solving and investigation, aligning with constructivist learning theories. Participants
recognize the importance of learners actively constructing knowledge through meaningful
engagement.
Guided comprehension practice is emphasized by participants to enhance reading skills and
interpretation of texts. This approach is supported by research, which suggests that comprehension-
based approaches help learners engage with actual texts and connect new information to their
prior knowledge. For vocabulary acquisition, participants find didactic learning effective. This
method utilizes explicit instruction, guided practice, and repetition to learn new words and
meanings. Didactic education aligns with behaviorist viewpoints on SLA, emphasizing the
importance of explicit instruction and planned lessons.
Participants acknowledge the need for a balanced verbal and written approach in second language
learning. Speaking and listening exercises enhance interaction, fluency, and pronunciation, while
reading and writing exercises improve vocabulary, grammar, and comprehension. This approach
supports the Interactionist approach in SLA, which emphasizes meaningful interactions and
communication. Lastly, participants highlight the significance of incorporating teaching methods to
meet the diverse needs of students. This approach aligns with eclecticism in language education,
which encourages the selection and fusion of various strategies based on learner needs and the
learning context. By using a variety of teaching tactics, teachers can provide a varied and engaging
learning experience that supports different learning preferences and types.
THEME 3: FACTORS FOR SECOND LANGUAGE ACQUISITION
This theme delves into the numerous aspects influencing second language acquisition, as identified by the ESL
instructors interviewed. By considering all of these factors, teachers may establish a conducive learning
environment for their students and employ tactics that support and increase language acquisition.

CODE # CODE NAME RESPONSES

Prior Knowledge and

“First, what do learners already know about the lesson and second, how do
1 Effective Learning
they learn effectively?” - Participant 1
Strategies

Reading and Exposure to

2 “Reading and watching English books or movies” - Participant 2
English

Curriculum Requirements “Aside from the requirements of the curriculum, I also consider the learning
3
and Learning Capabilities capabilities of students.” - Participant 3
The study's participants identified several efficient methods for teaching English as a second
language. Building on students' prior knowledge and efficient learning techniques was stressed by
Participant 1, which strongly emphasizes that students actively create new knowledge from scratch
using their prior knowledge and pre-existing schema. The participant's emphasis on considering
learners' existing knowledge and efficient learning techniques is consistent with constructivist
viewpoints, emphasizing the importance of learners' active participation, metacognition, and
schema activation (Swain, 2000).
The importance of reading and exposure to English was underlined by Participant 2 as a crucial
element of language development. Reading books and watching movies in the English language can
give students authentic language input, enabling them to interact with the language in valuable
circumstances. This strategy supports the input hypothesis by Krashen (1985), which contends that
comprehensible input is how language is learned. Reading and watching English-language media
give students authentic language input, which helps with comprehension and language learning
(Krashen, 1989; Nation, 2013). While Participant 3 recognizes the necessity of coordinating
language instruction with educational standards and objectives by recognizing the curriculum's
requirements. This approach aligns with learner-centered pedagogy, emphasizing personalized
instruction and specializing in students' needs. This aligns with SLA's principles of individualized
instruction (Ellis, 2015). Teachers should modify their instruction to match the unique needs of each
student since learners enter the classroom with diverse levels of prior knowledge and learning
styles.
THEME 4: OPTIMAL LEARNING STRATEGIES
The subject of this theme is the best study methods recommended by ESL teachers for efficient second
language learning and acquisition. The ideal learning approaches emphasized in this theme stress the value of
active and involved learning.

CODE # CODE NAME RESPONSES

“By constant practice.” - Participant 1

1 Constant Practice
“If they are in school and if they apply it inside the school” - Participant 2

Repetitions and
2 “Through repetitions and demonstrations.” - Participant 3
Demonstrations
Study participants shared their thoughts on efficient strategies for learning English as a second
language. The participants emphasized the value of constant practice, stressing that students must
actively use the language and routinely partake in activities that improve their language abilities.
This is compatible with the skill acquisition theory, which contends that regular practice enhances
accuracy and fluency. To improve their accuracy and fluency in language production, learners must
engage in consistent and worthwhile exercises (Ellis, 2015). Students can improve their language
competency by consistently using their language abilities and improving their grammar, vocabulary,
and pronunciation. Authentic communication within and outside the school promotes natural and
meaningful language development (Larsen-Freeman & Anderson, 2013). Furthermore, the
participant's response emphasizes the significance of repetitions and demonstrations as two
essential elements in learning and mastering English. Repetitions and demonstrations enhance
learners' cognitive processing and consolidation of linguistic knowledge (Anderson, 2010).
Demonstrations offer learners real-world examples to watch and comprehend, while repetition aids
in information consolidation and the development of automaticity. This method blends
constructivism and behaviorism in some ways. Repetition adheres to behaviorist concepts by
highlighting the importance of repeated exposure and practice, whereas demonstrations uphold
constructivist ideals by offering engaging learning opportunities.
Conclusion
The study of Second Language Acquisition (SLA) provides valuable insights into how individuals acquire second languages,
helping educators, policymakers, and learners better understand the language learning process. English is one of the
official languages of the Philippines and holds a prominent position in the educational system. English as a Second
Language (ESL) plays a significant role in the country’s secondary education as it is taught as a core subject in both private
and public schools, and it is used as the medium of instruction in many subjects, especially in secondary education level. In
this study, the researchers focus on how the perspectives of Filipino ESL teachers are considered to contribute in the
understanding of SLA and the context of ESL in the Secondary Education in the country. The interview with three ESL
instructors offers insightful information about their backgrounds and viewpoints on instructing high school students. Their
experiences with ESL, as well as their familiarity with the challenges faced by learners from diverse backgrounds, provide
valuable insights into the factors that impact SLA. The findings of this study reveal the teaching experience, teaching
subjects, teaching approaches, factors for SLA, and optimal learning strategies that the participants provided.

The first theme; teaching experience and teaching subjects, emphasizes how important subject knowledge and teaching
experience are to learning a second language. The second theme; teaching approaches, evaluates the benefits of ESL
instructors implementing a range of educational approaches to satisfy different learning needs and promote efficient
language acquisition. It is in accordance with SLA theories, which support a multifaceted approach that includes explicit
instruction, experiential learning, and actual language usage. Moreover, Filipino ESL teachers' adaptability and versatility in
teaching English to students of different ages and proficiency levels provide practical knowledge about effective
instructional strategies.
Conclusion
The third theme; factors for SLA, explores a number of factors that the ESL teachers' respondents claimed to
have an impact on learning a second language. Understanding these influential factors helps educators tailor
instructional approaches, create supportive learning environments, and address individual learner needs,
enhancing the effectiveness of language teaching and learning practices. Finally, the last theme regarding
optimal learning strategies provides the best study methods recommended by Filipino ESL teachers who
possess valuable insights into learning strategies for efficient SLA. Drawing from their experiences and
expertise, they offer practical recommendations to support learners in their language learning journey.

In conclusion, the perspectives and experiences of Filipino ESL teachers play a significant role in enhancing our
understanding of Second Language Acquisition (SLA). Their insights offer valuable contributions to the field,
shedding light on various aspects of language learning and providing unique perspectives on SLA processes.
Reference List
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Ellis, R. (2015). Understanding Second Language Acquisition. Oxford, UK: Oxford University Press.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis.
The Modern Language Journal, vol. 73, no. 4, pp. 440-464.
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UK: Oxford University Press.
Lessard-Clouston, M. (2018). Second Language Acquisition Applied to English Language Teaching. Virginia: TESOL
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