Effectiveness of Project FLIP (Faculty Langauge Improvement Program) on the Language Proficiency of the Junior High School Faculty
Liza Maquera | Kristian Jay Sto. Tomas | Xyza Moreno | Jonje Caliste | Josephine Ancheta | Nancy Batang | Mariel Princess Tamaray | Kristine Mae Auayang
Discipline: Teacher Training
Abstract:
Junior High School teachers are expected to be
experts in the English Language and should possess high level of
proficiency towards language education. With this, it is
important that teachers are continuously given professional
development activities and training programs to sustain their
high-level of English proficiency. This study was conducted to
assess the English proficiency levels of teachers of University of
Saint Louis – Junior High School. An English Proficiency Test
was administered to all teachers with emphasis on the following
dimensions: Subject Verb Agreement, Use of Prepositions,
Correct Usage of Words, Parts of Speech, and Tenses of Verbs.
Results reveal that while some of the teachers have high level of
English proficiency, still many of the teachers obtained low
scores in the different areas of English. With this result, the
intervention program, FLIP, showed that after the
implementation of the program, the issues and concerns raised
were addressed such that the language competencies of the JHS
teachers across all facets specifically Verb consistency and Parts
of Speech were significantly improved.
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