Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal IJoLE: International Journal of Language Education
Pamintuan, Cavin F.
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating the Classroom Implementation of Mandarin Teachers' Pedagogical Content Knowledge (PCK): Exploring Effective Strategies and Practices for Teaching Chinese as a Foreign Language in the Philippines Pamintuan, Cavin F.
International Journal of Language Education Vol. 8, No. 1, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i1.60912

Abstract

This mixed-methods explanatory sequential research investigated the Pedagogical Content Knowledge (PCK) cognitions and practices of Filipino high school teachers of Mandarin. The PCK framework highlights the crucial interplay between pedagogical and content knowledge, aiding educators in selecting the most suitable teaching techniques to effectively present the subject matter. This study combined both quantitative and qualitative data from self-assessment reports, semi-structured interviews, and classroom observations, providing a clear picture of the participants’ PCK. Using descriptive statistics and thematic analysis, this study fully captured the participants’ PCK. The qualitative data revealed that the participants' confidence level on their pedagogical content knowledge was considered high. While the qualitative data uncovered the participants’ eighteen PCK practices, and their cognitions on the significance of using appropriate techniques to maintain motivation, achieve lesson’s objectives, cater students’ needs, and bridge challenges in teaching Chinese Mandarin. Lastly, anchored from the findings, this study provided recommendations such as deepening the participants’ understanding of the PCK framework and strengthening each professional knowledge, contributing to improving the participants’ capability to effectively teach Mandarin.
Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students Pei, Jianting; Pamintuan, Cavin F.
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64085

Abstract

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.
Co-Authors Pei, Jianting