Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources

Volume 8 Issue 4 October - December 2018

Research Paper

Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources

Kamille C. Salazar* , Camilla J. Vizconde**

* Undergraduate, Department of English Language Studies (ELS), University of Santo Tomas, Philippines.

** Professor and Chairperson, Department of English, University of Santo Tomas, Philippines.

Salazar, K. C., and Vizconde, C. J. (2018). Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources. i-manager’s Journal on English Language Teaching, 8(4), 1-15. https://doi.org/10.26634/jelt.8.4.14901

Abstract

The senior high school curriculum has only been implemented recently by the Department of Education in the Philippines; therefore studies delving into teaching and learning in these levels are very limited including the negotiations of teachers with students through online resources. Using Goldwich's (2009) framework as guide, the negotiations of the teachers were determined through interviews, where five English teachers express how they negotiated and how the use of the online resources help in the development of the linguistic competence of students in learning of the English language. The study also looked into the perspectives of the teachers towards the use of technology in their instruction following Davis’ (1989) Technology Acceptance Model (TAM). After the narratives of the teachers, three themes referring to the negotiation strategies were articulated in this study: snug, simple, and systematic. Snug referred to the teachers' strategies in preparation for the tasks; simplicity referred to the clarity and brevity of the teachers' strategies; and systematic referred to strategies that are logical and procedural enabling students to follow the teachers' instructions. After evaluating the use of technology in their instruction, the teachers' statements show that the linguistic competence of the students are developed through the constant exposure they have with the activities they conduct online and the tasks they need to accomplish.