In my nearly two years as a teacher, I've noticed a number of
challenges in language learning for Filipino learners, such
as interference from the first language or mother tongue,
personal inhibitions to learn the language, inadequacy of target
language exposure and practice, and so on. However, I believe
that the most difficult factor in developing and assessing
communicative competence for Filipino students as multilingual
English language learners is the lack of time and focus for
concrete feedback and monitoring by teachers after each
student's performances as well as the teacher's knowledge of
language assessment.
I began teaching during the pandemic, and I must admit that I
struggled a lot in the first few months, particularly in assessing
each of my students in a blended learning environment. After
every lesson in my English class with my high school students, I
usually assign an essay task to them through our official
Learning Management System (LMS). Due to time constraints,
the number of students I am responsible for, and the length of
the lessons and competencies for the entire subject, I am not
always able to provide them with detailed feedback and rigid
monitoring. In addition, the students sometimes ignored my
comments and corrections on their work.
As a rookie in the teaching field, I believe it would be beneficial
if instructors were given adequate training in language
assessment and development, particularly assessment
methodologies that would be useful in a blended learning
environment. The learning competencies should also be
modified so that teachers have more time for feedback and
challenges in language learning for Filipino learners, such
as interference from the first language or mother tongue,
personal inhibitions to learn the language, inadequacy of target
language exposure and practice, and so on. However, I believe
that the most difficult factor in developing and assessing
communicative competence for Filipino students as multilingual
English language learners is the lack of time and focus for
concrete feedback and monitoring by teachers after each
student's performances as well as the teacher's knowledge of
language assessment.
I began teaching during the pandemic, and I must admit that I
struggled a lot in the first few months, particularly in assessing
each of my students in a blended learning environment. After
every lesson in my English class with my high school students, I
usually assign an essay task to them through our official
Learning Management System (LMS). Due to time constraints,
the number of students I am responsible for, and the length of
the lessons and competencies for the entire subject, I am not
always able to provide them with detailed feedback and rigid
monitoring. In addition, the students sometimes ignored my
comments and corrections on their work.
As a rookie in the teaching field, I believe it would be beneficial
if instructors were given adequate training in language
assessment and development, particularly assessment
methodologies that would be useful in a blended learning
environment. The learning competencies should also be
modified so that teachers have more time for feedback and
