Language Teaching Method, Pedagogies, Attitudes and Competencies Toward English as a Second Language Among Senior High Schools Basis for Intervention Program

This paper aimed to study as to what extent the different language teaching methods andpedagogies were used by the teachers and how these and attitudes affect the second language competenciesof the students utilizing the descriptive-correlational and comparative methods of research. Three hundredeighty five (385) respondents answered a researcher-made questionnaire which underwent reliability testingand validation. The findings revealed that language teachers used in high extent all the language teaching methods and pedagogies, however, the respondents were proven to have positive attitudes towards second language learning and with good second language competencies. Results showed the extent of use of the methods and pedagogies and having positive attitudes towards the language are significant in the second language skills’ development of the students. The researchers recommended that the proposed intervention program be adopted by the language teachers for they firmly believed that through continuous and enhanced very high extent use of methods and pedagogies, full mastery of second language competencies will be achieved. The data obtained through this study would serve as input to produce competent language learners which is among the major concerns of the government in promoting paradigm shift from inputs-based to outcomes-based education.

Keywords: intervention program, language teaching methods and pedagogies, students’ attitudes, second language competencies