A Personal Reflection on Methodological Approaches to

Research in Second Language Learning

by: Jesse James Pigon
BSEd 1A
Second and foreign language teaching is a field that is constantly in a state of change.
For example, new curriculum frameworks are currently being implemented in different parts of
the world include competency based, genre based, and content based models. In many
countries, English is now being introduced at primary rather than secondary level necessitating
considerable new investment in textbooks and teacher training. Among the innovations that
teachers are being asked to consider are Multiple Intelligences, Co-operative Learning, TaskBased Instruction and Alternative Investment.
I have been, in a more personal level have been, in a way, exposed to how teaching
Second Language, in this case English, have changed over time. The quick transitions of new
curriculum to another had been quite a challenge for our batch especially during high school
years that we almost had three revisions in our curriculum. How does this affect my view on the
different methods used? Well, it is because I can, based on my memory recall the different ways
the government had presented ways to develop new teaching strategies that can, in one way or
another, at least improve the performance of public school students.
As I recall my first year in high school, the curriculum was based on a more traditional
way; we were reading the texts, report what we have learned, the teacher gives a test then an
assignment is given after every lesson. The teaching strategy focused more on the lesson
rather than the students learning it. Its a good thing we hadnt had any difficult time
understanding the lesson however it was quite confusing at first, then I ask myself, if were
confused on something that is supposed easy to learn, I dont know we will survive the following
more complicated lessons. In the second half of the school year, a new revision was followed,
prompting the development of the learners to focus on a certain topic. The lessons were
delivered, still, in a quite traditional way; however, the presentation of data is more on the
application. We were able to understand various lessons on an easier and more personal way.
The comprehension of my fellow classmates also started to increase based on their test scores.
The other revision just added a few tweaks to the second revision; in this case, the teacher is
now given more flexibility as the lessons are delivered on a broader scope. This stimulates the
creativity and over-all intelligence of the students since it gives them more freedom to use
whatever material is present, the application to our life is evidently shown as the texts or the
activities concentrates on the lifestyle of the students then relates it to a certain topic. I also
noticed that technology is becoming embedded in teaching these subjects.
I asked myself though, Why is there a need for such changes? and came up with this.
Probably, the main motivation for change comes from dissatisfaction with the present
state of affairs. Despite the resources expended on second and foreign language teaching
worldwide, in almost every country, results normally do no match expectations, hence the const
ant pressure to adopt new curriculum, teaching methods, materials, and forms of assessment.
Government policy is the starting point for change when requirements are announced for a new
curriculum or for some other change in goals or the delivery of language instruction.