Outcome-Based Teaching and Learning (OBTL) English: An Assessment

Abstract

This study was an attempt to determine what extent English language teachers and English major students are accepting or resisting the envisioned education approach (outcome-based) and to assess the status of the implementation and the level of usefulness of OBE approach in teaching and learning English in NEUST. It also sought to investigate if there is an existing relationship and significant difference between the assessment of the status of the implementation with contributory factors such as formulating appropriate lesson objectives, designing appropriate learning tasks, choosing appropriate teaching methodologies, and designing appropriate assessment tasks and the level of usefulness of OBE Approach with contributory factors such as the knowledge of OBE implementation through instruction and practice of OBE implementation through instruction as perceived by the English teachers and students in teaching and learning English in NEUST. A total of 20 English teachers and 105 English major students from NEUST served as respondents. The descriptive research and correlation method of research were used by the researcher with the questionnaire as the main tool in data gathering. Specifically, the study answered questions on the profile of the teacher and student-respondents; status of OBE implementation; and the level of usefulness of OBE in teaching and learning English. The study also assessed if there are significant relationship and difference between the status of OBE implementation and the level of usefulness of OBE in teaching and learning English.

Keywords: Outcome-Based Teaching & Learning, OBE Approach, Assessment

DOI: 10.7176/JLLL/87-03

Publication date: April 30^th 2022