Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives

Abstract

This study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the perceptions of the science teachers in employing ELT strategies in science university classrooms? (b) What challenges and issues do science teachers see in the integration of the ELT strategies in university science classrooms? (c) What are the perceptions of the student participants on the roles of ELT strategies in science classrooms? This study used interviews with selected teachers and students as participants, and a lesson implementation. The analysis surfaces that both teachers and students have favorable opinions on the contributions of ELT strategies in science classrooms. The results of this study support the use of these strategies to foster effective communication and improve comprehension in science classrooms. While positive perceptions were evident, a few issues, however, surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these specific areas for improvement through targeted instruction and practice. The implications of this study are also discussed.

1. Introduction

In recent years, there has been a growing emphasis on integrating language skills within various academic disciplines, recognizing the crucial role of language proficiency in enhancing students' understanding and success across subjects. Dalton-Puffer et al. [1] pushed for a balanced approach to content and language in the classroom. However, they conceded that the teachers and students do not expect any focus on grammatical and stylistic fine-tuning to take place (p.2). This may be because some students often struggle to understand content concepts and express their ideas in the target language. Coyle [2], however, argued that to make the language learning experience of young people more successful, the quality and nature of learning experiences must be understood from the learners’ perspective (p.245).

In particular, integrating language teaching strategies in science classrooms has gained significant attention as educators strive to equip students with scientific knowledge and practical communication skills. Janzen [3], for instance, claimed that many English language teachers confront the additional task of helping these students achieve academic competence and processes while enhancing their oral and written proficiency in English. Scholars note that language proficiency is a crucial component of academic success, especially in science, where students need to comprehend complex theories and communicate effectively. Lee and Buxton [4] admitted that although all students are expected to meet high academic standards, language learners have historically experienced educational inequities because content area instruction and instruction in English for speakers of other languages have been conceptualized as distinct domains. This is because successful instruction to improve academic achievement for these learners necessitates the integration of content and language (p.36). As such, integrating language teaching strategies in science university classrooms has become increasingly important in recent years.

Despite the growing emphasis on the integration of the language and content, limited studies, to our knowledge, have explored the integration of language teaching strategies in an Asian university context. The intersection of language teaching strategies and science education presents a unique opportunity to explore how language strategies can be incorporated into the science teaching and learning process. Integrating English Language Teaching (ELT) strategies in science classrooms, mainly through Content and Language Integrated Learning (CLIL), can support scientific literacy and proficiency. For instance, Coyle et al. [5] claimed that using English as a teaching medium in science classrooms can help students acquire excellent communication skills in both written and spoken English, enhancing their capacity to express scientific concepts effectively. Such a notion received a positive reception from other researchers. Othman & Saat [6] called teaching Science in English one of the most significant changes made in the education policy in another Asian country (p.307). Harrop [7] regarded CLIL (Content and Language Integrated Learning) as an approach that has the potential to lead to a better understanding of content and to raise achievement for all but emphasized that this will only happen if CLIL is put in the context of optimal teaching practice that scaffolds language development as much as content development (p.65). Citing Coyle et al. [5], Harrop [7] added that CLIL does not only increase linguistic proficiency but also enhances content knowledge, cognitive skills, and creativity in learners of all abilities and not just top-end – that is, CLIL is an entitlement for all (p.63).

1.1. Teaching language and content

This section discusses a strong connection between language and content. The content, mainly referred to here, is science as a core subject. Language and science share a deep and intricate relationship that influences how scientific knowledge is acquired, communicated, and advanced. The intersection of language and science enables effective scientific communication and shapes scientific thinking, knowledge construction, and the development of scientific concepts. To prove this claim, Cervetti et al. [8], Lee et al. [9], and Ovando and Combs [10] have discovered that combining the development of English language and literacy with contextualized science inquiry training improves learners' progress in science. Rivet & Krajcik's study (2008) also provided strong evidence for the role contextualizing instruction may play in supporting student science learning and indicates the importance of facilitating students' active use of the contextualizing features during instruction (p.96).

Interestingly, students with language-based learning difficulties can succeed in science class if language-based exercises and hands-on activities are used to teach science ideas. According to Kuhns & Gallivan [11], students with language-based learning disabilities often demonstrate poor organization and study skills, poor retention and retrieval of science vocabulary and concepts, and difficulty following directions and managing long-term assignments. Deficits in these areas can result in poor science comprehension. The investigation of Wilson [12] suggests that using language-based teaching strategies in science class such as cueing strategies, brainstorming, highlighting theme-related vocabulary, graphic organizer, and teaching the text structure, helps students with language-based learning disabilities comprehend often tricky science concepts and apply new vocabulary in their written and oral expression.

Kussin et al. [13] claimed that integrating language strategies in delivering a lesson will help promote students’ strategic abilities in language and content learning (p.121). With these, there can be no doubt that language strategies are a fundamentally new paradigm in science teaching that is worthwhile to explore in tertiary education. Teacher B, one of the participants in the current study, had this to say when asked how vital ELT strategies are in science classrooms.

“Language plays a crucial role in the formation and development of concepts in science education. Teachers must apply [English] language strategies in order for the students to easily access the meanings of all categories of words in science. Students are required to communicate (speak, listen, read, and write) science. A practice-oriented science classroom [is] a science-learning environment.”

In this context, a teacher's knowledge of English language-learning-support strategies can improve the students' overall science learning experience.

1.2. The English Language and the content learning in Asian context

Some Asian countries use English as their medium of instruction in schools and higher learning institutions. This approach exposes their local students to English as the target language in the teaching-learning process. Chang [14] recalled that while the purpose of English language education in Asian countries is to emphasize the bi-directionality in communicating among native speakers and non-native speakers of English in a globalized world (p.201), it also aimed at acknowledging the effectiveness of the local teachers in teaching English among Asian neighbors. According to Chang, such an initiative could cultivate good non-native-speaking teachers who are well-qualified to teach English in each country (p.202). Having qualified local teachers to teach English gives the students the proper exposure to the target language. According to Floralde and Valdez [15], exposing learners to their target language in actual contexts may help them become better users of the language because they can pragmatically and authentically observe the function of the language and, as a result, produce the linguistic landscape (LL) that meets the pragmatic foundations of their target language. They argue that “because LL can be instructive in how multilingual resources are appropriated in the public setting, its informative force can also facilitate the practice of multilingual education” (p.794).

It is interesting to note, however, that Othman and Saat [6] found teaching content in the target language challenging, claiming that English language proficiency among local students in an Asian country was declining. According to them, teaching mathematics and science using English as a medium of instruction to English language learners (ELLs) poses a tremendous challenge to the local teachers (p.308). Another research explored the perspectives of engineering professors on English language education about English-medium instruction. Kim [16] discovered that these participants had a negative attitude toward English-medium instruction (EMI), making them hesitant to encourage their students to spread ELT. According to her, the professors' attitudes toward ELT influence how they teach in the classroom. This situation must have prompted Othman and Saat [6] to conclude that adequate English medium teacher preparation in this context is crucial. They pointed out that to successfully implement science teaching through the English medium, teacher educators must find ways to help these pre-service teachers acquire the linguistic tools and content-specific instructional strategies to help them teach effectively. The findings of this study imply that more focus should be given to teacher training development (p.313).

This study aims to investigate the perspectives of university students and teachers on the integration of ELT strategies in science classrooms, shedding light on the benefits, challenges, and best practices associated with this approach. Specifically, the study will examine the perceptions and experiences of science instructors and students towards science teaching and learning, as well as the strategies used by instructors that allow their students to demonstrate language proficiency.

Integrating ELT strategies in science classrooms will significantly contribute to the current body of knowledge as this could address the language barriers often faced by Non-native English language students when engaging with scientific concepts and content, particularly for EFL (English as a Foreign Language) university students.

By exploring the perspectives of university students and teachers, valuable insights can be gained, leading to improved pedagogical approaches and enhanced learning outcomes in science education. This study, therefore, seeks to answer the following research questions:

• 1.What are the perceptions of the Science teachers in employing ELT (English Language teaching) strategies in science university classrooms?
• 2.What challenges and issues do university Science teachers see in integrating ELT strategies in university science classrooms?
• 3.What are the perceptions of student participants on the role of ELT strategies in science classrooms?

Globalization is assumed to have pushed English as the medium of instruction for science courses in both participating universities.

2. Methodology

2.1. Research design

This study employed the Exploratory-Descriptive Qualitative research [17] to provide a detailed and comprehensive description of a particular phenomenon in the classroom. The researchers employed this qualitative method as more prior research is needed. Polit and Beck [18] stated that exploratory research is intended to shed light on the manifestation of a phenomenon and is particularly helpful in determining the complete nature of a phenomenon that has yet to be well known. Lederman [19], on the other hand, recognized that exploratory and qualitative descriptive research are used where the concepts under study are vague. According to Hunter et al. [17], both terms have been discussed independently in the literature. They argued that while studies that purport to use an ‘exploratory, descriptive’ methodology exist, closer examination suggests that their theoretical underpinning is lacking. In agreement, Reid-Searl and Happell [20] claimed that a qualitative exploratory design enables the researcher to delve into a subject with little attention in the literature and lets study participants add to the body of knowledge in that field.

In this study, since the primary focus is on observing and documenting the characteristics, perceptions, and relationships of the respondents involved, interviews and class observation notes were used as the data sources. The goal is to gather as much information as possible to create a detailed picture of the phenomenon under investigation.

2.2. Participants

The study participants were five English and five Science teachers from two Asian Universities. These two universities are located in two separate Southeast Asian countries [Country A and Country B]. The selection of participating universities from two Asian countries in our study was a deliberate and systematic process aimed at considering these institutions’ high local ranking. Both universities are government-funded, research-intensive, and are famous for their engineering programs. The two universities also offer English as their medium of instruction. We also considered existing research collaborations and partnerships to facilitate access and establish a cooperative relationship with our research counterparts in both universities.

A purposive sampling technique was used in selecting the participants. The researchers chose the participants based on the criteria appropriate for the study: (a) currently teaching English or Science courses in one of the two selected Asian universities; (b) in the teaching profession for two or more years; (c) willingness to participate in the interview. The selection criteria have been set for the following reasons. First, being a teacher at the time of the interview allowed the participants to discuss in depth what it is like to be an English or a Science teacher in an Asian university. Also, having been in the teaching profession for two or more years allowed them to associate closely with the ‘world’ they are in. This also gave them a deeper understanding of the phenomenon under study; thus, they could provide an in-depth narrative of their experience. Lastly, the participants' willingness to be interviewed allowed them to provide rich data about the phenomenon being studied. The above participants were subjected to interview. The purpose of the interview was to explore their individual experiences in using language strategies in their teaching. Among the teacher participants, a number of them were asked to observe a science lesson implementation to document whether or not ELT strategies are integrated into science teaching and how the science teacher integrates these language strategies into his lessons.

Another set of participants were eight (8) selected students. They were part of the regular class of 45 students participating in the lesson implementation. These university students were currently studying in Country A and were purposively chosen based on their willingness to participate in the interview. They were interviewed to determine their perceptions regarding the usefulness of ELT strategies in understanding science concepts.

2.3. Research instruments

Two instruments were used to accomplish the purposes of this study – interview questions and classroom observation. Interview – this data collection method was employed with the selected teachers and students as interview participants. With the latter's permission, the interviews were recorded. The ten teacher participants were interviewed separately online using semi-structured interview questions. Moreover, the eight selected students who were part of the class that participated in the lesson implementation were also interviewed. According to Gall, Gall, and Borg [21], interviews have the advantage of providing reasonably standard data across respondents but of greater depth than can be obtained from other data sources.

Another instrument used was class observation. A classroom observation was conducted to gather data on how language strategies are integrated into teaching science lessons. A total of 45 students participated in the lesson implementation a science teacher taught. Four selected English and Science teachers observed the class. The observers used the provided observation tool to record their observation notes. During the lesson implementation, the observers, who are experts in the field, were invited to evaluate and take down notes on essential points observed. The teaching implementation was recorded online so the observers could rewatch the ‘demo teaching’ whenever necessary. An observer rating scale was also developed for this purpose. The observer rating scale is composed of ten items describing how the teacher and students interact during the lesson.

Before the class observation was held, a request letter addressed to the selected demonstrator teacher was sent to seek his voluntary participation. Moreover, the students involved were made aware of the purpose of the study to be conducted. After the orientation, an informed consent form was given to all the participants to ensure that their participation would be voluntary. This research is approved by the Ethics Committee in Human Research Walailak University with Approval Number: WUEC-23-314-01.

2.4. Analysis

As Exploratory-Descriptive Qualitative research [17] aims to provide a detailed and comprehensive description of a particular phenomenon in the classroom, the analysis and interpretation of data typically involve an inductive approach, allowing themes and patterns to emerge from the data. The analysis of the interview data began with the transcription of all recorded interviews, followed by the coding and thematic analysis of the data. The information gathered in the interview sessions was then used to produce partial responses to the study's questions. Findings from classroom observation were also documented using the classroom observation tool. The virtual class implementation was also recorded to avoid misinterpretation due to selectively forgetting the lesson. Data collected from the completed checklist were then utilized to support further and substantiate the study's findings.

3. Results and discussion

3.1. Perceptions of the science teachers on the integration of ELT strategies

The section below discusses the first research question of this investigation “What are the perceptions of the Science teachers in employing ELT (English Language teaching) strategies in science university classrooms?” It is interesting to note how the data from the teachers (from both universities of Country A and Country) share the same perceptions on the advantages the ELT strategies play in the science classrooms. The analysis surfaces the following perceptions: Language is an integral part of teaching science; Varied teaching approaches enhance understanding; and Student engagement and sharing measure learning.

3.1.1. Language is an integral part of teaching science

For Science teachers, language is an important part of teaching their field. Teacher F, a seasoned university educator from the Asian university, had this to say when pressed to respond on the role of language strategies in teaching science. “It is important to apply language strategies primarily because language is integral in the process of teaching and learning. It serves as the medium to transfer ideas, concepts, and meaning to students,” he suggests. Teacher G, another university lecturer from the Asian university, agrees with Teacher F.

“It is very important because language is a critical factor for comprehension. When students are not well adept/fluent in the medium of instruction, it will serve as a barrier to comprehension. That's why teachers must apply language strategies to serve as scaffolds for the greater understanding of the topic,” she points out.

Teacher J says that language acts as a medium so teaching Science becomes effective.

“Language is necessary even while doing practical work: teachers must explain what they are doing and students need to ask questions. Teachers' language is vital in teaching science and creating the condition for meaningful learning. Therefore, language plays a crucial role in the formation and development of concepts in science.”

When asked how important are language strategies in teaching Science, Teacher I says, “It's very important, [be]cause most of the scientific advancements and updated information are in the English language hence, we as a teacher are compelled to apply strategies for the better understanding of the concepts by the student,” he admits.

According to Teacher D, language strategies should also be applied to other fields. When asked if this includes science, he responds in the positive. “Yes. It could and should be adopted in other disciplines, especially since communication is a life skill and is therefore not confined to only one course, program, or discipline,” he points out.

In the Science lesson implementation observed by four (4) English/Science professors, 75% of them say they have “well-observed” the items “The teacher shows skill and familiarity in the use of language strategies approaches in learning activities” and “The demo teaching matches the language strategies adapted with the appropriate concepts to maximize learning experiences.”

Teacher D, one of the observers, for example, notes “There was a clear and direct intent to use outputs that are commonly seen in English classes (e.g. story, poem, song). This was also apparent in some exercises, such as cloze or sentence completion (e.g. I know that … I want to know why/how …). This trains students on completing syntactic structures.”

It appears that language is integral to teaching science because it enables effective communication of scientific ideas, understanding of scientific terminology, clarification of complex concepts, promotion of critical thinking, reading and writing in science, and collaboration among students. It is the medium through which scientific knowledge is conveyed, discussed, and comprehended, making it an essential component of science education.

3.1.2. Varied teaching approaches enhance understanding

Just like teaching other fields, Science lecturers also claim that employing a variety of approaches in their teaching makes learning more effective. When asked why she employs language strategies, Teacher G, another lecturer from the Asian university, had this to say. “[They] give contextual meanings on difficult terms; translate explanation in the native language; include grammar/structure in the rubrics for checking lab reports,” she explains.

Teacher A, on the other hand, incorporates audio-visual materials into his teaching. When asked why he uses videos with subtitles, he says,

“Students can see and hear what narrators and actors are saying. I also suggest they watch again by turning off the captions and subtitles and communicating and sharing the context of the video with the other group, especially in small classroom teaching. I [also] use graphic organizers (e.g., diagrams, charts, and templates) to facilitate critical thinking and formation of Language skills.”

Teacher J employs the content of the Science lesson to encourage learning autonomy among his students. “I use science content as a vehicle to teach and practice study skills (e.g., textbook use, notetaking, communication skills, etc.),” he points out.

For activities that involve discussions, Teacher I suggests grouping students according to their levels of language proficiency.

“I believe [that the] best way to learn something is to teach it. Additionally, I also provide students with group activities by forming groups with partners - English learners with strong English speakers. Especially we do this in the laboratory and case-based learning platform.”

The narratives by the science lecturers above were also confirmed by the demonstration teaching. The class observation reveals that the items “The strategies used provided students a clearer understanding of the lesson” and “The language strategies integrated were appropriate for learning science lessons” were “well-observed by 75% of the observers.

Teacher G, one of the observers in the Science demo-teaching, highlighted the variety of language strategies employed by the teacher.

“This is a good strategy for teaching science topics, as it allows students to process the meaning of concepts and develop an enduring understanding through the creation of different types of prose and poem and through expounding the concept by completing sentences like I know how and I know why. This develops metacognitive thinking which is a higher-order thinking skill. Lastly, as this is a language strategy, it will definitely benefit students with linguistic intelligence.”

Teacher C, another observer, says

“The teacher gave differentiated group activities such as poem and short story writing, creation of vlog, the composition of the song, and essay. These activities purposefully teach vocabulary since the students (in each group) profiled the microorganisms assigned to them.”

When pressed to comment on the issue of employing various strategies in teaching science lessons, Teacher-A claims, “It is very important because most of the scientific advancements and updated information are in English language hence, we as teachers are compelled to apply strategies for students’ better understanding of the concepts.”

As echoed by the participants in the analyzed data, it appears that employing various teaching approaches enhances understanding in science teaching. By catering to diverse learning styles, promoting active learning and engagement, addressing individual needs, fostering critical thinking and problem-solving skills, and facilitating the retention and transfer of knowledge. Utilizing a range of instructional strategies also allows teachers to create a rich and dynamic learning environment that supports students' comprehension and mastery of scientific concepts.

3.2. Student engagement and sharing measure learning

Science educators also claim that reporting or sharing thoughts from students manifests a clear understanding of the lesson. When asked how important are language strategies in teaching science, Teacher F specifically underscores ‘profiling’ as a technique.

“For profiling, it is effective if students would be given a choice as to how they will present the concepts, for instance after making the profile they can turn the data into poems, stories, songs, etc. This is what I meant about being creative in the use of language strategies where students' talents and abilities are also utilized. This also makes the lesson interdisciplinary in nature, which promotes engagement and collaboration among students.”

Teacher E, for his part, believes that a variety of activities in the classroom makes learning more effective. When asked what these strategies are, he had this to say, “[Language] teaching strategies which are general in nature such as lecture, gamification, discussion and practices, Socratic Method or Dialogues, context simulations, and independent learning through module strategies could be applied in teaching Sciences.”

When pressed to comment on the role of language strategies in science teaching, Teacher F adds, “These language strategies also serve as an instrument in establishing among the learners a sense of belongingness as they get to engage themselves in a kind of contextual and intellectual exchange of thoughts with their classmates and teachers.”

Given the close association between science teaching and language strategies, Teacher F concedes that the role of the teacher in the classroom really matters.

The use of these language strategies may depend on how creative and resourceful a teacher/course instructor is. The extent through which language strategies can be used for language skills enhancement also requires a teacher's effective facilitation and strategic class/lesson management/planning.

The Science demo-teaching also confirms this where 75% of the observers say they have “well-observed” the item “The [Science lesson] provides opportunities for the students to become language proficient.” Teacher H, one of the observers says, “Collaborative work was done and breakout rooms were created for a more organized in-group discussion and virtual interaction.”

Student engagement and student sharing appears to measure learning in science classrooms as they indicate active involvement, application of knowledge, reflection, articulation, peer learning, and collaboration. They provide valuable insights into students' understanding, promote deeper learning, and inform assessment and instructional decisions.

Fostering student engagement and encouraging sharing between and among students, allows teachers to create an environment that supports meaningful learning experiences and helps students develop a comprehensive understanding of scientific concepts.

3.3. Challenges and issues

As we concluded our analysis, a few challenges and issues emerged that surprised us. It is interesting to note that the science teachers who raised these issues below were both from the Asian university in Country B. Among the issues raised include the following: comprehension, text structure and spelling errors, and lack of English-speaking skills.

3.3.1. Comprehension as an issue

Surprisingly, the Science teachers from Country B took note of a few challenges they have experienced while teaching science courses to their university students. When asked to elaborate further on the integration of language in their science lessons, Teacher-A had this to say.

Scientific information is mostly [taught] in English and it is hard for non-native [speakers] to comprehend the whole context. However, due to modern [technology], internet, and computer advancements, students can [make] use of graphics, bioinformatic tools, diagrams, charts or figures to understand [science lessons].

Teacher-B, on the other hand, says he uses graphic organizers (e.g., diagrams, charts, and templates) to facilitate critical thinking and formation of language.

The university students in Country B may face comprehension challenges if there is an issue due to the language barrier. Even if they have a basic understanding of English, scientific concepts and terminology can be complex and unfamiliar. Difficulty in deciphering technical language can hinder comprehension.

3.3.2. Text structure and spelling errors

Another issue that science teachers in Country B encountered, is that, students find it hard to express themselves in written texts, especially during quiz sessions. When pressed to respond further on what surprised them in the Science classrooms, Teacher-A and Teacher-B point to structures and spelling.

Teacher-A says, “This is a little tricky and I have seen number of English structures [issues] and spelling errors in my students' long answers [during] test or quiz sessions. Scientifically, it may be correct but not by spelling or English structure. Hence, I used visualization approach like graphics, diagrams or graphs for the test/quiz. Additionally, I also provide students with group activities by forming groups and pair these English learners with students [with] higher level of English proficiency. We do this especially in the laboratory [using] case-based learning platform.”

Recognizing this challenge in the classroom, Teacher-B, for his part, shares

“[I] use science content as a vehicle to teach and practice study skills e.g., textbook use, notetaking, communication skills, etc. [I also] highlight theme-related vocabulary and concepts to enhance depth and breadth of vocabulary knowledge. Use strategies for word retrieval and techniques for aiding sound awareness (phonology) and phonetic spelling.”

As it appears, this issue occurs may be because science texts often contain specialized vocabulary that may be unfamiliar to students in Country B. Learning science terms in English, which may be completely new to them, can be overwhelming. Limited vocabulary knowledge can hinder comprehension and lead to spelling mistakes when attempting to write those terms.

3.3.3. Lack of English-speaking skills

As foreign teachers who teach science to EFL (English as a Foreign Language) students, another issue they raised was their students’ difficulty in expressing themselves in English. Teacher-A, for example, noticed this in the classroom, especially if the activity involves discussion and talking. He is quick to explain, though, that he employs strategies that allow students to talk and participate.

It’s very common to non-native speaker [of English] to have problem in speaking English. In my teaching session, I often provide short animated videos or movies regarding the topic being taught with the captions or subtitle on it. Hence, students can see and hear what narrators and actor are saying. I also suggest them to watch again by turning off the captions and subtitles and communicate and share the context of the video to the other group, especially in small classroom teaching.

When asked if he speaks slowly and what he does in his class to support students with this kind issue. Teacher-A says, “Yes I do, such as speaking slowly, distinctly and providing keywords mostly technical English words in written or visualized form.”

Teacher-B, for his part, believes that talking in the classroom is part of the teaching and learning process. When asked why the use of language in science classrooms important, he had this to say, “Language is necessary even while doing practical work: teachers must explain what they are doing and students need to ask questions. Teachers’ language is vital in teaching science and creating the condition for meaningful learning.”

Limited speaking opportunities caused the students in Country B to lack the necessary English communication skills. They may need more opportunities to practice speaking in English outside the classroom. If English is not widely used in their everyday lives, they may lack exposure to authentic spoken English, hindering the development of their speaking skills.

To further explain why such challenges and issues emerged, students from Country B may have been exposed to the local language as the medium of instruction in their early school years. Country B is also a Southeast Asian country. What makes this nation unique is that it has never been colonized by any country in history. According to Trakulkasemsuk [22], as the native tongue is still the nation's only national and official language, very few individuals utilize or need to use English. She claims that the locals of County B manage rather well despite not knowing how to speak English (p.99). Because of this, Bolton [23] hypothesized that the proportion of people with adequate English proficiency to communicate in the language is relatively minimal. In agreement, Kaur et al. [24] conceded that environmental factors do not support the acquisition of English in Country B as most of the famous English movies, documentaries, and soap operas come with voice translation into the local language. They pointed out that international products such as soft drinks and consumer goods such as toothpaste, shampoo, and household cleaners are also transliterated and advertised in the local tongue (p.356). It is, therefore, interesting to note that although the English language has already been introduced as a subject among its local schools, using it as the medium of instruction among educational institutions has yet to be observed, except for English-designed programs. Kaur et al. [24] admitted that teaching in Country B is predominantly teacher–centered and exam-oriented (p.354) in addition to the low English proficiency level among the local teachers. They stressed that one of the challenges that instructors encounter is the lack of motivation from students to participate in the language learning process (p.355).

In the context of Country B, however, some local universities adopt English as the medium of instruction for some selected international programs, like health sciences: nursing, medicine, pharmacy, and others. In these programs, students are exposed to English instead of their experience in primary education, where subjects were taught in the local language. The lack of exposure to the target language, English, explains why many of these students need to master the English language as they reach university level. For Country B to improve its English proficiency, Kaur et al [24] suggest the following relevant and adaptable strategies at all levels of society. These include informal use of English in daily life, teachers’ involvement at ground level, training of the local workforce, experimentation before implementation, expansion of bilingual schools, and the recognition of English speakers (p.357).

3.4. Students’ perceptions on the usefulness of ELT strategies in understanding science concepts

This section discusses the role of ELT strategies in students’ learning experiences in response to the third research question “What are the perceptions of student participants on the roles of ELT strategies in science classrooms?” These perceptions include: ELT strategies make learning easier; ELT strategies facilitate understanding of concepts and terminologies; ELT strategies are useful for language skills development, and ELT strategies boost collaboration.

3.4.1. ELT strategies make learning easier

Student A, a university student from Asian university, narrates how ELT strategies influence his learning experience. According to him, “Learning science using language strategies really makes learning science more bearable and easier. By having a head start/boost, thoughts are readily articulated. It allows proper thought articulation and facilitates an organized thought process.”

Student C, another student from the same university, recalls how she enjoys her science class.

I really do enjoy my experience in learning science using [English] language strategies. I have found new ways on how I will be able to better comprehend science concepts and improve my language skills. Looking forward to knowing more about it.

When asked how he perceives ELT strategies being incorporated into science class, Student D had this to say, “It is evidently working and helpful in teaching and in learning different science concepts. I think it also helps the learners perceive the lesson and topic which makes the understanding pedagogically experiential.”

ELT strategies, if employed by the science teacher in the classroom, make learning science lessons easier for students as they help improve the latter's language comprehension, promote clear communication, provide access to scientific resources, facilitate collaboration and peer learning, and foster critical thinking and analysis. Most importantly, proficiency in English empowers students to engage with scientific content effectively, enhancing their overall understanding of science lessons.

3.5. ELT strategies facilitate understanding of concepts and terminologies

Student B, another university student, shares what she thinks is the impact of ELT strategies on science learning. “Integration of [English] language strategies in understanding science concepts are useful to easily access the meaning of the words by the students so that they will know how to apply it to the concepts,” she claims.

Student E echoes Student B's position. According to him, “With the use of [English] language strategies we are able to understand science concepts in a more efficient way,” he explains.

Student C, on the other hand, agrees, saying, “It is highly beneficial since it helps the students in better understanding difficult science concepts and applying new vocabulary in their written and oral expression.”

According to Student D, ELT strategies help facilitate understanding of the basic concepts.

It is extremely helpful, particularly in understanding science concepts that contain many terminologies, for instance in the field of microbiology and parasitology, anatomy and physiology. Wherein using these language strategies, the ability of the learners to comprehend each topic and subtopics will be synchronized and the interrelationship between them will be clearly understood.

Teacher H, another university lecturer, also agrees with the students. According to her,

“The application of language strategies is very significant specifically for students to classify scientific terms into larger groupings of content and explain their precise meanings. More so, it makes students reflect and engage in personal assessment, a clear manifestation that science concepts are understood.”

English language teaching strategies appear to have helped students facilitate understanding of concepts and terminologies in science. By developing vocabulary, ensuring clarity in explanations, comprehending scientific texts, connecting with prior knowledge, understanding context, and engaging in effective communication, students can more readily grasp and comprehend the complex ideas and terminology associated with science lessons.

3.5.1. ELT strategies are useful for skills development

It appears that most of the participants believe that English language strategies when integrated into the science lessons help develop language skills. When asked whether ELT strategies help develop key language skills, Student D has this to say.

“Yes, comprehension, speaking, and writing were undoubtedly developed through language integration strategy. This is because, with the aid of those strategies, for instance, the profiling and the use of different phrases to begin with like "what I know, what I want to know, etc." helped ignite our metacognitive minds and by that, we start to recall things related to the subject matter. Thus, improving our comprehension, speaking, and writing.”

Student E, for his part, also responds in the positive. “Yes, the integrated language strategies help me to develop my vocabulary and comprehension skills,” he maintains. When pressed to respond to the same question, Student-A briefly says “Yes, and all were developed.”

In the Science class observed by the university professors, 75% of them have “well-observed” the item “The lessons are carried out using a variety of language strategies/approaches to support the development of language skills components: vocabulary, comprehension, text structure (writing), & speaking (communication).”

It seems that when English language teaching strategies are employed in science classrooms, they can be valuable for skills development. They enhance reading comprehension, vocabulary acquisition, writing skills, oral communication and presentation abilities, critical thinking and analysis, as well peer interaction. ELT strategies provide students with the necessary tools to navigate scientific texts, express their scientific understanding, and engage in scientific inquiry effectively.

3.5.2. ELT strategies boost collaboration

Since most students agree that ELT strategies help develop their language skills, it makes sense to them that it also helps them improve collaboration among themselves. Student E points out

“I was able to collaborate better with my classmates in creating output related to the topic discussed. We are able to generate ideas and use the terms in the lesson correctly and be creative in a short period of time in doing a group activity.”

Teacher F, a university lecturer, agrees with Student-E, a university student. When asked how important are ELT strategies in teaching science, Teacher F specifically underscores profiling as a technique.

“For profiling, it is effective if students would be given a choice as to how they will present the concepts, for instance after making the profile they can turn the data into poems, stories, songs, etc. this is what I meant about being creative in the use of language strategies where students talents and abilities are also utilized. This also makes the lesson interdisciplinary in nature, which promotes engagement and collaboration among students.”

The Science lesson implementation also confirms that ELT strategies increase the chances of collaboration among students. In the said observation session, 75% of the observers noted that they have well-observed the item “The [science lesson] establishes systematic activity for effective exchange of ideas.”

The positive attitude of the teachers and their active role in the teaching-learning process also appear to have generated maximum participation among students. In online Science demo teaching, Teacher H, one of the four observers noted this.

“Since the teacher is very enthusiastic in teaching, the students are highly motivated to participate in the discussion. Meaningful communication is very evident. Through the encouragement of the teacher, the students are able to think critically and learn collaboratively. Indeed, a productive teaching-learning process.”

As reflected in the analysis above, English language teaching strategies are seen to boost collaboration among students when they are employed in science classrooms. The common language, clear communication, exchange of ideas, peer learning, task division, cooperation, and respect for diverse perspectives are all facilitated by effective English language skills. These elements contribute to a collaborative classroom environment where students work together, learn from one another, and achieve shared goals in science education.

In Country A, English is used as a medium of instruction in schools as it is one of the two official languages of the country, along with its national one. While its local students demonstrate good proficiency of the language, Madrunio et al [25] admitted that the country's English language education strives to address the demands of the international community, but also upholds local culture through the use of the mother tongues (p.245).

4. Discussion

The study examined the teachers' and students' points of view and experiences relative to integrating ELT (English language teaching) strategies in teaching Science courses in university classrooms. The current investigation confirms Wolff's [26] earlier study, saying the integration of ELT strategies as a pedagogical approach has the potential to modify and improve language and content teaching. Marsh et al [27] also made a significant confirmation on this area of study, saying that the integration of content and language in the academic or professional curriculum is important because this leads to the development of pragmatic knowledge and skills, interpersonal skills, intercultural communication, quality of learning and teaching in the content field.

Literature suggests that successful language learning could be attributed to utilizing suitable language learning strategies, as Muniandy and Munir [28] pointed out. Using these language strategies may lead to better proficiency and achievements in understanding and mastering the language and the content. Three key reasons are reported in this paper as to why integrating ELT strategies improves the teaching and learning of science concepts. First, the current study confirms that language is integral to science teaching. This supports the earlier investigations of Ovando & Combs [10], Rivet & Krajcik [29], and Rosebery & Warren [30] – all found that integrating the development of language and literacy with science inquiry instruction improves learners' achievement in science. Second, varied teaching approaches enhance understanding of concepts. This also confirms the earlier investigation by Shaw et al. [31] on the use of different science language and literacy practices. According to them, these activities can improve learning achievement in science concepts. Lastly, a recent study finds ELT strategies to help significantly enhance students’ learning through engagement and sharing. These classroom strategies will help students understand science concepts and English as a language while engaging in scientific inquiry and science discourse [32].

Integrating ELT strategies in the classrooms makes learning easier because it boosts collaboration among students and helps facilitate understanding of concepts and terminologies, resulting in language skills development. These are the reasons behind the strong support of teachers and students in the use of ELT strategies. This conforms with the findings of Wilson [12] that using language teaching strategies in science class helps students with language-based learning disabilities comprehend often tricky science concepts and apply new vocabulary in their written and oral expression. Aside from developing literacy, Amaral et al. [33] claim that ELT strategies also promote English language development, for which other scholars such as Hampton & Rodriguez [34] and Stoddart et al. [35] agree.

While the current study confirms the strengths that ELT strategies bring to science classrooms, it is interesting to note how this study raises a few issues and challenges that science teachers consider in employing the same ELT strategies in a university classroom in another Asian country. These issues include comprehension, text structure and spelling, and speaking skills. Given these challenges, a supportive and encouraging learning environment can help build students’ confidence in their writing abilities, speaking improvement, and comprehension support.

5. Conclusion

The integration of ELT strategies in science classrooms in recent years has gained significant attention as teachers struggle to equip students with scientific knowledge and practical communication skills. This study explored integrating English language teaching strategies in science classrooms in Asian universities using Exploratory-Descriptive Qualitative research. It sought to answer the following research questions: (1) What are the perceptions of the Science teachers in employing ELT (English Language teaching) strategies in science university classrooms? (2) What challenges and issues do university science teachers see in integrating ELT strategies in university science classrooms? (3) What are the perceptions of student participants on the role of ELT strategies in science classrooms? Interviews with the selected teachers and students as participants and a science lesson implementation, which several teachers observed, guided the analysis of the current study. Data analysis surfaces positive perceptions of teachers and students on the roles of ELT strategies in science classrooms. The findings of this study support the integration of ELT strategies in science classrooms as a means to enhance comprehension and promote effective communication. While positive perceptions were evident, a few issues surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these areas for improvement through targeted instruction and practice. By doing so, science educators can further enhance students’ language proficiency and overall scientific understanding, ultimately contributing to their success in science education.

5.1. Implications

Integrating ELT strategies in science classrooms will significantly impact the current Science teaching in university classrooms. This could address the language barriers often faced by students when engaging with scientific concepts and content, particularly for EFL (English as a Foreign Language) university students. Further, this study comprehensively explains the benefits and challenges of incorporating English language teaching strategies in science education.

5.2. Limitations of the study

While this study sought to understand the perceptions of the teachers and students on integrating ELT strategies in science university classrooms, its findings cannot be generalized to all Asian universities. The participating universities were limited to a state university from Country A and another from Country B – both in Southeast Asia. Although the teachers from Country A and Country B participated in the interview, the lesson implementation was only participated in by students from Country A.

5.3. Recommendations

It would be interesting to see if further research is conducted quantitatively with more teacher participants from another Asian university whose students learn English as a Foreign Language. Experimental research could also be conducted to measure the effectiveness of the language strategies in teaching other academic courses. In addition, there is a need to consider implementing strategies that support English language development alongside science instruction, which is essential to address comprehension, language structure, and oral communication issues. These may include incorporating scaffolding techniques, providing vocabulary support, offering clear explanations, using visuals and diagrams, and encouraging interactive discussions. Also, tertiary science educators must fully integrate and demonstrate language strategies to deliver their lessons. Thus, fostering a supportive and inclusive classroom environment can help build students’ confidence and motivation to overcome these challenges.

Data availability statement

No. Data included in article/supp. material/referenced in article.

Ethics declarations

• ⁃This study was reviewed and approved by Ethics Committee in Human Research Walailak University, with the approval number: WUEC-23-314-01.
• ⁃All participants/patients (or their proxies/legal guardians) provided informed consent to participate in the study.

CRediT authorship contribution statement

Marlon D. Sipe: Writing – original draft, Methodology, Formal analysis. Nerrie E. Malaluan: Investigation, Conceptualization. Norrie E. Gayeta: Investigation, Data curation. Hungpungwo Ringphaso Zimik: Investigation. Merwin Javier: Writing – review & editing, Data curation.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Appendix A. Supplementary data

The following is the supplementary data to this article: