The development and vertification of an esl global competence framework for Malaysian esl teachers' global competence development

Abstract

With the upsurge of global awareness and connecting international and local in English lessons, English teachers worldwide are developing global competence befitting the needs of today's education. A credible framework for global competence in English as a Second Language (ESL) is deemed necessary for the context of this study. This study aims to develop an ESL Global Competence framework for Malaysian ESL teachers as a specific and structured reference in developing their global competence and globally competent teaching. This study used the method of Type II; Design and Development Research Approach by Ritchey and Klein (2007), and the development of the framework was conducted in three phases, namely i) Design, ii) Development, and iii) Verification. In the first phase, a review of the literature and a survey needs analysis was conducted. The literature review identified and deduced the domains, constructs, and indicators of global competence and globally competent teaching. The domains, constructs, and indicators were mapped out to build the items for a survey questionnaire needs analysis. The survey was conducted on 172 in-service ESL teachers, and the data were analysed using descriptive statistics using the software Statistical Package for the Social Science (SPSS). The second phase was the confirmation of the identified constructs and indicators. The Fuzzy Delphi Method (FDM) was used with 11 experts as an analytical decision-making method. The data of the FDM approach was interpreted based on the experts' acceptance and a survey pilot study was conducted. The third phase was verifying the framework, involving 392 practitioners (ESL teachers) evaluating the framework through a survey questionnaire approach. The data was analysed using Rasch Measurement Model Analysis. Finally, to achieve the qualitative proof that supports the development and verification of the proposed framework, the Focus Group Discussions (FGD) were conducted with 13 ESL practitioners. The needs analysis conducted showed that the ESL teachers were positive about implementing global competence in ESL lessons. The findings of the first phase proposed 82 indicators for eight constructs and three domains. The domains included Knowledge, Skills, and Dispositions, while the constructs included Global Awareness (GA), Multicultural Awareness (MA), Indigenous Knowledge (IK), Self-Awareness (SA), Intercultural Collaboration (IC), Diversity and Inclusion (DI), Sensitivity towards Beliefs and Practices (SBP), and Value Perspectives (VP). Findings from the second phase generated a framework involving three domains, eight constructs, and 55 indicators contained therein. The third phase resulted in 50 indicators to finalise the framework. The quantitative and qualitative results of the third phase suggest a more robust and valid ESL Global Competence framework. With the specific framework, ESL teachers in Malaysia can use it as a reference in developing their global competence.