International Journal of Research Studies in Management
CollabWritive Special Issue
2025 Volume 13 Issue 6
Available Online: 16 August 2025
Author/s:
Zhao, Yue*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines (ramauhay@lpubatangas.edu.ph)
Abstract:
This study investigated the demographic characteristics and perceptions of teachers regarding their experience, accountability, and performance. The majority of respondents were female, aged 26-35, with 1-5 years of service, and held a master’s degree. A significant portion were aged 25 or younger and approximately 20% possessed only a Bachelor’s degree. The findings revealed that teachers generally agreed on the importance of key components of their teaching experience, including guidance, work ethics, and lesson planning which they regarded as vital to enhancing teaching effectiveness. In terms of teaching accountability, respondents strongly agreed on the significance of professionalism, responsibility, and duty. The composite mean indicated a high level of consensus on the critical role these factors play in ensuring effective teaching practices. Regarding teaching performance, accuracy was highly valued, along with quality and outcomes, with all indicators receiving broad agreement for their contribution to effective instruction.
Keywords: language learning metacognitive awareness, language learning strategies, language proficiency, teaching performance, teaching accountability, effective instruction
DOI: https://doi.org/10.5861/ijrsm.2025.25087
Cite this article:
Zhao, Y., & Mauhay, R. C. A. (2025). Language learning metacognitive awareness, strategies, and language proficiency among Chinese English majors. International Journal of Research Studies in Management, 13(6), 147-160. https://doi.org/10.5861/ijrsm.2025.25087
* Corresponding Author