PEDAGOGICAL PRACTICES IN INTEGRATING ENGLISH LANGUAGE SKILLS ACROSS DIFFERENT SUBJECT AREAS DURING MODULAR DISTANCE EDUCATION: BASIS FOR ENGLISH LANGUAGE INTEGRATION TRAINING COURSE

The study explored pedagogical practices in integrating English language skills across different subject areas during modular distance education. The descriptive quantitative approach was used and data was gathered to investigate teachers' attitudes and beliefs towards integrating English language teaching; and teachers’ special programs. Results show that respondents have to enhance their practices in integrating the English language across different subject areas. Teachers' attitudes and beliefs toward English language teaching conclude respondents believed their learners like classes that are focused on communication with grammar and they like activities where they interact using the English language. Moreover, there is a significant difference between the pedagogical practices in different subject areas in integrating the English language skills as well as between the pedagogical practices and teachers’ attitudes and beliefs towards integrating English language teaching which implies that teachers who participated in the study have their choice of pedagogical practices. Hence, results were used to formulate an English Language Integration Training Course.