Abstract
This phenomenological study aimed to explore the experiences of Science and Mathematics teachers using English as their instructional medium. Employing purposive sampling, the research utilized diverse data collection methods, such as in-depth interviews, focus group discussions, journal writing, transcription, translation, and thematic analysis. The central focus was on identifying emotional responses that occurred when communication errors arose due to insufficient linguistic competence, particularly in syntax and phonology. The study's findings revealed that teachers frequently expressed emotions, encompassing both positive and negative sentiments, in response to error corrections. These expressions often involved acknowledging their mistakes and offering apologies. The challenges faced by teachers in using English as the medium of instruction stemmed from students' weak language skills, code-switching habits, language misuse, and limited language use. To enhance their linguistic competence, teachers adopted various coping mechanisms, including engaging in English-based listening, reading, speaking, viewing, and writing activities. Additionally, the study produced a schematic diagram illustrating the interconnected factors influencing the use of English as the medium of instruction. In summary, this phenomenological study delved into the experiences of Science and Mathematics teachers using English as their instructional language, with a particular focus on emotional responses during communication errors. The research highlighted the obstacles teachers encountered due to students' language limitations, code-switching tendencies, and language misuse. Furthermore, it identified strategies employed by teachers to bolster their language proficiency, all of which were encapsulated in a schematic diagram illustrating the intricacies of using English as the medium of instruction.
