EFFECTIVENESS OF INSTRUCTIONAL STRATEGIES IN TEACHING THE ENGLISH LANGUAGE AT SULU STATE COLLEGE SENIOR HIGH SCHOOL

Amil Alih; Nelson Julhamid

doi:10.62596/hw0jn487

Authors

Amil K. Alih School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Nelson U. Julhamid School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/hw0jn487

Keywords:

Instructional Strategies, English Language, Effectiveness, Senior high Student, Imitation, Reinforcement

Abstract

This study used a sample of 100 students chosen by non-probability purposive sampling to assess the efficacy of instructional strategies for teaching English at Sulu State College-Senior High School during the 2023–2024 academic year. A number of statistical techniques were used in the analysis, such as Pearson's r, weighted mean, standard deviation, t-test for independent samples, and one-way ANOVA. The main conclusions are as follows: 1) Most participants were female, 17 years of age or younger, enrolled in Grade 11, and following the STEM strand; 2) The effectiveness of instructional strategies in teaching English was high overall; 3) Grade level and academic strand significantly influenced how students evaluated these strategies, aside from age and gender; 4) Students who rated behavioral strategies' effectiveness frequently aligned with those who rated cognitive and affective strategies similarly; 5) The results back up B.F. Skinner's theory, which emphasizes imitation learning and the function of reinforcement in the learning process.

References

Acompanado, M. M., et al. (2017). Philippine classroom teachers as researchers: Teachers' perceptions, motivations, and challenges.

Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language.

Arulselvi, E. (2018). Effectiveness of content-based instruction in English language teaching. International Journal of English Language Teaching, 6(1), 43–49.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Barrot, J. S. (2018). English curriculum reform in the Philippines: Issues and challenges from a 21st-century learning perspective. DOI: https://doi.org/10.1080/15348458.2018.1528547

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

Carolino, C. J., & Queroda, P. (2020). Instructional strategies and materials utilized in teaching viewing as a macro-skill by English teachers. International Journal of Advanced Research and Publications, 4(7), 28–33.

Ceneciro, C. C., Estoque, M. R., & Chavez, J. V. (2023). Analysis of debate skills to the learners’ confidence and anxiety in the use of the English language in academic engagements. Journal of Namibian Studies, 33, 4544–4569. DOI: https://doi.org/10.59670/jns.v33i.2812

Celestial, A. B., et al. (2021). Teaching styles, learning strategies, and academic performance in English among secondary students. International Journal of Educational Research and Innovation, 15, 45–58.

Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2), 1541. https://doi.org/10.59400/fls.v5i2.1541 DOI: https://doi.org/10.59400/fls.v5i2.1541

Chavez, J. V., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160–174. https://doi.org/10.21449/ijate.1094589 DOI: https://doi.org/10.21449/ijate.1094589

Chen, M.-P., & Hsu, T.-C. (2020). Effects of caption and English proficiency on learning outcomes in augmented reality English learning. Computer Assisted Language Learning, 33(7), 1–25. DOI: https://doi.org/10.1080/09588221.2018.1544151

Cui, Z.-J., Zhang, H., & Wang, Y. (2020). The effects of knowledge mapping and collaborative learning on performance and self-efficacy. Educational Technology Research and Development, 68(4), 2155–2176.

De Leon, A., Jumalon, R., Chavez, J. V., et al. (2024). Analysis on the implementation of inclusive classroom: Perception on compliances and obstruction of selected public-school teachers. Environment and Social Psychology. Asia Pacific Academy of Science Pte. Ltd. https://doi.org/10.59429/esp.v9i9.2537 DOI: https://doi.org/10.59429/esp.v9i9.2537

Derakhshan, A., & Khatir, E. D. (2015). The effects of using games on English vocabulary learning.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.

Entong, M. B. M., Garil, B. A., Muarip, V. C., & Chavez, J. V. (2024). Language delivery styles in academic trainings: Analysis of speaker's emotional connection to audience for lasting learning. Forum for Linguistic Studies, 6(3), 326–342. https://doi.org/10.30564/fls.v6i3.6533 DOI: https://doi.org/10.30564/fls.v6i3.6533

Ferrer, C., et al. (2022). Vocabulary learning strategies and attitudes among Filipino senior high school students. Philippine Journal of Education Studies, 10(2), 56–68.

Gay, L. R. (1976). Educational research: Competencies for analysis and application.

Grapin, S. E., Lee, O., & Sembiante, S. F. (2021). Rethinking instructional strategies with English learners in content areas. TESOL Quarterly, 55(3), 1–25.

Hamzeh, M. A. H. (2014). Teaching strategies used by mathematics teachers in public schools in Jordan: An application of the Rasch measurement model.

Hopkins, W. (2002). A scale of magnitudes for effect statistics.

Hung, H.-T. (2014). Flipping the classroom for English language learners to foster active learning. DOI: https://doi.org/10.1080/09588221.2014.967701

Jiang, L. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Labiste, J. L., Jr. (2019). Contextualization in English language education: Navigating local culture in Philippine classrooms. Asian EFL Journal, 23(3), 112–130.

Lin, J., Zhang, L., & Zheng, J. (2021). Learning adaptability, self-efficacy, and academic engagement in English learning. Frontiers in Psychology, 12, 1–10.

Liu, C. (2020). Instrument source for questionnaire adaptation.

Lopres, J. R., et al. (2023). Academic essay writing strategies and student performance.

Martin, I. P. (2014). English language teaching in the Philippines. DOI: https://doi.org/10.1111/weng.12108

Moskovsky, C., et al. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. DOI: https://doi.org/10.1111/j.1467-9922.2012.00717.x

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.

Policarpio, P. (2018). Teaching grammar using localized instructional materials among multilingual learners. Asia Pacific Journal of Multidisciplinary Research, 6(2), 85–92.

Reyes-Chua, E., Sibbaluca, B., & Miranda, R. (2020). Self-efficacy and self-regulated learning strategies in English writing proficiency. TESOL International Journal, 15(3), 145–160.

Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. DOI: https://doi.org/10.1177/0033688217690059

Sakai, H., & Kikuchi, K. (2009). Instrument source for questionnaire adaptation.

Santos, A., et al. (2020). English language usage and proficiency development in the Philippines. International Journal of Learning, Teaching and Educational Research, 19(6), 234–250.

Sardi, A., Haryanto, E., & Weda, S. (2022). Classroom management strategies in English language teaching. Journal of Language Teaching and Research, 13(2), 345–353. DOI: https://doi.org/10.36085/telle.v2i1.3332

Wahyudin, A. Y. (2020). Language learning strategies used by students in learning English as a second language. Journal of English Language Teaching and Linguistics, 5(1), 15–27.

Woodeson, K. (2023). Vocabulary learning strategies and student motivation in English language learning.

Zhang, L. J., et al. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication.