2026· International journal of research and innovation in social science· Vol 10, pp. 11163-11169· 0 citations
Abstract
Teaching the Filipino language in elementary grades presents multifaceted challenges, including English dominance, limited instructional resources, and complexities arising from the Mother Tongue-Based Multilingual Education (MTB-MLE) policy. Hence, this study sought to determine the emerging strategies being utilized to enhance Filipino language instruction in the elementary grades. Using a narrative literature review design drawing from peer-reviewed articles across Google Scholar, ERIC, ResearchGate, and Consensus, this study identified three principal clusters of emerging pedagogical strategies: integrative and multisensory approaches encompassing songs, movement, and storytelling; interactive and learner-centered pedagogies including task-based learning, role-playing, and gamification; and the strategic integration of technology and contextualized learning materials such as AI-assisted tools and culturally grounded digital resources. Collectively, these strategies demonstrated measurable gains in foundational literacy, oral fluency, motivation, and overall Filipino language proficiency among elementary learners. The study contributes to the growing body of literature on Filipino language education by synthesizing evidence-based instructional practices and providing a consolidated framework for enhancing Filipino language teaching and learning in elementary classrooms. Furthermore, this review serves as a reference for future research and instructional innovation by identifying pedagogical trends that may inform the development of nationally relevant and technology-enhanced Filipino language programs in the elementary grades.
This narrative literature review examined systemic and institutional barriers affecting pronunciation instruction in ESL/EFL contexts, the challenges experienced by teachers and learners, and instructional strategies that may improve pronunciation teaching. The review was conceptually anchored in pronunciation, suprasegmental features, first language interference, thematic analysis, and systemic barriers. It employed narrative analysis supported by Reflexive Thematic Analysis, using a deductive approach involving familiarization, coding, theme development, review, and interpretation. From 20 initially considered articles, 11 empirical studies published between 2019 and 2025 were retained as units of analysis based on predetermined selection criteria and analyzed using a thematic coding framework. The findings identified interconnected challenges involving limited teacher confidence and pedagogical preparation, learner anxiety and motivation, first language interference, inadequate curricular attention, insufficient instructional time and resources, and an imbalance between segmental and suprasegmental instruction. The review also found that short-term interventions may produce limited improvement, emphasizing the need for sustained pronunciation development. Promising strategies included contextualized and communicative activities, culturally responsive materials, explicit pronunciation instruction, technology-supported practice, and balanced attention to segmental and suprasegmental features. The study concluded that pronunciation difficulties are primarily systemic rather than solely attributable to teachers or learners and recommended stronger teacher preparation, curriculum integration, institutional support, resource allocation, and sustained communicative and technology-supported instruction. The study aligns with Sustainable Development Goal 4: Quality Education by supporting improvements in the quality and effectiveness of English language instruction. Its sustainability impact is primarily educational and institutional, while also supporting technological and sociocultural sustainability through teacher capacity development, appropriate use of technology, and recognition of linguistic and cultural diversity.
Hazel Joy R. Baldicañas, Jean A. Abanto, Michelle Ivy R. Palada et al.· International Journal of Sus...· 0 citations
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
The increasing global prominence of English has placed unprecedented demands on educational systems to equip learners with effective communicative competence, yet a persistent gap remains between theoretical recommendations and classroom realities in English Language Teaching (ELT). This systematic review synthesizes empirical evidence from 257 peer-reviewed studies published between 2010 and 2025 to identify effective strategies for teaching English in modern classrooms and to articulate evidence-based principles for pedagogical practice. Following PRISMA guidelines, a comprehensive search across ERIC, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations & Theses was conducted, with data extracted and thematically synthesized to address four research questions concerning effective strategies, moderating contextual factors, synergistic integration of approaches, and evidence-based principles. The findings reveal that Communicative Language Teaching and Task-Based Language Teaching demonstrate robust positive effects on learners' fluency, pragmatic competence, and willingness to communicate, while technology-enhanced instruction offers significant affordances for personalized learning and engagement, though effectiveness is consistently moderated by learner proficiency, teacher cognition, institutional resources, and cultural contexts. Culturally responsive and translanguaging practices contribute meaningfully to learner engagement and identity affirmation, yet implementation remains constrained by institutional resistance and persistent native-speakerist ideologies. Based on these findings, the study proposes the Principled Eclecticism Framework, built on four interconnected principles: learner-centered adaptation, pedagogical coherence, contextual responsiveness, and ongoing professional development. This framework provides an orienting guide for teachers, teacher educators, and policymakers to navigate the complexity of contemporary ELT contexts. The review concludes that effective English teaching requires a dynamic interplay of strategies adapted to specific learner profiles, contextual affordances, and institutional constraints, moving beyond one-size-fits-all prescriptions toward principled, evidence-informed decision-making. Implications for practice, policy, and future research are discussed, with particular attention to the need for sustained professional development, supportive institutional environments, and policies that recognize linguistic and cultural diversity.
Anika Jabin· Journal of innovative resear...· 0 citations
English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.
Rosa María Dolores Galarza Arreaga, Katty Roxana Paredes Escobar, Ángela Geanine Valencia Moreno.· Revista Científica Multidisc...· 0 citations
Multilingualism has become increasingly important in a globalized world where communication across languages and cultures is essential. However, many learners still face challenges in developing effective language skills despite exposure to foreign languages through formal education and digital media. This study aims to identify the language learning strategies used by multilingual learners and examine the role of motivation in multilingual development. The study focuses on strategies applied in listening, speaking, reading, and writing, along with motivational factors that support language acquisition. A mixed-methods descriptive approach was employed involving 20 respondents consisting of Grade 12B students and multilingual teachers at Nizamia High School. Data were collected through a Google Forms questionnaire and analyzed using descriptive statistics and thematic analysis. The results showed that the most frequently used strategies were listening-based activities, including songs, movies, podcasts, audiobooks, repetition, and comprehension monitoring. Reading strategies, such as skimming and scanning, were also commonly applied by learners. The primary motivational factors identified included educational goals, personal interests, career development, and travel purposes. This study concludes that a combination of effective language learning strategies and strong motivation is a key factor in developing multilingual competence. Learners who actively engage with authentic language exposure, monitor their comprehension, and practice consistently are more likely to achieve higher levels of multilingual proficiency. Therefore, providing explicit instruction on language learning strategies and strengthening learner motivation are essential for supporting students in developing sustainable multilingual skills in an increasingly interconnected world.
The findings showed that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning, and indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction.
Fajar Nurjaman, Bagaskara Nur, Rochmansyah Politeknik Siber et al.· Journal of social research· 0 citations
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