| 1 |
Author(s):
Richel M. Cañete, Alvin J. Sumampong.
Page No : 1-17
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Challenges and Opportunities of Social Media and Video Streaming in English Language
Abstract
This study examined the challenges and opportunities that English teachers experienced when using social media and video-streaming platforms in their classes. A quantitative descriptive-correlational design was used, and total enumeration sampling was applied to include all 45 English teachers available in the selected schools. Data were collected using a validated survey. The results showed that teachers agreed on several challenges, including issues with attention, learning gaps, and uncertainties about whether digital platforms support deeper knowledge construction. Teachers also strongly agreed that these tools provided clear opportunities for active learning, engagement, knowledge sharing, and basic learning management functions. Only age and educational attainment were related to perceived challenges, while school affiliation was associated with views on the Learning Management System. No significant correlations were found between challenges and opportunities, showing that teachers viewed these dimensions independently. The findings suggest that social media and video-streaming platforms can support English teaching when used with structured guidance, clear learning activities, and strong school support. The study underscores the need for continuous training, better digital infrastructure, and well-planned instructional strategies to help teachers use digital tools more effectively.
| 2 |
Author(s):
Randolph G. Catungal, Alvin J. Sumampong.
Page No : 18-30
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Faculty Perspectives in the Use of AI Tool in Teaching Literature
Abstract
This study examined faculty perspectives on the use of Artificial Intelligence (AI) tools in teaching literature in higher education institutions in Quezon City, Philippines. A qualitative research design grounded in descriptive phenomenology was employed to explore the lived experiences of literature faculty who have integrated AI into their instructional practices. Twelve faculty members were selected through purposive sampling based on defined inclusion criteria. Data were collected through semi-structured interviews and analyzed using Giorgi’s phenomenological method. Findings revealed that AI tools were primarily perceived as pedagogical support mechanisms that enhanced instructional preparation, facilitated the generation of discussion prompts, and assisted in clarifying complex literary texts. However, ethical tensions related to academic integrity, authorship, overreliance, and algorithmic bias were consistently expressed. Faculty members reported adapting assessment strategies and strengthening dialogic classroom practices to preserve interpretive rigor. Professional identity negotiation emerged as a central theme, as educators balanced technological innovation with the preservation of human-centered interpretive authority.The essence of faculty perspectives suggests that AI integration in literature education is a reflective and negotiated process. AI was not positioned as a replacement for literary interpretation but as a supplementary tool requiring critical mediation. The study underscores the need for institutional guidelines, structured professional development, and curriculum refinement to ensure responsible AI integration in humanities education.
| 3 |
Author(s):
Mercy M. Bajamundi.
Page No : 31-44
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Identifying Reading Difficulties and Designing School-Based Remediation Programs for Secondary Learners
Abstract
This study examined the reading difficulties of Grade 7 students in a public secondary school in Sorsogon, Philippines, and developed structured remedial reading activities aligned with identified gaps. The study aimed to determine specific oral reading miscues an d comprehension levels based on Philippine Informal Reading Inventory (Phil-IRI) results and to design targeted remediation activities. The main research question asked: What specific reading difficulties are manifested by Grade 7 students, and how can structured remedial activities be developed to address these gaps? A descriptive–developmental research design was employed. The population consisted of 407 Grade 7 students enrolled during School Year 2018–2019. Using purposive sampling, 306 students classified under frustration and instructional levels based on Phil-IRI pre-test results were included in the study. Eight English teachers participated in a focus group discussion to provide contextual data on instructional strategies. Data were collected using the Phil-IRI reading assessment tool, documentary analysis of reading records, and a researcher-developed interview guide. Quantitative data were analyzed using frequency counts, percentages, and rank, while qualitative responses were grouped and descriptively analyzed. Results revealed that 38% of the students were under frustration level and 62% were under instructional level. Among frustration-level students, mispronunciation was the most dominant oral reading miscue (99%). Among instructional-level students, repetition ranked highest (60%). In terms of comprehension, frustration-level students were limited primarily to literal comprehension, with minimal performance at inferential and higher-order levels. Instructional-level students demonstrated stronger literal and inferential skills but showed reduced performance in critical and application-level comprehension. Teacher strategies were largely general and motivational rather than diagnostic-based. The findings indicate that foundational decoding weaknesses constrained comprehension development, particularly among frustration-level learners. A structured Reading Remediation Program was therefore developed, emphasizing phonemic awareness, decoding accuracy, fluency training, and progressive comprehension enhancement. It is recommended that schools implement level-based remediation sessions and conduct periodic diagnostic assessments to monitor progress. Professional development for teachers in structured reading intervention is also advised. The study implies that systematic diagnostic assessment combined with targeted instructional design can strengthen reading proficiency at the early secondary level and support sustained literacy development.
Keywords: Reading Difficulties, Oral Reading Miscues, Reading Comprehension Levels, Phil-IRI, Reading Remediation, Secondary Education, Diagnostic Assessment, Literacy Intervention
| 4 |
Author(s):
Princess Elayza T. Ramirez, May Rhea S. Lopez.
Page No : 45-57
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Effectiveness of e-flipbooks in reading comprehension
Abstract
This study examined the effectiveness of e-flipbooks in improving the reading comprehension of Grade 2 learners at Liputan Integrated School, Meycauayan City, Bulacan, Philippines during the school year 2025–2026. It was conducted to address the need for engaging digital reading materials that may support early-grade learners who experience difficulty in understanding texts, identifying key ideas, and sustaining participation in reading activities. The study was anchored on Mayer’s Cognitive Theory of Multimedia Learning and Paivio’s Dual-Coding Theory, which explain that learners may understand texts better when verbal information is supported by visual, audio, and interactive elements. A quasi-experimental pre-test–post-test non-equivalent control group design was employed. The participants were 26 Grade 2 learners, composed of 12 learners in the control group and 14 learners in the experimental group. The control group used traditional printed reading materials, while the experimental group was exposed to e-flipbooks with multimedia and interactive features such as audio narration, visual presentation, animations, and interactive quizzes. Data were collected through pre-test and post-test reading comprehension assessments. The results were analyzed using mean, median, mode, standard deviation, skewness, kurtosis, mean gain scores, paired-samples t-test, and Welch independent-samples t-test. Findings revealed that both groups improved after the intervention, but the experimental group showed a higher level of improvement. The control group obtained a post-test mean of 22.64, while the experimental group obtained a post-test mean of 31.82. The experimental group also recorded a higher mean gain score of 13.46 compared with the control group’s mean gain of 4.00. The post-test comparison showed a significant difference between the two groups, indicating that learners exposed to e-flipbooks performed better than those who used printed reading materials. The study concludes that e-flipbooks are effective supplementary instructional tools for improving reading comprehension among Grade 2 learners. It is recommended that teachers integrate e-flipbooks into reading instruction with guided activities, vocabulary support, and comprehension questions. School administrators may also provide digital resources and teacher training to support the effective use of technology-based reading materials in primary education.
