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Astillero, Jeffrey
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A Comparative Analysis of Pomodoro and Time-Blocking in Enhancing Reading Comprehension: Basis for a Reading Toolkit for Teachers Hacildo, Cristine Joy; Astillero, Jeffrey
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5657

Abstract

The research study investigated how effective two-time management techniques the Pomodoro Technique and Time-Blocking Method worked to improve first-year English major students reading comprehension skills. The study investigated how pre-test and post-test reading comprehension scores showed different results for participants while assessing which time management method worked better between the two tested methods. The study used a quasi-experimental research design which involved two groups that experienced different treatment methods. The researchers used a validated reading comprehension test which they administered before and after the intervention to collect their data. The study results found that the two groups showed no significant difference in their pre-test scores which showed that both groups had equal reading comprehension skills before the strategies started. The post-test results showed both groups made substantial reading comprehension progress because time-management techniques helped students learn to read and comprehend texts. The results showed that the two methods produced different levels of effectiveness which demonstrates the need to choose suitable methods that help maintain focus while people need to think actively. The study developed a Reading Toolkit for Teachers which contains structured reading comprehension improvement methods and instructional activities and assessment instruments based on study results. Time-management methods which include the Pomodoro Technique and Time-Blocking Method prove effective for enhancing reading comprehension according to the study findings which recommend using these techniques during reading lessons.
Lived Experiences of English Teachers in Enhancing Learners’ Confidence and Engagement in Language Learning Reyes, Diana Jane; Astillero, Jeffrey
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5677

Abstract

Effective communication skills play a vital role in facilitating meaningful interaction, promoting understanding, and enhancing engagement in learning contexts. Despite the importance of English proficiency in academic and professional success, many Filipino learners continue to experience challenges in oral communication due to linguistic and affective barriers. This study explored the lived experiences of English teachers in enhancing learners’ confidence and engagement in English language learning and examined the strategies used to address these challenges. A qualitative phenomenological research design was employed, involving ten junior high school English teachers selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using Colaizzi’s method. Findings revealed that teachers foster learner confidence through inclusive and supportive practices, including first-language support, positive reinforcement, collaborative activities, and the establishment of a safe classroom environment. Learners, however, experienced linguistic difficulties such as limited vocabulary and weak grammar, as well as affective barriers such as fear of mistakes and language anxiety. Teachers addressed these challenges through scaffolded instruction, interactive activities, constructive feedback, and psychologically safe learning environments. The study highlights the importance of supportive classroom practices in enhancing learner confidence and engagement and resulted in the development of a practical primer for English teachers.
Co-Authors Hacildo, Cristine Joy Reyes, Diana Jane