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All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Amacna, Ronjell
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Languange, Linguistic, Communication & Media Other

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English Communication Skills (ECS) of Grade 9 Learners: The Basis for Designing an ECS Intervention Program Garcitos, Angelyn; Gargar, Ma. Corazon; Lomocso, Zaillah; Amacna, Ronjell; Bonganciso, Ruel T.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2382

Abstract

English Communication Skills (ECS) are crucial in the globalized context, yet the Philippines' ranking of 77th out of 81 countries highlights a significant proficiency gap. Consequently, there is an urgent need for targeted intervention programs to address these challenges among Filipino students.  This research aimed to evaluate the English Communication Skills (ECS) of Grade 9 students at High School in Philippines, focusing on speaking and writing proficiency levels and the relationship between them, to develop an intervention program. Utilizing a descriptive research design with a quantitative approach, the study involved 40 Grade 9 students selected through random sampling. Data were collected using a researcher-made survey questionnaire, complemented by tests employing the WIDA Speaking and Writing Interpretive Rubrics for a detailed analysis of speaking and writing capabilities. The analysis was conducted using statistical methods to yield descriptive statistics and the Pearson R correlation for assessing the relationship between speaking and writing skills. The results indicated that while students perceived their ECS as satisfactory, the actual assessments did not meet the expected standards, and a very low correlation was found between speaking and writing proficiency. This gap emphasizes the necessity for targeted intervention programs tailored to the specific needs of students to enhance their ECS. The study concludes with the recommendation for developing pedagogical strategies that focus on the identified areas of improvement in ECS among Grade 9 learners.
Breaking Barriers: Sign Language and Visual Aids in a Regular English Classroom for Hearing-Impaired Students Capitle, Riza Mae; Ferrariz, Genaro; Garcitos , Angelyn; Amacna, Ronjell; Caballero, Juliet; Diel, Sophia Marie
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3393

Abstract

This study explored the effectiveness of integrating sign language and visual aids into English language instruction for hearing-impaired (HI) students in inclusive classrooms. Focusing on the reading comprehension skill of identifying claims in written texts, the research assessed how multimodal strategies could enhance English language learning outcomes for both HI and hearing students. A quasi-experimental design was used, featuring pre- and post-tests based on a 25-item multiple-choice assessment aligned with Bloom’s Taxonomy. The results showed significant post-test gains for both groups, suggesting that the integration of sign language and visual aids can improve students’ ability to identify claims in English texts. Classroom observations highlighted increased collaboration and the use of varied communication strategies. The findings underscore the need for inclusive pedagogical approaches and trained educators to support equitable English language learning. Further research is recommended to validate these findings across larger, more diverse samples. This study contributes to English language teaching (ELT) by demonstrating how inclusive methods can support reading comprehension and promote language learning for all students.
Co-Authors Bonganciso, Ruel T. Caballero, Juliet Capitle, Riza Mae Diel, Sophia Marie Ferrariz, Genaro Garcitos , Angelyn Garcitos, Angelyn Gargar, Ma. Corazon Lomocso, Zaillah