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All Journal International Journal of Evaluation and Research in Education (IJERE)
Esteban, Allan Jay
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Education

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A review of practices and digital technology integration in reading instruction and suggestions for the Philippines Esteban, Allan Jay; Calang, Ken; Pagador, Princes Mara E.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29856

Abstract

Reading literacy has been a challenge in the Philippines based on recent large-scale literacy assessment in two consecutive years. This may be a result of a mismatch between reading instruction and the interest and motivation of students as 21st century learners in improving their reading skills. However, it is early to instigate such assumption. Hence, this systematic review examines eight articles related to reading instruction research in the Philippines and seven articles on digital technology integration for reading instruction. The paper finds no research on digital technology integration for reading instruction in the Philippine context, while studies conducted in other countries show the efficiency of digital technology interventions in reading literacy development. The findings emphasize the necessity for digital technology research in the reading instruction in the country. This report recommends empirical studies, curriculum adjustments, teacher training, and community engagements on technology-enabled reading education. Based on the findings of this study and a review of related literature, the PREACT framework (Policy, Research, Empirical study, Curriculum and resource adaptation, Community engagement and access, Teacher training and development) is proposed as a potential approach to transform reading instruction in the Philippines.
Influence of playing online video games on Filipino college students’ confidence in speaking English Esteban, Allan Jay; Sung, Kiwan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32842

Abstract

Online video games that require players to communicate in English provide opportunities for students to practice their language skills and overcome their fear of speaking in English. Unfortunately, the literature reveals an existing gap in investigating how such games can influence students’ confidence in speaking English, especially in the Philippine context. Therefore, this study surveyed 148 Filipino college English-as-a-second language (ESL) students to examine differences in their perceived confidence in speaking English depending on learner variables such as gender, time spent online gaming (TSOG), number of games played (NOGP), self-rated speaking proficiency (SRSP), and game interactivity.Using independent t-tests and one-way analysis of variance (ANOVA) analyses, results revealed statistically significant differences in the development of communication skills in English (DCSE) depending on the TSOG, willingness to communicate (WTC) in English depending on the NOGP, and enhancement of communication skills in English, active participation in class, and reduced anxiety in using English (RAUE) depending on the SRSP. This exploratory study indicates that online video games can be valuable tools in increasing English speaking confidence among Filipino college students. Further research is posited to understand the extent to which online games influence ESL learners’ speaking confidence in different educational and cultural contexts.
Co-Authors Calang, Ken Pagador, Princes Mara E. Sung, Kiwan