Filipino Language Teaching Implementation and Learner Communicative Engagement in Public Secondary Schools
DOI:
https://doi.org/10.5281/zenodo.21425180Keywords:
communicative engagement, Filipino language teaching, learner participation, multilevel analysis, public secondary schools, teaching implementationAbstract
This study investigated the implementation of Filipino language teaching and its association with learner communicative engagement in public secondary schools in the City of Ilagan, Isabela. A classroom-linked multilevel explanatory correlational design was employed to account for learners nested within Filipino classes and schools. Filipino teachers and junior high school learners were selected through a multistage probability sampling procedure. Data were gathered using validated instruments that measured curriculum alignment, contextualized language instruction, communicative learning facilitation, integration of language skills, assessment-based instructional adjustment, and six dimensions of communicative engagement. Descriptive statistics, reliability analysis, variance partitioning, and three-level hierarchical linear modeling were applied. Findings showed that Filipino language teaching was highly implemented, with curriculum alignment receiving the highest rating and assessment-based instructional adjustment obtaining the lowest. Learners were generally highly engaged, particularly in cognitive investment and sustained attention, while confidence in expressing ideas and willingness to communicate in Filipino were only moderate. The multilevel analysis revealed that learner engagement varied significantly across learners, classes, and schools. Filipino language teaching implementation significantly predicted communicative engagement, with communicative learning facilitation emerging as the strongest instructional predictor. Contextualized instruction, integrated language activities, and assessment-informed adjustment also contributed significantly. The findings indicated that curriculum compliance alone was insufficient to promote meaningful communication. Filipino teachers should strengthen authentic discussion, collaborative interpretation, formative feedback, and supportive speaking opportunities to improve learners’ confidence and willingness to communicate.
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