Exploring Teachers’ Experiences in Implementing Oral Communication Activities in English 9: Instructional Strategies for Developing Learners’ Speaking Fluency and Comprehension in Baggao National High School, Baggao West District, Schools Division of Cagayan

Authors

  • RODNEY PARAYO Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.123

Keywords:

oral communication, speaking fluency, English language teaching, speaking comprehension, instructional strategies, qualitative research, phenomenology, English 9, Philippine education

Abstract

 

Developing learners' oral communication competence remains one of the primary goals of English language instruction in Philippine secondary schools. However, many English teachers continue to encounter challenges in fostering learners' speaking fluency and comprehension due to diverse learner abilities, limited opportunities for authentic communication, language anxiety, and contextual classroom constraints. This qualitative phenomenological study explored the lived experiences of English 9 teachers in implementing oral communication activities at Baggao National High School, Baggao West District, Schools Division of Cagayan. Specifically, the study examined the instructional strategies employed by teachers, the challenges encountered during classroom implementation, and the practices that effectively promoted learners' speaking fluency and comprehension. Six English teachers with at least three years of teaching experience were purposively selected to participate in semi-structured interviews. Data were analyzed using Braun and Clarke's thematic analysis. The findings revealed that teachers utilized learner-centered and interactive instructional strategies, including collaborative learning, role-playing, structured discussions, task-based speaking activities, and formative feedback to enhance students' oral communication skills. Despite these efforts, teachers encountered persistent challenges related to learners' communication anxiety, varying English proficiency levels, limited instructional time, and inadequate exposure to authentic English-speaking environments. Teachers addressed these concerns by creating supportive classroom environments, integrating contextualized speaking activities, scaffolding instruction, and encouraging continuous learner participation. The study highlights the importance of adaptive pedagogical practices, meaningful oral communication tasks, and sustained professional development in strengthening English language instruction under the MATATAG Curriculum. The findings provide practical insights for curriculum planners, school leaders, and English educators seeking to improve speaking fluency and comprehension among junior high school learners.

References

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Published

2026-08-08

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Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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