Dr. Veronica M. Bito1 and Mr. Kevin Jake M. Angyab2
1 Faculty, University of Baguio Science High School
University of Baguio, Baguio City Philippines
ORCID ID:
Email: [email protected]
2 Faculty, University of Baguio Science High School
University of Baguio, Baguio City Philippines
ABSTRACT
The objective of this study is to determine the language teachers’ approach in teaching Oral Communication in Context in a flexible modality . Specifically, it sought to determine the teaching speaking approach that language teachers use; the challenges encountered by Oral Communication in Context teachers in responding to students’ needs for inclusive learning environment; and devise an instrument to account for the features of the teaching speaking approaches used by language teachers. The study is qualitative in nature and was conducted at the University of Baguio High School and University of Baguio Science High School among teachers who have taught the core subject, Oral Communication in Context for at least two semesters or two years since the subject was taught as a core subject and was offered as a prerequisite to Reading and Writing Skills within which the pandemic permitted flexible modality in the schools. Total enumeration was done to gather data; however, considering their voluntary participation. A total of six (6) informants (I) participated in the study through a semi-structured interview making use of an Aide Memoire to ensure consistency of questioning and set of questions, while permitting other follow-up questions for clarification. Responses were thematized to answer the pUroblems of the study. Based on the findings, the teaching speaking approach predominantly used by the language teachers in teaching Oral Communication in Context is the Discovery Learning Approach, with the aid of feedback mechanisms. The challenges encountered by the Oral Communication in Context teachers in responding to students’ needs for inclusive learning environment may be clustered into three (3) themes: Time, Task, and Target. The researchers suggest a tool that may account for the practiced or used teaching speaking approaches considering the challenges encountered for an inclusive environment. Further, agenda may be discussed during Professional Learning Community sessions including revisiting the Curriculum Map, Syllabus, Skills Progression, Modules, and Time Allotment for Oral Performances for the Oral Communication in Context subject to minimize or eliminate learning loss; modifying tasks to target or subsume several competencies, and permit oral practices; and strengthening Professional Learning Community to be able to share best practices and experiences that may enrich the teaching and learning process..
Keywords: approach, modality, Oral Communication in Context, flexible, Aide Memoire
| Published April 24, 2025 | Issue [show_post_categories show=”category” separator=”| ” hyperlink=”yes”] |
