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PPSDP International Journal of EducationPPSDP International Journal of Education

The field of English Language Teaching (ELT) is currently undergoing a significant shift driven by post-pandemic requirements and the rapid evolution of generative Artificial Intelligence. This qualitative case study explored the transformative teaching practices of eight secondary English teachers in the Davao Region, Philippines, focusing on how these methods contribute to future-proofing language education. Data were gathered through in-depth interviews and analyzed using the dual lenses of the Technological Pedagogical Content Knowledge (TPACK) and the Cambridge Sustainability Framework. The findings reveal that educators have adopted ELT teaching strategies, including “phygital techniques like AI-augmented scaffolding, flipped classrooms via accessible social media, and collaborative digital projects. These practices effectively address human-centered challenges such as student disengagement and teacher workload. However, the study identifies a critical “policy-practice gap, where individual innovation is hindered by infrastructure deficits, shared bandwidth crises, and an absence of clear national guidelines on AI ethics. The research concludes that while teachers demonstrate high pedagogical intent, the long-term sustainability of these practices depends on institutional “administrative flexibility, ethical AI policies, and a shift toward prioritizing teacher wellbeing. Ultimately, technology serves as the infrastructure for modern ELT, but its successful output is measured by the development of resilient, global citizens.

The study concludes that English Language Teachers in the Davao Region have successfully integrated phygital pedagogical approaches, leveraging tools like AI and blended learning to address challenges such as student disengagement and teacher workload.These practices demonstrate a commitment to equipping students with future-proof skills like critical thinking and global citizenship.However, the long-term sustainability of these innovations is threatened by systemic barriers, including inadequate infrastructure, rigid policies, and a lack of support for teacher wellbeing.

Further research should investigate the long-term impact of AI-augmented scaffolding and digital portfolios on student learning outcomes, particularly focusing on language proficiency. Additionally, there is a critical need for research to develop ethical frameworks and national policy guidelines for AI integration in Philippine ELT to address the current policy-practice gap. Finally, studies should explore effective institutional interventions to support teacher resilience and wellbeing, such as continuous TPACK coaching, to ensure the sustainability of transformative practices and prevent burnout, ultimately fostering a more equitable and effective learning environment for all students.

  1. LARGE LANGUAGE MODEL-BASED ARTIFICIAL INTELLIGENCE IN THE LANGUAGE CLASSROOM: PRACTICAL IDEAS FOR TEACHING... doi.org/10.56297/bkam1691/wieo1749LARGE LANGUAGE MODEL BASED ARTIFICIAL INTELLIGENCE IN THE LANGUAGE CLASSROOM PRACTICAL IDEAS FOR TEACHING doi 10 56297 bkam1691 wieo1749
  2. A Historical Trends and Emerging Innovations in English Language Teaching: A Systematic Review | International... doi.org/10.70847/592963A Historical Trends and Emerging Innovations in English Language Teaching A Systematic Review International doi 10 70847 592963
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