Mujahida Jupakkal
Graduate School, Sulu State College, Capitol Site, Jolo, Sulu, Philippines
The purpose of this study was to examine how faculty members at public higher education institutions (HEIs) in Sulu utilized different instructional methods and educational technologies during the 2023–2024 academic year. This study also analyzed the perceptions of the faculty members about the use of technology in English language teachings. Quota sampling was carried out to sample the faculty members from four public HEIs in Sulu, Philippines. Quantitative analysis was carried out to analyze the perceptions on technology use and implementation of instructional strategies in teaching the English language. Findings indicated that the faculty members in Sulu, Philippines were somehow challenged in the integration of technology in their classrooms—most especially male faculty members. It was also evident that the faculty members were highly positive about the usefulness, effort, support, interest, benefits, and acceptance of technology-based English language teaching. They sometimes implement strategies that reflect mechanical/traditional approaches (e.g., outlining, visuals, summarizing) while also considering unconventional/communicative instructional strategies (e.g., cognitive linkages, questioning, experiments, role-playing). The faculty members believed that there could be an opportunity of integrating technology in mechanical/traditional and communicative/unconventional English language teaching. This could be an opportunity to further enhance educational practices by more fully integrating technology into both traditional and innovative teaching methods. Professional development and support mechanisms may be required to assist faculty members, particularly those who are less comfortable with technology, in efficiently incorporating these technologies into their teaching. By addressing these difficulties and leveraging on staff favorable attitudes, institutions can create a more interactive and efficient learning environment that reflects the needs of English language learners in the digital age.
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