Jelyn M. Magno
Biliran Province State University -Biliran Campus, Biliran Province, Philippines
Rohelmina S. Indal
Basilan State College Tipo Tipo Off -Site Classes, Tipo Tipo 7304, Basilan Province, Philippines
Jason V. Chavez
Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
Benigno A. Garil
College of Humanities, Social Sciences, and Communication, Basilan State College, Isabela City 7300, Zamboanga Peninsula, Philippines
Roselyn B. Delos Reyes
College of Arts Humanities and Social Science, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.
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Copyright © 2024 Jelyn M. Magno, Rohelmina S. Indal, Jason V. Chavez, Benigno A. Garil, Roselyn B. Delos Reyes
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