Authors : Aiza Escarcha-Rivera; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/3efw49dc

Scribd : https://tinyurl.com/yrh5447w

DOI : https://doi.org/10.38124/ijisrt/26apr1242

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the influence of English teaching strategies on learners’ motivation and interest across the macro-skills of literacy—listening, speaking, reading, writing, and viewing—among Grade 5 learners in the Gubat North District. Specifically, the study aimed to identify the teaching strategies commonly employed by English teachers, determine how these strategies influence learners’ motivation and interest, examine the observable manifestations of learner motivation in classroom activities, identify challenges encountered by teachers in implementing such strategies, and propose innovative approaches that may further enhance learner engagement in English instruction. The study employed a mixed method research design using a researcher-made questionnaire administered to English teachers in selected elementary schools in the Gubat North District. Data were analyzed using descriptive statistical measures, particularly the weighted mean, supported by qualitative interpretation to describe teachers’ experiences and classroom observations. The findings revealed that English teachers commonly utilized learner-centered instructional strategies such as technology-enhanced learning, Read and Lead strategies, explicit instruction, cooperative learning, and differentiated instruction. These strategies showed a positive and significant influence on learners’ motivation and interest across the macro-skills of literacy. Among these strategies, technology-enhanced and interactive approaches obtained the highest ratings, indicating their strong role in promoting learner engagement and active participation in English learning activities. The study also revealed that learners’ motivation and interest were manifested through observable behaviors such as active participation in classroom discussions, collaboration in group activities, curiosity and inquiry during lessons, creative outputs, and independent completion of tasks. These manifestations suggest that the consistent use of engaging and learnercentered teaching strategies contributes to the development of a more supportive and stimulating English learning environment. However, teachers reported several challenges in implementing these strategies, including limited instructional resources, learner diversity, time constraints, and insufficient professional development opportunities. To address these concerns, the study proposed Digital Story Mapping as an innovative instructional strategy that integrates technology, storytelling, and collaborative learning to further enhance learners’ motivation and interest in English. The findings highlight the importance of employing varied, interactive, and learner-centered teaching strategies to sustain learners’ motivation and interest in English learning. The results may serve as a basis for improving instructional planning, strengthening teacher training programs, and developing school-based interventions aimed at enhancing the quality of English instruction in elementary education.

Keywords : English Teaching Strategies, Learners’ Motivation and Interest, Technology-Enhanced Learning, Digital Story Mapping.

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