Enhancing English Language Proficiency Through Interactive Digital Tools: A Quasi-Experimental Study of Grade 10 English Learners

Jayzel Faith  Gemina,

Enhancing English Language Proficiency Through Interactive Digital Tools: A Quasi-Experimental Study of Grade 10 English Learners

Discipline: Education

Abstract:

English language proficiency remains a critical challenge in rural Philippine high schools, particularly in resourcelimited settings like those in Zamboanga Sibugay. This quasi-experimental study investigated the impact of interactive digital tools—such as Kahoot, Quizizz, and interactive videos—on the English language proficiency of 60 Grade 10 students. Participants were divided into an experimental group (n = 30) receiving technology-integrated lessons and a control group (n = 30) following traditional instruction over eight weeks. Pre- and post-tests measured proficiency in listening, speaking, reading, and writing, using a 100-item standardized test (α = .89). Results indicated significant gains in the experimental group (pre: M = 59.13, SD = 9.75; post: M = 74.76, SD = 10.72), t(29) = 5.43, p < .001, d = 1.45, compared to minimal improvement in the control group (pre: M = 58.12, SD = 8.85; post: M = 60.79, SD = 9.15), t(29) = 1.19, p = .244. Between-group post-test differences were significant, t(58) = 5.34, p < .001, d = 1.39. Findings underscore the efficacy of interactive digital tools in enhancing proficiency amid rural challenges like limited resources and connectivity. Recommendations include teacher training and policy support for technology integration. This study contributes to the K-12 curriculum's emphasis on communicative competence in English teaching.

References:

1.     Adling, N. M. J. (2022). Flexible blended learning experiences of Filipino students in an English as a second language (ESL) learning context. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 6(1), 28–38. https://doi.org/10.30743/ll.v6i1.5104

2.     Alvarez, A. V., Jr. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education, 15(2), 112–132. https://doi.org/10.5281/zenodo.4292631

3.     Barrot, J. S. (2018). K-12 English curriculum: Issues and prospects. Asia-Pacific Education Researcher, 27(4), 289-298. https://doi.org/10.1007/s40299-018-0390-5

4.     Bayron, A. B., Jr. (2023). Challenging issues in rural secondary education. Sprin Journal of Arts, Humanities and Social Sciences, 2(03), 51–61. https://doi.org/10.55559/sjahss.v2i03.95

5.     Capinding, A. T. (2022). Utilization of ‘Quizizz’ a game-based assessment: An instructional strategy in secondary education science 10. European Journal of Educational Research, 11(4), 1959–1967. https://doi.org/10.12973/eu-jer.11.4.1959

6.     Department of Education. (2016). K to 12 curriculum guide: English. DepEd. https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG_with-tagged-materials.pdf

7.     Department of Education. (2023). National learning recovery program. DepEd. https://www.deped.gov.ph/nlrp/

8.     Education First. (2023). English proficiency index. https://www.ef.com/epi

9.     España-Delgado, J. A. (2023). Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. HOW, 30(1), 65–84. https://doi.org/10.19183/how.30.1.641

10. Flores Quiroz, M., Gutiérrez, R., Rocha, F., Valenzuela, M. P., & Vilches, C. (2021). Improving English vocabulary learning through Kahoot!: A quasi-experimental high school experience. Teaching English with Technology, 21(2), 3-13. http://www.tewtjournal.org

11. Krashen, S. D. (1985). The input hypothesis. Longman.

12. Nguyen, X. H., & Le, T. T. A. (2024). The impact of Kahoot! and Quizizz to teach English tenses for Flyers. International Journal of Current Science Research and Review, 7(4), 2016–2024. https://doi.org/10.47191/ijcsrr/V7-i4-04

13. OECD. (2019). PISA 2018 results. OECD Publishing. https://www.oecd.org/pisa/publications/pisa-2018-results.htm

14. Pramudita, R. F. (2023). Quizizz as technology to enhance EFL students’ active participation in the classroom. Journal of English in Academic and Professional Communication, 9(1), 11-18. https://doi.org/10.25047/jeapco.v9i1.3933

15. Rosario, V. (2024). Exploring literature teaching challenges among secondary level school teachers in a rural area of an English as a second language (L2) country. Journal of Interdisciplinary Perspectives, 2(7), 678–684. https://doi.org/10.69569/jip.2024.0234

16. UNESCO. (2023). Technology in education: A tool on whose terms? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385723

17. Villanueva, J. A. R., Redmond, P., Galligan, L., & Eacersall, D. (2023). Investigating blended learning interactions in Philippine schools through the community of inquiry framework. Asia Pacific Education Review, 24(2), 1–16. https://doi.org/10.1007/s12564-023-09826-4

18. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
Yazon, A. D., Manaig, K. A., Tamban, V. E., & Sapin, S. B. (2023). Effectiveness of interactive classroom tool: A quasi-experiment in assessing students’ engagement and performance in Mathematics 10 using ClassPoint. Applied Quantitative Analysis (AQA), 3(1), 80-90. https://doi.org/10.31098/quant.1601