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Chapter 1
INTRODUCTION
Background of the Study
Teachers who are specializing in the teaching of English language
equipped themselves with the necessary skills in order to respond to the
needs of their learners. They delivered the lessons with high level of expertise
in order for the students to meet the standard. These teachers designed
strategies that would enable every struggling learner to see the brighter side of
education.
The teaching of English language to speakers of other languages is
always coupled with a lot of challenges. In the contexts of the Philippines, it
treated English as a second language next to the mother tongue and Filipino
(Martin, 2014). There are specialized courses where the mode of instruction is
English. With the implementation of Mother Tongue-Based Multilingual
Education (MTB-MLE), English has been integrated from kindergarten even
they stepped into college (Bernardo, 2023).
However, with the problems being faced by the Philippines in its
educational system, a study finding of Asia Primary Learning Metrics 2019
(SEA-PLM) disclosed that only 10% of the Grade V students was on the
standard level of reading which means that they failed achieve the minimum
proficiency level in familiarization and understanding of texts. This placed the

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Philippines behind Vietnam, Malaysia, Myanmar, and Cambodia (Dela Pena,
2023). This is also true with the performance of the students in the public
secondary school (Lopez, 2022). It was previously confirmed by Miñoza and
Montero (2019) that the Philippines is no longer the leading country when
students’ performance is concerned.
Though there were similar studies (Nedamo & Pineda, 2023; Richards
& Pun, 2023; Tang, 2020) conducted on the challenges of teachers in
teaching English language, all of which involved different group of students.
They did not project the perspectives of the experiences of the language
teachers in the local parlance. It is within these contexts that the gap of the
study was articulated.
Furthermore, this study was timely because of the gap in studies of the
students due to the COVID-19 pandemic. Teachers were not able to meet the
students face-to-face. There are skills which were not met because of many
problems like the availability of the internet connectivity and the fear of the
parents of the spread of the virus. Also, there was indeed a challenge on the
delivery of the lessons because of the problems faced by the students
especially in the utilization of the English language. This study provided
opportunities not only to language teachers but to all who shared the same
experiences.
Statement of the Problem

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This qualitative study employing phenomenology was conducted to
determine the challenges and coping strategies of teachers in teaching
English language. Particularly, it aimed to answer the following questions:
1. What are the challenges of teachers in teaching English language?
2. How do they cope with the challenges?
3. What action plan could be derived from the result of the study?
Objectives of the Study
This study was carried out among the public Secondary English
teachers to determine their challenges and coping mechanisms in teaching
the English language. After which, an action was discussed based from the
result of the study which aimed to help struggling learners especially in
developing their grammaring skills. A qualitative-phenomenological approach
was employed through an in-depth interview (IDI). Ten (10) teachers were
involved in the study who were selected based on the criteria. This was
conducted during the Second Semester of School Year 2022-2023.
Significance of the Study
This study will be significant to the following:
Students. They will be able to realize the efforts being extended by
their teachers in order for them to have the necessary skills in learning the
English language. As the second language speaker, they should not be afraid
to use English or to code switch and code mix since this is the only way where
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ideas can be fully expressed. Nevertheless, they will have the realizations that
reading as well as involving themselves in language centered activities will
soon help them depart from bondage of ignorance. Indeed, the Philippines will
take again its spot as the leading country in the Southeast Asia in terms of
reading and comprehension.
Teachers. They will be able to open their horizon that learning does not
occur when they have to really squeeze their students to express themselves
in the English language. As language enthusiasts, they have to accept the
mere fact that translanguaging is the new secret in responding to the needs of
the students. The old policy that English is the only language to be spoken
should be forgotten and be buried in oblivion. Filipinos are not Americans nor
British that there is the imposition of the foreign language. But then, they have
to emphasize that English should be used because it is an international
language. The process by which that this can be attained by having the skills
in their mother tongue and the language that they could understand.
Parents. As partners of learning, they have to make sure that they
have all the support that they can provide to their children. Least that they
should not forget is the pieces of advice and being the sources of motivation.
This study will help them recognize that education is the ticket where students
can arrive in their destinations. Further, this study will be of great help to
parents as they integrate values toward learning.

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Future Researchers. This study will help them in creating another
study on the challenges of a teacher in teaching English. The themes can be
used as the dimensions or variables in coming up with sequential exploratory
research. Above all, this study will be published in a refereed journal.
Reaching researchers in all parts of the globe will not be impossible. And, it
immortalizes the study and would serve as the lens in looking into the different
facets of language learning.
Scope and Limitation of the Study
This study was conducted to determine the challenges of teachers in
teaching the English language. These were participated by 10 English
teachers of Antipas National High School who got involved in the in-depth
interview. It was conducted at the same school for School Year 2022-2023. An
action plan was developed based on the findings of the study.
The criterion-based sampling was used in determining the teachers
who would be interviewed and provided their views about the phenomenon.
The following criteria were set by the researcher: a public school teacher;
teaching English in the secondary level; and teaching in either Junior High
School or Senior High School students.
Definition of Terms
The following terms are operationally defined:

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Coping strategies. These are the processes employed by the teachers
in overcoming the challenges they faced in consonance to the teaching of the
English language.
English teachers. In this study, they are the public secondary school
teachers who specialized in the teaching of the English language.
Grammaring Skills. These refer to the ability of the students to
observe the structures of the English language in writing and speaking.
Phenomenon. This refers to the challenges faced by the teaching in
the teaching of the English language among the high school students.
Reading comprehension. This refers to one of the challenges of the
teachers where their students struggled to understand the meaning of texts.
Students. They are the learners who faced the difficulties in the
English language. They have problems in grammar, reading comprehension,
and in speaking.
Translanguaging. This is the trend in the teaching of English language
where teachers have to deliver the lesson in a language which can be
understood by the learners.

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Chapter 2
REVIEW OF RELATED LITERATURE AND THEORETICAL LENS
This chapter indicated important studies that provided an in-depth
background of the study. The theoretical lens serves as the principles which
enabled the researcher to arrive to the results of the study.
Related Literature and Studies
The following studies underscores the foundation of understanding the
phenomenon being experienced by teaching in teaching English.
Challenges in Teaching English Language
There are four language skills that students learn in language education
namely listening, speaking, writing, and reading. They must master the four
skills in order to have good proficiency of the language. Among the four
language skills, speaking usually becomes the most preferred language skill
that is used to see whether someone has succeeded in learning a language or
not. That is why most students make good speaking performance their
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ultimate goal in language learning (Richards & Renandya, 2002, Rao, 2019).
Moreover, it is also widely known that in almost any language settings,
speaking is the most frequently used language skill (Trialoka et al., 2017).
Furthermore, Rao (2018) argues that speaking serves a dominant role
in a foreign or second language acquisition. Speaking is usually focused by
teachers in order to promote students’ good speaking skill as speaking is
useful for developing people’s networking, personality, and characters.
Trialoka et al. (2017) adds that students will get social and professional
advantages if they can use the language orally such as opportunities for
students’ exchange, fast graduation, scholarships, international employment,
and further education. Related to the importance of mastering English
speaking skill, however, students tend to face many difficulties in speaking.
Bekai and Harkouss (2018) in their study reported that difficulties in speaking
English faced by students were psychological problems (e.g. nervousness,
fear of making mistakes, and lack of confidence), linguistic problems (e.g.
insufficient vocabulary, grammar, expressions, insufficient sentences
organization, etc), and environmental problems (e.g. lack of learning context
for English conversation).
Afshar and Asakereh (2016) explain that the major problems faced by
the students in speaking English could be divided into affective-related
problems, socially-related problems, and linguistically-related problems. The
affective-related problems include attitude, self-confidence, motivation,

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anxiety, duration of the exposure to the language, classroom conditions,
environment, family background, and students and teachers’ competencies.
The socially-related problems include comprehension to practice English
outside the classroom, and comprehension in speaking class. The
linguistically-related problems include vocabulary, fluency, grammar, and
pronunciation. Students tend to have affective-related problems in speaking
due to some reasons, for instance anxiety, low confidence, and nervousness.
They will likely speak slowly and less fluently as they hope not to make
mistakes. They are also shy to speak in the classroom and like to make
frequent pauses while speaking.
Alyan (2013) found that communication problems occur because
students encounter a word they do not understand, a form of word they do not
know how to use, or find that they are unable to express their intended
meaning. Other problems that appear in student’s speaking are lack of self-
confidence and anxiety. They might be confronted with certain feelings that
usually affect them when speaking English such as unconfident, shy, anxious,
nervous, and worried. These for sure are big problems for the students. Lawtie
(2004) states that speech difficulties can be affected by a person’s emotional
state. Speech is often clearer when a person is feeling confident and relaxed,
and this is one of the most important factors to consider when communicating
with people who have speech problems.

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In addition, numerous studies in the literature investigated the
acquisition of inflectional morphology in the second/foreign language (L2). Jia
(2003) examined the acquisition of the English plural morpheme by children
who are native speakers of Mandarin Chinese. She followed up ten native
Chinese-speaking children who immigrated to the United States between the
age of 5 and 16 for five years. She used a picture description task and their
spontaneous speech to measure the children’s proficiency in producing
English plural morphemes. only 70% of these children mastered English plural
morphemes after five years of exposure to the English language. There were
individual differences among the ten children due to the age of initial exposure
to English and the English language learning environment. The children’
spontaneous speech showed all error types made by L1 children. However,
the children marked the same noun inconsistently in the same test session,
and they very frequently overgeneralized the plural morpheme in singular and
mass noun contexts.
Regarding to this matter, the present research is attempted to focus
more on the difficulties in applying reported speech and modal auxiliaries. To
be more specific, it will attempt to discover what makes them failed to
understand these rules. There are some previous studies that also
investigated the students’ difficulties in learning English grammar. First,
Qadariah (2010) discovered that transforming direct speech into reported
speech became the major issue of students’ difficulty in learning grammar.

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Meanwhile, Miranti (2019) argued, based on her research, the main difficulty
was related to the use of intralingua.
Moreover, Mafhud (2021) revealed that the major students’ problem
was influenced by the existence of modal auxiliaries, especially in
differentiating its use. Besides, Altayeb (2019) discussed that most students
were unable to understand both the correct use and function of modal
auxiliaries.
Coping Strategies in Teaching English Language
Specialized training could include the development of sophisticated
strategies for coping with language-related challenges and for learning new
language alongside content more effectively (Macaro 2018; Thomas & Rose
2019). Although almost all of the teachers we interviewed reported using
strategies to cope with language-related challenges, many English teachers
still need specialized support to increase their own proficiency and strategic
behavior. In turn, their reflections on teaching courses in English are likely to
improve; as our study found, those with higher self-reported proficiency scores
reflected more positively on their English teaching experiences.
Reading does not happen in a snap of time. It follows the rigorous
process. Teachers who handle reading should know the basics so that they
know where to start. From that, they could be able to determine the changes
that happen on the reading capability of their learners (Galton & Simon, 2023;
Setlik & da Silva, 2023).

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Reading remediations were found to be effective in handling non-
readers and or those who have struggles in reading (Clemens et al., 2023).
However, the process of implementing it should be within the reading level of
the students. Determining the needs analysis shall be done first so that they
would be guided properly on the things that they are going to do. Progress can
be recorded and significant difference can be compared (Li et al., 2023).
The teaching of grammar should begin from the basic. Teachers should
be mindful of the implementation of the spiral curriculum at school. They
should not complicate the topics when these are focused only on the simple
ones. These may create information breakdown on the part of the learners
considering the English is one of the most complicated languages in the world
specially in its conjugations (Feruza, 2023; Fox & Chang-Bacon, 2023).
Theoretical Lens
This study was anchored under the premise of Perfetti’s Verbal
Efficiency Theory (1985), This suggests that reading comprehension is limited
by a reader’s low-level processing efficiency. When lower-level processes are
automatic and efficient, a reader should be able to reallocate some of his or
her cognitive resources to higher-level processes such as schemata
activation, global knowledge application, and inferencing (Grabe, 2009;
Perfetti, 1985). It is these high-level processes that lead to reading
comprehension. It has been hypothesized that these higher-level processes
rely upon lower-level processes to be efficient and automatic. In other words,

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high level processing used for reading comprehension relies on automatic low-
level processes such as word recognition.
Perfetti and Hart (2001) defined word recognition as the interaction
between three components: orthographic, phonological, and semantic
processes. According to Cunningham et al. (2001), the visual recognition of
word forms or orthographic knowledge is the first component and is one of the
vital processing skills of word recognition. Orthographic processing includes
identifying not only letters and letter groups but also word roots and
morphological affixes. In addition, an understanding of how words are
assembled using graphic representations is crucial to word recognition skill.
The second component of word recognition is phonological processing and
can be thought of as the awareness of the sound structures of a language
(Stanovich, 1988). It is necessary to understand what sounds orthographic
symbols of a language represent.
Phonological awareness is known to be a key predictor of reading
ability for both L1 and L2 English reading (Huang et al., 2004; Johnson &
Tweedie, 2010; Jongejan et al., 2007; Swank & Catts, 1994). This means that
in order for L1 and L2 readers to process reading efficiently, they need to
understand the graphophonemic mapping that occurs when decoding letters
and words from a given language. It is seen as the precursor to semantic
activation and is triggered by the onset of orthographic processing.

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For example, when a reader processes a word, the orthographic and
phonological processes begin by processing the visual and sound cues. This
leads to the third component of word recognition, semantic knowledge. A
reader activates his or her semantic knowledge from his or her lexicon until
the combination of orthographic, phonological, and semantic information finds
the best match to the word being read if it is a word known to the reader, in
other words, successful word recognition (Grabe, 2009).
For L2 reading teachers, the logical goal should then be to foster the
development of automatic word recognition skills by providing large amounts
of comprehensible texts and training that targets word recognition skill
development. A study by Burrows and Holsworth (2016) investigated this
aspect of word recognition training and found that when students received
training in all three components of word recognition, reading comprehension
scores increased.
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Chapter 3
METHODOLOGY
This chapter presents the method used, sources of data, sampling
technique, procedure of the study, data analysis, ethical considerations.
Method Used
This study employed the qualitative-phenomenology. Qualitative
research underscores the essence of lived experiences, words, pictures, and
documents on the occurrence of the phenomenon (Mayan, 2023; Truman,
2023). This provides an idea that not all methodologies needed numerical data
in order to give meaning to the world. In the like manner, this provided an idea
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that qualitative can intersect with the quantitative especially for the
confirmatory purposes (Lester et al., 2020).
Phenomenology seeks to understand the occurrence of the
phenomena. Here, the researcher digs a phenomenon known from informants’
experiences working (Van Manen, 2023). The data was analyzed by
identifying the meaning of the phenomenon (Norlyk & Harder, 2010; Ravn,
2023).
Correspondingly, this paper is qualitative since there were no statistical
tools used in the data analysis. It applied the interview approach in culling out
the information from the teacher informants. Likewise, phenomenology was
best suited approach since it uncovered the challenges as well as the coping
mechanisms of the informants in teaching the English language.
Sources of Data
The responses of the informants were the sources of the data. They
were interviewed through the in-depth interview (IDI) approach. Series of
questions were asked to each of the informants to better give justice to the
occurrence of the phenomenon. There were 10 teachers who narrated their
experiences about their struggles and coping strategies in teaching the
English language.
Sampling Technique
The researcher employed the purposive sampling in the selection of the
informants. In addition, the criterion-based sampling was used in determining

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the teachers who would be interviewed and provided their views about the
phenomenon. The following criteria were set by the researcher: a public
school teacher; teaching English in the secondary level; and teaching in either
Junior High School or Senior High School students.
Procedure of the Study
The gathering of the data followed the strict process in order to adhere
to the ethical standards of research. Letters were sent to the authorities in
relation to the conduct of the study. Their approval was of importance since it
gave the researcher the go signal to proceed to the interview of the informants
and the participants.
Likewise, the researcher identified the informants based on the criteria
set. Upon identification, the researcher asked them of their willingness to
participate in this endeavor. More importantly, the objectives of the study were
profoundly explained to them to avoid any misconceptions and
misinterpretations.
Furthermore, the researcher asked them to set the date and time of the
interview. Their convenience will always be the priority. During the interview,
each of them was given the free will to express themselves. Good rapport was
built so that they could articulate their feelings and experiences related to the
topic. After the interview, the researcher expressed her heartfelt thanks to
them aside from the token that was given. This provided the idea of reciprocity
in research.
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Henceforth, the data was transcribed. Translations followed to achieve
the universality. Thematic analysis was done using the MAXQDA software.
Conversely, the data analyst further justified the results of the data. This was
followed by the comments and suggestions of the peer debriefers and the
member checks. Finally, data returned to the informants for confirmatory
purposes.
Data Analysis
Thematic analysis is the approach in identifying the significant
meanings from the responses of the informants (Clarke et al., 2015; Braun et
al., 2023). However, this was made into reality through the MAXQDA, a
software which is responsible for the grouping of the responses. The emergent
themes were identified and the core ideas were drawn.
Ethical Considerations
This study observed in identifying ethical standards which are being
experienced by teachers in the teaching of the English language. As a public
figure, they have the sense of responsibility to honing and molding the
students to reach the apex of success.
Through informed consent, the researcher sought informants for their
approval. They were fully informed about the study's goal and the reasons for
their participation, allowing them to make an informed decision about whether
or not to join. It was made clear that respondents'/participants' participation in
the study is optional, and they were not coerced to participate if they decline.
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Furthermore, the researcher took care to ensure that the participants'
psychological well-being is not jeopardized.
The informants in this study were not deemed vulnerable, as
professionals, they are fully capable of making their own decisions about
whether or not to participate. They were safeguarded for possible identification
of their responses as connected or can be traced to them as participants. In
addition, the researcher ensured that the informants’ identities are kept private
and that they are safeguarded from being identified.
The researcher described the study's effect and significance for the
participants' safety and psychological and social well-being. It will be assumed
that the study's findings would have a favorable impact on the participants.
Time is also important in the study because the participants must divide their
time between personal and professional obligations. Consequently, the
researcher made it certain that conducting the in-depth interview was set at
the participants’ convenience. Another risk this study was the disclosure of
experiences which may be considered unpleasant or undesirable, and for
others disappointing or demoralizing. In such situations, the researcher was
considerate and sincere in addressing their emotional state and acted
accordingly.
In terms of the participants' right to privacy, the researcher was
expected to keep all data private and was not permitted to share any material
that could reveal the participants' individual identities. The researcher did not
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reveal the names of the participants when presenting the findings. Also, the
researcher gladly allowed participants to withdraw their statements or their
participation in the study if they so desired. The researcher asked thoughtful
questions and used language that was both fair and non-biased. To secure
their identity, the participants were ensured that the data cannot be traced
back to them, who are the true providers of information, in accordance with the
Data Privacy Act of 2012.
In selecting volunteers for the study, the researcher was objective.
Nobody was left out, and everyone who met the requirements was eligible to
participate in the research. The researcher presented the tokens of
appreciation to all volunteers to compensate the time spent in collecting data.
Meanwhile, policymakers, school administrators, and instructors can
use the study's findings, conversations, and findings. This study may be useful
as a resource for school administrators who want to increase their school's
productivity. Scholars and future researchers might also benefit from this
research by getting suggestions for their own future research projects.
The researcher ensured that the study's methodologies were properly
implemented. She provided all required documents that support data analysis
and allow readers to view them in order to obtain a better grasp of the study's
results and conclusions. Furthermore, the findings were thoroughly addressed,
particularly material that may have an impact on the presentation of the
results, in order to emphasize the importance of transparency. Finally, the

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researcher outlined the scope of her engagement as well as how she planned
to preserve objectivity when evaluating data and presenting the study's
findings.
Chapter 4
RESULTS AND DISCUSSIONS
This chapter discusses the themes which emerged from the interview.
These were provided with the core ideas to further explained the themes.
Themes and Core Ideas on the Challenges of Teachers in Teaching
English Language
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The first research question determined the challenges faced by
teachers in English language teaching. There are three themes which
emerged from the responses of the informants. These are the difficulty of the
students in expressing in the English language, poor comprehension skills of
the students, and the limited time for learning. All of these are revealed on
Table 1.
Table 1
Themes and Core Ideas on the Challenges of Teachers in Teaching English
Language
Themes Core Ideas

Difficulty of the students The students cannot express themselves in the
in expressing in the target language.
English Language The students preferred to use their mother
tongue in responding to teacher’s questions.
The students have poor foundation in English
language
The students barely understood the English
language
The students do not have time in improving their
skills in English language. Instead, they are
hooked with gadgets and use of non-standard
spelling of words in writing.
The presence of non-reader students
The students are hesitated to express their
thoughts and ideas because of the fear of
committing mistakes
The teachers had the difficulties of leading the
students toward in providing relevant and
meaningful answers.
The students cannot pronounce unfamiliar words
Poor Comprehension The students have limited vocabulary which is
Skills of the Students crucial for improving their comprehension skills.
Learning is solely entrusted to teachers
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Limited Time for The time in teaching is too short for the teacher
Learning to fully give the necessary skills.
Students lack of patience in listening to teachers
The provisions of meaningful activities are limited
Difficulty of the students in expressing in the English language.
This problem highlighted different significant points. One of which is that the
students cannot express themselves in the target language. Aside that English
is not the native language of the students, they failed to articulate their
thoughts and ideas especially during the teaching-learning process. They tend
to use their own mother tongue in responding to teacher’s questions. This
predicament can be associated by the mere fact that they have limited
vocabulary. Also, their grammaring skills and backgrounds are not sufficient
enough to give them the level of confidence which enabled them to be
participative in the class.
This is one of the problems faced by the informant. Based on her narration,
she articulated that:
“Teaching learners in the aspect of

grammar has been a challenge for me. To
add, the learner’s difficulty to express
themselves in the English language also
hinders in the teaching-learning process
since it hinders the participation of
learners. Their hesitance to express their
thoughts knowing that they fear of giving
their ideas wrongly results in a poor
interaction in class. Moreover, learners
tend to be very passive and show lack of
interest to learn since they have poor
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comprehension skills. These struggles limit

the exchange of learning among learners.”
(Informant 1)
The poor foundation of students in English sometimes was attributed to
their socio-economic status, the type of school, as well as their interest toward
the language. Because of this, they could barely understand even the simplest
instructions provided by their teachers. Hence, it created a domino effect.
Teachers have to reteach the topic or change their strategies in order to bring
the students into the texts as well as they could have the necessary skills in
English.
She expressed that:
“First the poor foundation of the learners in

English language. They are more fluent in
Hiligaynon or Cebuano. Grades 1-3 in
public schools are using mother tongue.
Then English language are taught when
they reach Grade 4 giving focus in reading
and writing. Knowing the large number of
learners in class, there must be tutorial at
homes too. But in many cases, learning
was totally entrusted to teachers. That's
why their foundation in the language is
poor. If only these learners were given
much attention in reading, writing, and
especially comprehension, they can easily
grasp the lessons in high school not only in
English but all other subject areas.”
(Informant 2).
With the advent of technological advancements, students’ attention is
not directed to learning. They make themselves busy in watching nonsensical

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videos which never have the impact on their learning capabilities. Moreover,
when they spent much of their time in the usage of gadgets, they could not
even give time to develop their communicative competence. In the same
manner, there are students who could not even read the words even the
sound of the letters. Supposedly, this is the very basic in reading that every
learner should have to enrich. In line with this, the stated of informant 2
justified this problem in the class:
“Secondly, students are hooked up to their gadgets.

Social media and games giving no time to grab a
book. The internet addiction is rampant especially to
our school children. The use of jejemon leads them to
poor in spelling. The notifications or news feeds are
so tempting that they cannot concentrate in reading or
writing.” (Informant 2)
Also, there was the hesitation on the part of the students in expressing
their thoughts and ideas. This can be attributed by the fact that they have the
fears of committing mistakes. When teachers do not know how to handle this
situation, this may lead to bullying and students’ inability to compete and do
their best in the class. It explains that hesitations are the culprit of the lack of
motivation and the lack of foundation in reading comprehension. As stated in
the interview.
“Their hesitance to express their thoughts

knowing that they fear of giving their ideas
wrongly results in a poor interaction in class.
Moreover, learners tend to be very passive and
show lack of interest to learn since they have
poor comprehension skills. These struggles limit
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the exchange of learning among learners.”

(Informant 1)
Leading the students toward the answer was the problem faced by one
of the teacher informants. This implies that students have limited vocabulary
which enabled them to barely express during the classroom interactions. The
availability of essential materials should be considered to provide meaningful
learning activities to students. And, thus, they will perform well in the class. It
was articulated by one of the informants during the interview, she affirmed
that:
“I had difficulties in leading learners to arrive to a

relevant and meaningful answer to the question
asked. On top of that, I feel that some of my
activities on lessons where there's not many
available resources, do not really hit the desired
target skills.” (Informant 4)
Lastly, one of the manifestations of poor foundations is the inability of
the students to pronounce words. Though, it is necessary to provide the
correct pronunciation because Filipinos are non-native speakers, it is also
noted that they have to equip themselves with the reading skills. Their
phonemic awareness will strengthen their capabilities to uncover the meaning
and eventually used these terms in conversations. The problems were
enumerated by the teacher. One of which is relative to the pronunciation. He
narrated that:
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“As an educator and a teacher of the English

language for just more than a year now, there are
a number of struggles that I have encountered.
There are the following:
- students capacity to pronounce unfamiliar words

- subject-verb-agreement
- parallelism in sentences
- confidence in recitation and activities
- difficulty in reading.” (Informant 3)
This is in line with the findings of Schoeman et al. (2023) that the poor
foundation of students in reading can be traced on how they were trained at
home. When a student is highly motivated, he has the drive to discover things.
But when it is absent, it is impossible for the student to create meaningful
learnings. As mentioned in the research findings, teachers faced problems
because students appeared to attend school without the proper foundations of
learning. They have no necessary training as well as no reading skills.
Poor Comprehension Skills of Students. Reading without
comprehending is useless. It is vital for one’s growth and development.
Students have to learn how to decode the meaning of words in order for them
to connect with the texts. This implies that when students have rich
vocabulary, they can understand the texts without any difficulties. It is just a
matter of learning and improving their will to become independent learners.
But then, this problem has been the culprit to students’ poor performance not
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only in English but also in other subjects where English is the main language
of instruction.
For informant 6, she stated that:
“Most of the students have the difficulty in

comprehension. Though every time a
selection is read and unlocking of difficult
words is done, many could not
satisfactorily understand the selections
read. If listening texts are read, the more
the students could not comprehend.”
(Informant 6)
In addition, she pointed out that it is because of the limited vocabulary
of the students which complicates the situation. She belabored that:
“Among the four macro skills that are

supposed to be developed in English, it’s
really in the listening skill that students are
weak at. Their meager knowledge in
vocabulary added to their difficulty to
comprehend.” (Informant 6)
This is also the grievance of the informant relative to her experience in
teaching the English language.
“The problems I have experienced in

teaching English language are handling
the reading ability and comprehension of
the students especially in literature where
the lessons are more on analysis of literary
text. Students are also being afraid of
making mistake in speaking English that is
why they usually tend to avoid during class
discussion.” (Informant 9).
29
She emphasized the effect of this problem in the delivery of the lesson.
As stated,
“It affects the delivery of the lesson in a

sense that they cannot comprehend very
well of what they are reading and
sometimes they have different
understanding that is why they cannot be
able to give the exact thought of the text.”
(Informant 9)
Parents are known as partners of learning of their children. Their lack of
time for to sustain the reading skills at home complicates the situation.
Teachers alone are surrounded by a lot of teaching loads, paper works, and
the like which not everybody cannot be given enough attention. This
conformed to the statement of the informant:
“Knowing the large number of learners in class,

there must be tutorial at homes too. But in many
cases, learning was totally entrusted to teachers.
That's why their foundation in the language is
poor. If only these learners were given much
attention in reading, writing, and especially
comprehension, they can easily grasp the
lessons in high school not only in English but all
other subject areas.” (Informant 2)
There can be more factors which can be associated with the poor
reading skills of the students. As stated, home is the beginning of learning.
Parents are the first teachers who have the big roles in providing the
foundation toward reading (Pocaan, 2022). On the contrary, the socio-

30
economic status of parents even hampered to the quest of the students to
achieve their dreams in life (Butial et al., 2022).
Limited Time for Learning. This theme inferred that learning occurs
when teachers have the luxury of time to teaching. In the public school,
usually classes lasted from 45 minutes to 1 hour per subject. This is quite
short when teachers have to face the presence of struggling readers. In
addition, teachers are bombarded with paper works and the class size. Not all
will be given enough attention in reading. In the like manner, activities that are
supposed to give meaningful learning experiences cannot be achieved
because of the scarcity of time.
For Informant 3, she considered the time as a constraint in learning the
English language:
“For me, the following are the most

challenging: Limited time for lectures,
Students getting bored, Destructed by the
environment, and Lack of practice in
learning English language.” (Informant 3)
She even emphasized that:
“Lack of practice in learning English
Language due to limited time for lectures.
It is difficult to handle because we don’t
have ample time to practice it in school
and in home. In teaching other subject, as
an English teacher we are using our
vernacular language or Tagalog most of
the time in the teaching learning process to
address learners’ negative attitude towards
the subject.” (Informant 3)
31
The limited activities hindered the students to grow in learning the
English language. Meaningful activities are not fully introduced to students. As
mentioned in the interview:
“In my case, the lack of meaningful

activities that lead learners to equip
themselves with the target skills is the
most difficult to handle.” (Informant 4)
More so, this affects the delivery of the lessons. Its impact created a big
loophole in the learning process of the students. She articulated in the
interview that:
“Having less and meaningful activities on

the lesson limits the learners to obtain
necessary target competencies. It affects
the delivery of the lesson in a way that
learners will have insufficient grasp on the
concepts for which they would use in the
application of their learning.” (Informant 4)
The time for learning should always be given enough attention
considering that there are students who still need attention. These are the
struggling students who opted not to participate during the classroom
discussions. They preferred to stay at the back and make other things. It
should also be understood that students need their teachers. After classes,
that is the only time where they could share their difficulties. It was suggested
that teachers have to provided scaffolding to these types of learners (Nodira,
2023).
Themes and Core Ideas on the Coping strategies of Teachers

32
in Teaching English Language
The second research question determines the coping strategies of
teachers in teaching English language. Positive outlook of teachers, guide
students in activities, apply the basics in teaching, relate students’ needs, and
allow students to express themselves in their mother tongue are the theme
which identified based on their narratives. These themes justify the contexts of
Table 2.
Table 2
Themes and Core Ideas on the Coping strategies of Teachers in Teaching
English Language
Themes Core Ideas

Positive Outlook of The teachers believe that there is always a process in
Teachers learning
The teachers need to be patient and understand the
situation of their students
Guide Students in The teachers provide close supervision to students who
Activities have struggles in learning the English language.
The teachers try to translate the English text to Filipino to
bring to provide connections to learners and texts.
The teacher uses differentiated activities to motivate the
students to participate.
Apply the Basics in The teachers always have to go back to the simplest
Teaching ways of teaching the lessons to the students
Relate Students’ Needs The teachers adopt to the interest of the students to learn
by using the social media and Information and
Communication Technology
Allow Students to Express The teacher encourages students to speak and share
in their Mother Tongue their ideas using their mother tongue.
Positive Outlook of Teachers. Teachers are known to be flexible.
Even in the midst of quandary and uncertainties they still optimistic that there
is always a process in learning. This means that students can grow through
33
the strategies being employed by the teachers and their partnership will never
end until they reach their goals. In addition, teachers need patience, love, and
compassion.
Understanding the needs of their students can lead them to provide
better learning activities suited to learning development. Correspondingly, the
attitude of teachers can make a difference in their selfless services to their
students. Even in the most difficult situations, teachers still believe that better
days will come and their students will be knowledgeable enough in the English
language.
This is in consonance with the statement of Informant 5. She unfolded that:
“Every student learns differently; thus, it is

the role of a teacher to provide the
appropriate teaching style that will watch
the students’ learning capabilities.”
(Informant 5)
Optimistic teachers are needed in the profession (Ng et al., 2023). They
are the source of inspiration and knows how to motivate those who struggled
toward their learning. In the contexts of English language teaching, teachers
have to be positive even in the midst of quandary. Though, they are
surrounded by a lot of problems, yet they know how to overcome. They always
have the solution to every problem (Scott et al., 2023).
Guide Students in Activities. It is the role of the teachers to provide
supervision to struggling students. Through this, they can ensure that they
provide activities that will spark the interest of the students on their quest
34
towards a higher learning. Undeniably, the utilization of the Mother Tongue-
based instruction opens the doors of opportunities not only to students but to
teachers as well. It is not that they have to translate the texts, but they are
making meaning out of it which may lead students to have the appreciation of
what they are learning of.
The purpose of this approach can be further explained by
translanguaging. Teachers have to lower their level by teaching the students
of the concepts using their mother tongue. It should be remembered that
schools should have to decolonize and integrate the wonders of the language
which can be understood by everyone. Conversely, different activities are
designed by the teachers to manifest learning and to motivate them to
participate and become productive learners. Teachers have to provide the
guiding principles in teaching. Thus, it was shared in the interview:
“You just have to trust the process. Every

student has different learning ability. You
have to be patient and understand them
well. Never hesitate to help a student who
has poor comprehension and interest.”
(Informant 8)
“To overcome the challenges, I always

guide them during the activity, such as
asking them of what to do. They obtain
from the story or text so that I could be
able to know if they have comprehended
the text well. Sometimes, I let them
visualize the reading text by letting the, to
create in their minds in mental image of
what they have read.” (Informant 9)
35
Students best learned when teachers know how to consider their
needs. The utilization of different media in teaching were proven to be
effective. Students got the interest to be able to create meaningful learning
experiences. Talking about translanguaging, the repertoire of the learner will
be used in the expressions of thoughts and ideas. They are not limited into the
English language alone (Collins et al., 2023; Dikilitas et al., 2023; Makarova et
al., 2023).
Apply the Basics in Teaching. The spiraling of the curriculum is the
implication of this theme. For example, when teaching the different tenses of
the verb teachers should only focus on one tense. Other tenses will be taught
in the next grade level. The overlapping is actually the culprit of why students
refused to learn the English language. It is a complex language and dynamic
in form and meaning. In the same manner, when teachers have the struggling
students like those who cannot read and comprehend, they always have to
begin from the basics. The incorporation of complex topics brought enough
burden to students whose foundation is weak. Thus, teachers have to
consider first their reading backgrounds through needs assessments.
As quoted, Informant 10 shared this idea.
“Go back from the basics. I guess MELC

could wait. I have to prioritize their reading
skills because I think that’s the best thing
to do. If they know how to read, everything
will follow.” (Informant 10)
36
For Feruza (2023), Fox and Chang-Bacon (2023) that the teaching of
grammar should begin from the basic. Teachers should be mindful of the
implementation of the spiral curriculum at school. They should not complicate
the topics when these are focused only on the simple ones. These may create
information breakdown on the part of the learners considering the English is
one of the most complicated languages in the world specially in its
conjugations.
Relate Students’ Needs. Teachers are flexible in all facets of teaching.
They adopt to different environments. The same is true that they build
connections with the needs of their students. Truly, this manifests that
students prefer to use the social media in communicating and expressing
themselves. By incorporating this domain in learning, they are actually
adjusting how the 21st century learners are creating meaningful learning
experiences. Teachers encourage students to express themselves better
because they can relate on what the fad is. Giving them what they would like
brings the real essence of learning. Enabling them to take part to change
makes them feel that they are important in achieving the objectives of
learning.
Differentiated instruction was mentioned in one of the interviews. It was
further revealed in the narrative below.
“To overcome those challenges, I apply

several teaching strategies. The most
37
common that I used is Differentiated

Instruction, it enables my students to
express themselves through their interests
and skills.” (Informant 1)
For informant 7,
“Students are more interested to social
media and online hobbies. To boost the
learner’s interest to education, I design
activities that is very relatable to their
interests and age.” (Informant 7)
Allow students to express in their mother tongue. The teacher is
considered a prescriptivist and values the essence of translanguaging. Indeed,
learning does not happen when there is the limited room for the students to
take part on the change. Speaking the English language does not and will
never be the solution. Though English is considered as the Lingua Franca, it
does not mean that all people in the world speak the same variety of the
language.
This is also true in the parlance of teaching. Students who express in
their mother tongue will connect them to the real meaning of learning. Code
switching, code mixing, and code meshing, are some of the few linguistic
phenomena that changed the language landscape. In the class, teachers
should know as well that it is the concept that should be learned and not the
things that students should not. Filipinos are not native speakers, and thus,
they have to arrive on a consensus that using the mother tongue can help in
38
expressing the bodies of knowledge which they cannot even articulate in the
English language.
Within this context, this implies that the application of English Only
Policy in the classrooms is the form of terrorizing students. This is a poor
process of teaching and should never be tolerated. If teachers cannot expect
their students to express in the target language, there is always a room for
their mother tongue to provide the vivid picture. Of course, one cannot
understand English without having the profound knowledge of their own
language. The connection of these two languages would not be put in vain.
Meanings are first formed in the mother tongue and articulated in the English
language.
Informant 2 sees the brighter side of the Mother Tongue as an aid in
instruction:
“I see to it that everybody can share and

answer according to their level of ability
and capacity of learning. I encourage
students who have difficulties to
speak/share using mother tongue. I initiate
conversation with them, asking open-
ended questions and seeking out their
opinions. I respect their
answers/responses and appreciate the
correct one. I am always in a state of
maximum tolerance as to their behavior. I
deal/compromise if they are unbecoming. I
want them to feel they are important that
all of them have rights to learn and be
given opportunities and attention.”
(Informant 2)
39
As mentioned by Sun et al. (2023), language can be best taught when
teachers are open of all the realities in language teaching. They have to
tolerate change in instruction which may bring learning development and
increase the performance of the students. The acceptance of different
linguistic phenomenon best describes the best teachers in the English
language. Concepts should and will always be the consideration (Guerrero,
2023). If students cannot express in English or they have the difficulties in it,
therefore teachers have to explain it in a language where students can best
understand (Richards & Pun, 2023).
Action Plan
The third research question is the development of an action plan which
was designed based on the findings of the study.
Rationale
Grammar is fundamental in learning the language. All skills go when
the students have the foundations of the structures of language. They can
easily express themselves in writing, speaking, and even have the sharpest
listening skills. Students can appreciate its importance when teachers know
how to begin from the basic and tried to connect it to the daily functions of life.
Appreciation of grammar leads to having the necessary grammaring
skills. Teachers will no longer face any difficulties in the teaching the English
language. In fact, students can have the comprehension and immediately

40
connect themselves with the texts. Through this, they can appreciate and
create meanings. Through inferencing, the students can look forward what is
the end of the story or what will happen next.
Grammaring provides innovations in learning English. It is the key that
free the students from the bondage of reading poverty. Truly, when students
appreciated the value of grammar, they can be the best version of themselves
in terms of learning. They will not be left behind in terms of expressing what
they felt and what they want in life. As such, they can empower themselves to
navigate the wonders of language in different landscapes.
This intervention plan aims to help struggling students to know the role
of grammar in their quest for a higher learning. Teachers at one hand will be
guided properly on the things that they are going to do in providing
intervention that may have an impact to students’ learning. Above all, this plan
seeks to liberate students from being shackled by ignorance.
Objective
Introduce the grammaring skills to students through the four macro skills.
Areas of Objectives Strategies Activities Time Persons’ Performanc

Concern Frame Involved e Indicator
and
Database
Strugglin Provide Peer teaching Partnershi Second Student 95%
g Scaffolding p with Semeste leaders
Students to students Home visitation student r 2020-
in who have leaders 2021 Parents
grammar difficulties Provide
in grammar remedial Parent- Teacher
and to instructions teacher s
enhance through social partnershi
41
their media p Students

grammarin
g skills. Creation of
Social
Partnership Media
with the account for
stakeholders this
purpose
Partnershi
p on the
creation of
Training of a reading
teachers in the camp
teaching of
translanguagin
g as a new
approach in
teaching the
language to
struggling
students and
the
intensification
of grammaring
skills of the
students
42
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations.
Summary
This qualitative study employing the phenomenological research design
aimed at determining the challenges faced by teachers in teaching English
language. The participants were teachers specializing in English. There were
10 informants who participated in the in-depth interview. The challenges they
faced included the difficulty of the students in expressing in the English
language, poor comprehension skills of the students, and the limited time for
learning. Having the positive outlook in life, guiding students in activities,
applying the basics in teaching, relating to students’ needs, and allowing
students to express in their mother tongue were coping strategies of the
teachers. An action plan was designed based on the findings of the study.
Conclusions
43
Teachers specializing in the English language face a lot of challenges.
The ability of the students to understand the concept as well as their capability
to articulate themselves in the English language brought a serious problem in
the delivery of instructions. Time is not sufficient that would enable the
teachers to provide more meaningful learning activities. Further, this infers that
they accepted that these problems are part of their journey as teachers.
Therefore, they connected with the students in order to know what they want
to happen in their quest for excellence in language learning. The acceptance
of the mother tongue in communicating the class played a crucial role in
digging deeper into the concepts that every student should have to internalize
and apply in their own lives.
Recommendations
In light of the findings, this study recommends the following. First,
teachers have to be both descriptivist and prescriptivist. Second, they have to
accept the mere fact that language evolves. Philippines as one of the
variations of the English language is the epitome of how language changes
from one region to another. The path of its trajectory should be the number
one considerations of teachers. They have to be mindful of how to adopt to
change. One cannot say that there is a standard English which is used as a
Lingua Franca.
Third, teachers may allow the application of code switching, code
mixing, and code meshing in the delivery of the lessons. This means that there
44
are bodies of knowledge which can be best explained through the language of
the learners. Fourth, reading should be integrated in all facets of language
teaching. Teachers have to introduce vocabularies and allow their students to
use these in sentences and conversations. The researcher looks forward that
the action plan will be adopted by other schools. Lastly, future researchers can
utilize the themes as the dimensions in developing a quantitative tool. Hence,
a comparative analysis can be sought.

45
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Quarterly 53/1: 248- 257
Trialoka, V.S. Puspita, H and Sabbarudin, S. 2017. English Learners.
Strategies
in Learning Speaking Spekaing Skill (A Study of Undergraduate
Students of English Education Study Program at Universitas Bengkulu
in 2016/2017 Accademic Year. Journal of English Education and
Teaching (JEET) (1) 1. 9-20
Truman, S. E. (2023). Undisciplined: Research-creation and what it may offer
(traditional) qualitative research methods. Qualitative Inquiry, 29(1), 95-
104.
Van Manen, M. (2023). Phenomenology of practice: Meaning-giving methods
in
phenomenological research and writing. Taylor & Francis.
APPENDIX A
54
July 21, 2021
DR. ISAGANI DELA CRUZ, CESO V

Schools Division Superintendent
Schools Division of Cotabato
Capitol Compound, Amas, Kidapawan City
Sir:
Greetings of goodwill.
I am pleased to inform your good office that I am on the final stage of my

graduate studies leading to the degree Master of Arts in English at Notre
Dame of Kidapawan College. My study is title “EXPERIENCES OF
TEACHERS IN TEACHING ENGLISH LANGUAGE.”
In this regard, I would like to ask your permission allowing me to conduct an

interview among the English Teachers of Antipas National High School. A
consent-to-participate form will be given to the informants prior to the date of
the interview. Rest assured that the mandate of the IATF will be strictly
followed to contain the spread of the virus.
I am looking forward for your usual support and approval on this endeavor.
Very truly yours,
JOIR KRIZZA T. RIO

Researcher
Noted:
JERSON S. CATOTO, PhD, FRIEdr

Advise
55
December 08, 2022
BENITO T. BAGAYAS
Principal II
Antipas National High School
Antipas, North Cotabato
Sir:
Greetings of goodwill.
I am pleased to inform your good office that I am on the final stage of my

graduate studies leading to the degree Master of Arts in English at Notre
Dame of Kidapawan College. My study is title “EXPERIENCES OF
TEACHERS IN TEACHING ENGLISH LANGUAGE.”
In this regard, I would like to ask your permission allowing me to conduct an

interview among the English Teachers of Antipas National High School. A
consent-to-participate form will be given to the informants prior to the date of
the interview. Rest assured that the mandate of the IATF will be strictly
followed to contain the spread of the virus.
I am looking forward for your usual support and approval on this endeavor.
Very truly yours,
JOIR KRIZZA T. RIO

Researcher
Noted:
JERSON S. CATOTO, PhD, FRIEdr

Adviser
Consent-to-Participate Form
EXPERIENCES OF TEACHERS IN TEACHING ENGLISH LANGUAGE
Principal Investigator: JOIR KRIZZA T. RIO

Affiliation: Department of Education
56
Adviser: JERSON S. CATOTO, PhD, FRIEdr
I ____________________ voluntarily agree to participate in this study.
I understand that even if I agree to participate now, I can withdraw at any time
or refuse to answer any questions without any consequences of any kind.
I understand that I can withdraw permission to use data from my interview

within two weeks after the interview, in which case the material will be deleted.
I have had the purpose and nature of the study explained to me in writing and
I have had the opportunity to ask questions about the study.
I understand that I will not benefit directly from participating in this research.
I agree to my interview being audio-recorded.
I understand that all information I provide for this study will be treated with
utmost confidentiality.
I understand that in any report on the results of this research my identity will
remain anonymous. This will be done by changing my name and disguising
any details of my interview which may reveal my identity or the identity of the
people I speak about.
I understand that under freedom of information legalization I am entitled to

access the information I have provided.
I understand that I am free to contact any of the people involved in the

research to seek further clarification and information.

57




58




59




60




61




62



APPENDIX B
JMJ Ch
NOTRE DAME OF KIDAPAWAN COLLEGE
Kidapawan City
63
CERTIFICATE OF THE DEBRIEFER
This is to certify that the thesis titled EXPERIENCES OF TEACHERS IN

TEACHING ENGLISH LANGUAGE has undergone peer debriefing and has been
validated by the undersigned. Suggestions of the undersigned have been incorporated as the
researcher observed and employed enough information to establish credibility, confirmability,
transferability, and dependability in the research study.
Moreover, strict process has been observed in gathering necessary information.

Likewise, permission from experts has been sought for the competent validation of the study.
Furthermore, audit trail of the material used in the study has been presented with all
information kept and secured for future validation.
This certification is issued on December 29, 2022, in Kidapawan City, Cotabato,

Philippines
Signature:
Name: ROWENA V. SOSAS, PhD
Position: Associate Professor II
Institution: University of Southern Mindanao, Kidapawan City Campus
Academic Year: 2022-2023
JMJ Ch
NOTRE DAME OF KIDAPAWAN COLLEGE
Kidapawan City
CERTIFICATE OF THE DEBRIEFER
This is to certify that the thesis titled EXPERIENCES OF TEACHERS IN

TEACHING ENGLISH LANGUAGE has undergone peer debriefing and has been
64
validated by the undersigned. Suggestions of the undersigned have been incorporated as the
researcher observed and employed enough information to establish credibility, confirmability,
transferability, and dependability in the research study.
Moreover, strict process has been observed in gathering necessary information.

Likewise, permission from experts has been sought for the competent validation of the study.
Furthermore, audit trail of the material used in the study has been presented with all
information kept and secured for future validation.
This certification is issued on December 29, 2022, in Kidapawan City, Cotabato,

Philippines
Signature:
Name: RHODELLA RANIOLA, PhD
Position: Master Teacher II
Institution: Department of Education, Cotabato Division
Academic Year: 2022-2023
APPENDIX C
Interview Guide Questions
Research Questions Interview Questions Probing Questions
1. What are the What problems did you Which of these is the
challenges of teachers experience in teaching most difficult to handle?
in teaching English English language? Why?
language?
2. How do they cope How did it affect the What did you do to
with the challenges? delivery of the lessons? overcome the
challenges?
65
3. What action plan Which of the strategies Why this strategy

could be derived from you employed effective?
the result of the study? effective?
APPENDIX D
Key Informant Interview Transcript
Informant 1: Cristine Mae P. Langote
Date: April 18, 2023
Time: 7:00am-7:18am
Meeting Place: Antipas National High School, Poblacion Antipas, Cotabato
Question Response
Researcher: Good morning, Ma’am. Okay, Ma’am.
I will be conducting an interview for
my research paper entitled
“Experiences of Teachers in
66
Teaching English Language.” This

research will determine the
challenges faced by teachers in
teaching English language.
But before we start, may I inform you
that you have the option to disclose
your personal information such as
name, age, and address and will
only refer/call you as Informant One
(1) If it’s okay with you.
In answering my interview questions,
you can use dialects you are
comfortable with such as English,
Filipino or your Mother Tongue.
For the record, do you agree to be Yes, Ma’am Joir.
Informant 1?
1. What problems did you Teaching learners in the aspect of
experience in teaching English grammar has been a challenge for
language? me. To add, the learner’s difficulty to
express themselves in the English
language also hinders in the
teaching-learning process since it
hinders the participation of learners.
Their hesitance to express their
thoughts knowing that they fear of
giving their ideas wrongly results in a
poor interaction in class. Moreover,
learners tend to be very passive and
show lack of interest to learn since
they have poor comprehension skills.
These struggles limit the exchange of
learning among learners.
2. Which of these is the most difficult Of all the challenges, the low
to handle? Why? comprehension skills seemed to be
the most difficult to handle. Since
learners barely understood the
language, it hinders their full
participation in class thus resulting to
67
poor desirable outcome. Their lack of

comprehension skills limits their
ability to interact those results to
mediocre performance.
3. How did it affect the delivery of the The exchange of ideas is just limited
lessons? to the teacher's input. The result of
teaching-learning process is just
isolated to what the teacher gives
hence it does cater the entire
knowledge that learners should
acquire. Since their comprehension
is limited, the lesson delivery seemed
to be one-sided. Full participation is
neglected which results to poor
outcome and less development of
their skills.
4. What did you do to overcome the To overcome those challenges, I
challenges? apply several teaching strategies.
The most common that I used is
Differentiated Instruction, it enables
my students to express themselves
through their interests and skills.
5. Which of the strategies you Differentiated Instruction has been a
employed effective? Why? very effective strategy so far. It
allows my students to boost their
confidence, and, in this way, they can
be able to fully participate in
classroom activities.
Thank you very much for your time You are welcome, ma’am.
and effort in answering these
questions.
Informant 2: Jeraphel B. Pacheco

Time: 7:30 am-7:46 am
68
Question Response
But before we start, may I inform
you that you have the option to
disclose your personal information
such as name, age, and address
and will only refer/call you as
Informant Two (2) If it’s okay with
you.
In answering my in-depth interview
questions, you can use dialects you
are comfortable with such as
English, Filipino or your Mother
Tongue.
Researcher: For the record, do you Yes, Ma’am Joir.
agree to be Informant 2, Ma’am?
1. What problems did you 1. Poor foundation of the learners in
experience in teaching English English language
language?
2. Lack audio & visual equipment
3. 50- 55 students inside the
classroom
4. Noise inside the campus (other
classes' performance tasks) students
cannot concentrate
5. Students are hooked in gadgets
6. The use of jejemon in writing that
69
leads to wrong spelling

7. Students are not conscious with
their grammar and other technicalities
8. Students are lazy to read
2. Which of these is the most difficult I consider the most difficult to handle.
to handle? Why?
First the poor foundation of the
learners in English language. They
are more fluent to Hiligaynon or
Cebuano. Grades 1-3 in public
schools are using mother tongue.
Then English language are taught
when they reach Grade 4 giving
focus in reading and writing. Knowing
the large number of learners in class,
there must be tutorial at homes too.
But in many cases, learning was
totally entrusted to teachers. That's
why their foundation in the language
is poor. If only these learners were
given much attention in reading,
writing, and especially
comprehension, they can easily
grasp the lessons in high school not
only in English but all other subject
areas.
Secondly, students are hooked up to
their gadgets. Social media and
games giving no time to grab a book.
The internet addiction is rampant
especially to our school children. The
use of jejemon leads them to poor in
spelling. The notifications or news
feeds are so tempting that they
cannot concentrate in reading or
writing.
3. How did it affect the delivery of The poor foundation in English often
the lessons? leads to delay of the lessons. As a
teacher, we have to go back to the
70
basic or review so they can connect

to the higher English lessons.
Sometimes even the use of indention
in writing which we need to remind
them which is really basic.
Next, they cannot comprehend what
they are reading, as a teacher we
need to explain or even translate to
our native so they can understand.
The use of interest is beneficial to us
in iniquitous learning and teaching. It
can aid towards better understanding
to the lesson. However, some
students are hooked and needs to be
reminded in the use of gadgets
responsibly.
4. What did you do to overcome the I see to it that everybody can share
challenges? and answer according to their level of
ability and capacity of learning. I
encourage students who have
difficulties to speak/share using
mother tongue. I initiate conversation
with them, asking open-ended
questions and seeking out their
opinions. I respect their
answers/responses and appreciate
the correct one. I am always in a
state of maximum tolerance as to
their behavior. I deal/compromise if
they are unbecoming. I want them to
feel they are important that all of
them have rights to learn and be
given opportunities and attention.
5. Which of the strategies you Managing classroom structure and
employed effective? Why? activities is the most effective
especially that I am teaching Grade
7, I can easily control, and they are
obedient. I impose rules and
regulations, build positive
71
relationships, arrange physical

environment, encourage positive
reactions. Introduce routines in the
form of passing materials, entering
the classroom, and leaving classroom
too.
Researcher: Thank you very much You are welcome, Ma’am.
for your time and effort in answering
these questions.
Informant 3: Irene Mary D. Ingles

Time: 8:05 am-8:16 am
Question Response
72

Informant Three (3) If it’s okay with
you.
In answering my interview
Tongue.
Researcher: For the record, do you Yes, Ma’am.
1. What problems did you
experience in teaching English
• Limited time for lectures
language?
• Students getting bored
• Destructed by the environment
• Lack of practice in learning
English language
2. Which of these is the most difficult Lack of practice in learning English
to handle? Why? Language due to limited time for
lectures. It is difficult to handle
because we don’t have ample time to
practice it in school and in home. In
teaching other subject, as an English
teacher we are using our vernacular
language or tagalog most of the time
in the teaching learning process to
address learners’ negative attitude
towards the subject.
3. How did it affect the delivery of It has a big impact in teaching
the lessons? learning process especially when the
teacher uses English language as a
medium of instruction, the learners
were so quiet and cannot interact
with the discussion, and when you
73
asked them, you will get no response

from them, as a result the
assessment conducted was poor.
4. What did you do to overcome the In teaching English language in a
challenges? short period of time, it’s very
challenging in the part of a teacher,
but we need to be resourceful and be
creative to be able to address the
problem. As a teacher, I really give
extra time to translate the sentence
into Filipino in a creative way such as
translation game or action game with
translation so that there will be an
interaction from the learners.
5. Which of the strategies you One of the strategies I found very
employed effective? Why? effective especially in the SMAW
students is the interactive learning
through games because it will help
learners’ attention to the discussion
and at the same time they will enjoy
the learning process while learning.
Researcher: Thank you very much
these questions.
Informant 4: Psyche Joy Macapobre

Time: 9:30 am – 9:42 am
Question Response
74

only refer/call you as Informant Four
Researcher: For the record, do you Yes, Ma’am Joir.
1. What problems did you I had difficulties in leading learners to
experience in teaching English arrive to a relevant and meaningful
language? answer to the question asked. On
top of that, I feel that some of my
activities on lessons where there's
not many available resources, do not
really hit the desired target skills.
2. Which of these is the most difficult In my case, the lack of meaningful
to handle? Why? activities that lead learners to equip
themselves with the target skills is
the most difficult to handle.
3. How did it affect the delivery of the Having less and meaningful activities
lessons? on the lesson limits the learners to
obtain necessary target
competencies. It affects the delivery
of the lesson in a way that learners
will have insufficient grasp on the
concepts for which they would use in
the application of their learning.
4. What did you do to overcome the I have devised teacher-made
challenges? passages that would allow learners
75
to deepen their understanding on the

lesson and made sure the inclusion
of the concepts learned. Students
then are able to perform dyad or
small group discussion that would
help me assess their understanding.
5. Which of the strategies you Pre-test and post-test strategy is
employed effective? Why? surely effective on the kind of
approach I use.
Researcher: Thank you very much You are welcome, ma’am.
these questions.
Informant 5: Patrick Allene I. Bernabe

Time: 10:15 am – 10:27 am
Question Response
Researcher: Good morning, Sir. I will Okay, Ma’am.
be conducting an interview for my
research paper entitled “Experiences
of Teachers in Teaching English
Language.” This research will
determine the challenges faced by
teachers in teaching English
language.
only refer/call you as Informant Four
76

agree to be Informant 5, Sir?
1. What problems did you English language has always been
experience in teaching English unique and is really quite difficult to
language? master. Even those who study
English their entire lives still manage
to make errors here and there.
As an educator and a teacher of the
English language for just more than
a year now, there are a number of
struggles that I have encountered.
There are the following:
- students capacity to pronounce
unfamiliar words
- subject-verb-agreement
- parallelism in sentences
- confidence in recitation and
activities
- difficulty in reading
2. Which of these is the most difficult Challenges are nothing when there is
to handle? Why? perseverance, thus I believe that it
was difficult to handle students that
have difficulty in reading because
they are having a hard time
understanding the texts given. If they
cannot understand anything that will
not learn something. It is quite crucial
to teach them the basics of English
in order for them to have a smooth
ride in sailing through the sea of
77
knowledge they will venture.

3. How did it affect the delivery of the When one cannot fully understand
lessons? the concepts being taught, it is hard
to proceed to the next sets of
lessons. Basically, as much as
possible, I will try my best to provide
basic English and incorporate them
with the current lessons. With that,
students will not only learn the
current lesson, but they will also
refresh their minds about English.
It was quite a challenge, but it was
fun.
4. What did you do to overcome the Every student learns differently; thus,
challenges? it is the role of a teacher to provide
the appropriate teaching style that
will watch the students’ learning
capabilities.
5. Which of the strategies you I simply utilize one of the most
employed effective? Why? common and basic strategies in
teaching: I DO – WE DO – YOU DO,
especially in teaching the
pronunciation of sounds.
these questions.
Informant 6: Rodgie I. Intes

Time: 1:00 pm – 1:18 pm
Question Response
78

only refer/call you as Informant Six
1. What problems did you Most of the students have the
experience in teaching English difficulty in comprehension. Though
language? every time a selection is read and
unlocking of difficult words is done,
many could not satisfactorily
understand the selections read. If
listening texts are read, the more the
students could not comprehend.
2. Which of these is the most difficult Among the four macro skills that are
to handle? Why? supposed to be developed in
English, it’s really in the listening skill
that students are weak at. Their
meager knowledge in vocabulary
added to their difficulty to
comprehend.
3. How did it affect the delivery of Additional time allotment is given to
the lessons? the delivery of a listening text so that
learners could comprehend even just
79
a little half-way.
4. What did you do to overcome the For me it is through establishing a
challenges? positive teacher – student –
relationships so that they will also
have a positive mindset in pursuing
their studies.
5. Which of the strategies you The teaching strategy, I think that
employed effective? Why? work is cooperative learning. It
promotes learning through interaction
with other students.
these questions.
Informant 7: Neliza Narciso

Time: 1:25 pm – 1:43 pm
Question Response
Informant Seven (7) If it’s okay with
80
you.
Tongue.
1. What problems did you * Disturbed Environment of the Class
*Students' Comprehension
language?
*Students' Communication
*Students' Behavior
2. Which of these is the most difficult Behavior/Disturbed Environment
to handle? Why?
Since there are really students that
we cannot control their behavior
inside of the classroom. Some of
them are not really interested to
learn.
Disturbed Environment
A suitable and comfortable
environment is really essential for the
students and teachers, it is one of the
factors for a successful learning.
3. How did it affect the delivery of * Students behavior will affect the
the lessons? delivery of the lesson. It will distract
the teacher to provide a smooth
process learning not with the teacher
but also with the other students.
*Conducive classroom is really
essential for both student and
teacher. If the environment is not
suitable it will be a big hindrance for
the learning process of both parties.
4. What did you do to overcome the Students are more interested to
81
challenges? social media and online hobbies. To

boost the learner’s interest to
education, I design activities that is
very relatable to their interests and
age.
5. Which of the strategies you In terms of the delivery of my
employed effective? Why? lessons, I give an approach which is
very friendly and accommodating. I
want my students to freely speak
their thoughts and hearts without any
hesitation.
these questions.
Informant 8: Wenifreda C. Montales

Time: 2:33 pm – 2:46 pm
Question Response
only refer/call you as Informant Eight
82

1. What problems did you • Learner’s interest
• Lack of reading
language?
comprehension
• Lack of communication skills
such as speaking, writing, and
reading skills
• Lack of vocabulary skills.
Learners have limited words to
express their emotions and thoughts
2. Which of these is the most difficult Learner’s lack of interest is the most
to handle? Why? difficult to handle because the
motivation must really come from
them. Most of the learners having no
interest in the lesson are the
struggling learners. Struggling
learners are the learners who
struggles academically. Yet, if we say
academically struggling suggests
ample of considerations.
3. How did it affect the delivery of the Lack of interest would affect the
lessons? delivery of lesson because the
teacher should find time to stir up the
interest of the learners first just to
achieve the objectives of the lesson
in a particular lesson.
4. What did you do to overcome the You just have to trust the process.
challenges? Every student has different learning
ability. You have to be patient and
understand them well. Never hesitate
to help a student who has poor
83
comprehension and interest.

5. Which of the strategies you One of the most effective strategies
employed effective? Why? that I employed to my students,
especially to those students who has
difficulty in reading comprehension is
to pair a student with a
knowledgeable classmate especially
in group activities because there are
times when there will be recitations
and activities that should be done by
themselves, they find it difficult but if
when there’s a buddy, they will be
motivated and participate in the
discussion.
these questions.
Informant 9: Lea Joy Sarbon

Time: 3:02 pm – 3:18 pm
Question Response
84

only refer/call you as Informant Nine
1. What problems did you The problems I have experiences in
experience in teaching English teaching English language are
language? handling the reading ability and
comprehension of the students
especially in literature where the
lessons are more on analysis of
literary text. Students are also being
afraid of making mistake in speaking
English that is why they usually tend
to avoid during class discussion.
2. Which of these is the most difficult The most difficult to handle is the
to handle? Why? reading comprehension of the
learners because they could not be
able to fully understand what they
are reading, and it is one of the big
factors where they cannot get the
right answers.
3. How did it affect the delivery of the It affects the delivery of the lesson in
lessons? a sense that they cannot
comprehend very well of what they
are reading and sometimes they
have different understanding that is
why they cannot be able to give the
exact thought of the text.
4. What did you do to overcome the To overcome the challenges, I
challenges? always guide them during the activity,
such as asking them of what to do.
They obtain from the story or text so
that I could be able to know if they
85
have comprehended the text well.

Sometimes, I let them visualize the
reading text by letting the, to create
in their minds in mental image of
what they have read.
5. Which of the strategies you For me the strategies I employed
employed effective? Why? which is effective is asking them
questions about their understanding
with regards to the text because
through this strategy I could assess if
they understand what they are
reading.
these questions.
Informant 10: Edwin S. Wendam

Time: 3:30 pm – 3:45 pm
Question Response
Researcher: Good morning, Sir. I Okay, Ma’am.
will be conducting an interview for
86
Informant Ten (10) If it’s okay with

you.
Tongue.
agree to be Informant 10, Sir?
1. What problems did you The most difficult that I have
experience in teaching English experience is using MELC or the
language? MOST ESSENTIAL LEARNING
COMPENTENCIES. It is difficult to
teach, and it is also difficult to find
resources.
2. Which of these is the most When you start teaching MELC,
difficult to handle? Why? aside from it’s difficult for me, it is
more difficult for the students
especially to those students who do
not know how to read and write.
3. How did it affect the delivery of It takes time because you will go
the lessons? back from the start.
4. What did you do to overcome the Go back from the basics. I guess
challenges? MELC could wait. I have to prioritize
their reading skills because I think
that’s the best thing to do. If they
know how to read, everything will
follow.
5. Which of the strategies you The most effective strategy used is
employed effective? Why? the one-on-one with students. You
can focus with the students’
problems, and you can identify their
needs easily.
these questions, Sir.
87
VITA
JOIR KRIZZA RIO-BIATING, LPT

Poblacion, Antipas, North Cotabato
joirkrizzario94@gmail.com
Current Position:
TEACHER 1, Antipas National High School
JUNIOR ENGLISH TEACHER
Poblacion Antipas, North Cotabato
Education:
Bachelor of Secondary Education
Major in English
Central Mindanao Colleges, 2017
Kidapawan City, 9400
Secondary Level
Antipas National High School, 2011
Poblacion Antipas, North Cotabato, 9414
Elementary Level
Antipas Central Elementary School, 2006
Poblacion Antipas, North Cotabato, 9414

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1

Background of the Study

Teachers who are specializing in the teaching of English language

equipped themselves with the necessary skills in order to respond to the

The teaching of English language to speakers of other languages is

always coupled with a lot of challenges. In the contexts of the Philippines, it

English. With the implementation of Mother Tongue-Based Multilingual

Education (MTB-MLE), English has been integrated from kindergarten even

they stepped into college (Bernardo, 2023).

However, with the problems being faced by the Philippines in its

educational system, a study finding of Asia Primary Learning Metrics 2019

proficiency level in familiarization and understanding of texts. This placed the

Philippines behind Vietnam, Malaysia, Myanmar, and Cambodia (Dela Pena,

secondary school (Lopez, 2022). It was previously confirmed by Miñoza and

students’ performance is concerned.

& Pun, 2023; Tang, 2020) conducted on the challenges of teachers in

teaching English language, all of which involved different group of students.

study was articulated.

delivery of the lessons because of the problems faced by the students

especially in the utilization of the English language. This study provided

Statement of the Problem

This qualitative study employing phenomenology was conducted to

determine the challenges and coping strategies of teachers in teaching

English language. Particularly, it aimed to answer the following questions:

1. What are the challenges of teachers in teaching English language?

2. How do they cope with the challenges?

Objectives of the Study

teachers to determine their challenges and coping mechanisms in teaching

result of the study which aimed to help struggling learners especially in

developing their grammaring skills. A qualitative-phenomenological approach

conducted during the Second Semester of School Year 2022-2023.

Significance of the Study

This study will be significant to the following:

Students. They will be able to realize the efforts being extended by

reading as well as involving themselves in language centered activities will

reading and comprehension.

in the English language. As language enthusiasts, they have to accept the

to emphasize that English should be used because it is an international

Parents. As partners of learning, they have to make sure that they

parents as they integrate values toward learning.

Future Researchers. This study will help them in creating another

study on the challenges of a teacher in teaching English. The themes can be

used as the dimensions or variables in coming up with sequential exploratory

research. Above all, this study will be published in a refereed journal.

facets of language learning.

Scope and Limitation of the Study

This study was conducted to determine the challenges of teachers in

teaching the English language. These were participated by 10 English

action plan was developed based on the findings of the study.

The criterion-based sampling was used in determining the teachers

School or Senior High School students.

The following terms are operationally defined:

Coping strategies. These are the processes employed by the teachers

in overcoming the challenges they faced in consonance to the teaching of the

teachers who specialized in the teaching of the English language.

Grammaring Skills. These refer to the ability of the students to

observe the structures of the English language in writing and speaking.

Phenomenon. This refers to the challenges faced by the teaching in

Reading comprehension. This refers to one of the challenges of the