EXPLORING LANGUAGE TEACHERS’ LIVED EXPERIENCES FOLLOWING THE CENTRAL VISAYAN INSTITUTE FOUNDATION - DYNAMIC LEARNING PROGRAM

Farrah Jane L. Silva, Jocelyn B. Bacasmot

Abstract


This study explored the lived experiences, challenges, coping strategies, and insights shared by 20 language teachers following the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) in the Davao Region. The researcher used a qualitative study design utilizing descriptive phenomenology. The data were collected through in-depth interviews (IDI) and focus group discussions (FGD) and were analyzed using thematic analysis through Colaizzi’s method. The findings revealed that the language teachers’ lived experiences in the learning program were intensive preparation and lesson planning; structured but flexible implementation; promotion of independent and self-paced learning; enhanced collaboration, communication, and feedback; and positive classroom and learning outcomes. Furthermore, the challenges they encountered in the learning program were the limitations in teaching macro skills, time and workload constraints, and student motivation and engagement issues. The coping strategies they employed were instructional adaptations for skill development, meaningful and contextualized learning, and adaptive practices. Lastly, the insights focused on teacher support and adaptability strengthening, independent and collaborative learning advancement, and DLP instruction and research intensification. This study contributed a valuable understanding of language teaching following CVIF-DLP and offered practical implications for instructional practices, institutional support for DLP teachers, other educational stakeholders’ initiatives, and improvements in student outcomes following the learning program.

 

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education, language teaching, learning program, Dynamic Learning Program, CVIF-DLP, phenomenology

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