FOSTERING TECHNOLOGY-BASED INSTRUCTIONS: INTERACTIVE

LANGUAGE TEACHING AND LEARNING AMONG GRADE 12 STUDENTS OF

SOUTHERN CITY COLLEGES

A Research Proposal Paper

Presented to the Faculty of the

College of Teacher Education (CTE) Graduate School

Western Mindanao State University (WMSU)

In partial fulfilment of the course requirements

in EDUC 200- Educational Research

1st Semester, Academic Year 2020-2021

DEO J.

GALVEZ

January 2021
 RESEARCH PROPOSAL
Educ 200- Educational Research

FINAL APPROVAL SHEET

This Research Proposal entitled TECHNOLOGY-BASED

INSTRUCTION:FOSTERING INTERACTIVE LANGUAGE TEACHING AND
LEARNING AMONG GRADE 12 STUDENTS OF SOUTHERN CITY
COLLEGES of DEO J. GALVEZ from the Southern City Colleges,
Zamboanga City was successfully defended and approved by the Course
Professor on 00 January 2021 at the College of Teacher Education Graduate
School, Western Mindanao State University in Zamboanga City.

APPROVED BY

MARIO R. OBRA, JR., Ed.D.

Professor IV
College of Teacher Education- Graduate School
Western Mindanao State University
00 January 2021
TABLE OF CONTENTS

Page

TITLE PAGE
APPROVAL SHEET …………… 00
ACKNOWLEDGEMENT …………… 00
TABLE OF CONTENTS …………… 00
LIST OF FIGURES …………… 00
LIST OF TABLES …………… 00
LIST OF APPENDICES …………… 00
I. THE PROBLEM AND ITS SETTING …………… 00
Introduction …………… 00

2|Page
 RESEARCH PROPOSAL
Educ 200- Educational Research

Research Locale …………… 00

Theoretical Framework …………… 00
Statement of the Problem …………… 00
Hypothesis …………… 00
Significance of the Study …………… 00
Scope and Limitation …………… 00
II. REVIEW OF RELATED LITERATURE
AND STUDIES …………… 00
Related Literature …………… 00
Related Studies …………… 00
III. R ESEARCH METHODOLOGY …………… 00
Research Method …………… 00
Respondents/Participants …………… 00
Instrument …………… 00
Validation of Instrument …………… 00
Data Gathering Procedure …………… 00
Treatment of Data …………… 00
BIBLIOGRAPHY …………… 00
APPENDICES …………… 00
BIOGRAPHICAL SKETCH …………… 00

3|Page
 LIST OF FIGURES

FIGURE 1: ……………………. 00
FIGURE 2: ……………………. 00
FIGURE 3: ……………………. 00

LIST OF TABLES

TABLE 1: ……………………. 00
TABLE 2: ……………………. 00
TABLE 3: ……………………. 00

LIST OF APPENDICES

A. ……………………. 00
B. ……………………. 00
C. ……………………. 00
D. ……………………. 00
 CHAPTER I
THE PROBLEM AND ITS SETTING

Introduction

The field of language education is ever changing. Today’s language

classrooms are vastly different from that of the mid - to late- 20th century (Eaton,

2010). The focus on language education in the 21st century is no longer on

grammar, memorization, and learning from rote, but rather using language and

cultural knowledge as a means to communicate and connect to others around the

globe (Eaton, 2010). The usage of technology includes not only machines

(computer hardware) and instruments, but also involves structured relations with

other humans, machines, and the environment (İŞMAN, 2012). Traditional notions

of education are giving way to newer, more innovative ways of thinking about how

we learn, teach, and acquire knowledge.

The American Council on the Teaching of Foreign Language (ACTFL, 2013)

noted that technology has been used to both assist and enhance language learning.

Many school districts are showing support for increased levels of technology in the

classroom by providing hardware such as tablets and computers, enhancing

internet connectivity, and implementing programs designed to improve computer

literacy for both teachers and students. It has always been an important part of

teaching and learning environment. It is an essential part of the teachers’ profession

through which they can use it to facilitate learners’ learning. When we talk about

technology in teaching and learning, the word ‘integration’ is used. With technology

being part of our everyday lives, it is time to rethink the idea of integrating

technology into the curriculum and aim to embed technology into teaching to

support the learning process. That is to say, technology becomes an integral part of
the learning experience and a significant issue for teachers, from the beginning of

preparing learning experiences through to teaching and learning process (Eady &

Lockyer, 2013). Teachers should model the use of technology to support the

curriculum so that learners can increase the true use of technology in learning their

language skills (Costley, 2014; Murphy, DePasquale, & McNamara, 2003).

Having handled classes both grade 12 and college students in Southern City

colleges, the researcher found out how hard to integrate the technology-based

instruction in teaching language that would also fosters an interactive class. In

addition, there’s no yet existing study that determine and address common

problems and issues both teachers and students on technology-based instruction

specifically communicative language teaching (CLT) approach in English language

classes. This approach requires interactive classroom activities and the integration

of the four language skills of reading, writing, listening, and speaking (Sharif, 2012).

For this reason, the researcher decided to have a thorough study on technology-

based instruction for an interactive language teaching. The researcher believes that

the framework of this study provides a valuable paradigm and learning opportunities

in exploring new innovations.

Research Locale

This study will be conducting in Southern City Colleges (SCC) Pilar Street
Zamboanga City.

The Southern City Colleges traces its beginnings to 1946 in response to the

clamor for educational institutions to help rebuild the city from the ravages of World

War II. The Founder of Southern City Colleges, Mr. Francisco M. Caliolio Sr., with

his keen vision for progress, initiated in 1946 the offering of vocational courses at a

building shack on the Old Bailen Street, now La Purisima Street. The school started

out offering technical courses in typewriting, stenography, bookkeeping and hair

culture. It produced graduates who filled the need for skilled workers in the growing

business and service sectors in the city. By then, the school was named

SOUTHERN ACADEMY. Southern Academy slowly earned a reputation as an

outstanding skill-training institution in the city that spread fast to the neighboring

island of Basilan and the provinces of Zamboanga del Sur and Zamboanga del

Norte, and the Sulu Archipelago.

Four years later, in 1956, government recognition was given for the offering

of additional programs: Four-year Commerce Degree Program, one-year Secretarial

Science, and the first and second years of the Business Secondary Department.

Soon after, the recognition for other courses followed. The courses included 3rd and

4th years of the Business Secondary (Day) and Business Secondary (Night); the

four-year Academic Secondary (Day) under the 2-2 scheme; and the Academic

Secondary (Night).

Presently, the institution still offers Day and Night High School now under the

K-12 Curriculum or the Enhanced Basic Education system of the Department of

Education that covers all strands.

Theoretical Framework

This study is anchored to the following theories.

Constructivism

Constructivists believes that “learning occurs when one constructs both

mechanisms for learning and his or her own unique version of the knowledge,

colored by background, experiences, and aptitudes" (Roblyer, 2006, p.37).

Knowledge is therefore constructed and not transmitted and students generate new

knowledge through activities, experiences, and experiments. It encourages active

engagement, promotes motivation, autonomy, responsibility, and independence in

students. Students are guided to manipulate objects and perform experiments to

help create new knowledge building from prior knowledge. 

The most significant change that constructivism theory adapts integration of

technology in education setting. Indeed, constructivism theory has been able to use

technology to serve constructivism principles theory. Even constructivism became

one of the main approaches that followed by integration of technology in education.

Technology is developing every day and it is become involves in the teaching

method.
Statement of the Problem or Aim of the Study

This study aims to determine the Technology-Based Instruction which fosters

Interactive language Teaching and Learning among Grade 12 students of Southern

City Colleges.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Strand

1.2 Economic status

1.3 Ethnicity

1.4 Gender

2. What are the common technology-based instructions utilize in teaching

language among grade 12 students of Southern City Colleges?

3. Is there a significant difference between an Interactive language Teaching

and Learning, when they are group according to their demographic profile?

4. Is there a significant difference between pretest and post-test using

technology-based instructions?

Hypothesis

Ha 1: There is a significant difference between pretest and post-test using

technology-based instruction among grade 12 students of Southern City

Colleges.

Ha 2: There is a significant difference between Interactive language

Teaching and Learning among grade 12 students of Southern City Colleges

in terms of their demographic profile.
Significance of the Study

The findings of the study would bear relevance to the School

administrators, faculty members, parents, and future researchers in terms of

the following:

School administrators

The results on Technology-Based Instruction which fosters Interactive

language Teaching and Learning among Grade 12 students of Southern City

Colleges may serve as their basis to design programs and activities intended

for students to improve their skills in learning language with the technology

integration and perform well in English classes. The data may also help the

administration to improve and upgrade the English Curriculum in terms of

scheming methods and strategies to address the different needs of the

students. Hence, the administration may generously support the English

Department in terms of seminar, workshop, training and conferences.

English Teachers

The results of this study, the English Department of the senior high

school can have the basis on strengthening technology-based instruction and

apply appropriate methods and strategies for an interactive language

teaching.

Parents

The parents may continuously advise and guide their children’s school

activities and progress. The results would strengthen their supports to their
sons/daughters and to their teachers as well.

Scope and Limitation of the Study

The study is focusing on Technology-Based Instruction which fosters

Interactive language Teaching and Learning among Grade 12 students of Southern

City Colleges. The target respondents are One hundred (100) Grade 12 students

who are currently enrolled for this Academic year 2020-2021. The respondents

belonged to the General Academic track are (55), and for the Technical vocational

track are (45). This study is delimited on the integration of technology-based

instruction how it fosters interactively in teaching writing, and speaking.

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
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Related Studies
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CHAPTER III
RESEARCH METHODOLOGY

Research Method
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Respondents/Participants
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Data Gathering Tools/Instruments

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Validation of Instrument
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Data Gathering Procedure

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 RESEARCH PROPOSAL
Educ 200- Educational Research

BIBLIOGRAPHY

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 RESEARCH PROPOSAL
Educ 200- Educational Research

APPENDICES

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BIOGRAPHICAL SKETCH