MODULE 2

Integrating Active Learning Approaches in

Language Learning
LEARNING OUTCOMES
INTRODUCTION
At the end of the module, the students should be able to:

 discuss the concepts of the different learning approaches in language teaching and
learning;
 discuss how information and communication technologies will help develop and present
language lessons using the different active learning approaches;
 brainstorm on the possible products or outputs that will serve as an evidence of learning of
the developed learning outcomes of the learning plan using Inquiry-Based Learning,
Problem-Based Learning and Project Based Learning; and
 integrate active learning activities in the development of language learning plans.

Language learning encompasses the development of the macro skills such as reading, writing,
listening, speaking, and viewing. The concern of the language teacher is how to teach these skills in a
holistic manner as these skills complement each other when used by people in communicating. Is it
possible to target more than 2 or 3 of the macro skills in one learning activity? The answer is yes.
However, this largely depends on the approaches used by the language teacher in facilitating the
development of learning competencies in the language classroom. One way to achieve this end is the
utilization of active learning approaches.
Active learning approaches are characterized by learners’ engagement in activities that are
geared towards the generation of new knowledge or making meaning to an existing knowledge while
developing other 21st Century Skills (Such as collaboration, media literacy, critical thinking) in the
process. Four or the recent active learning approaches introduced to enhance the teaching learning
process are Inquiry-Based Learning (IBL), Research-based Learning, Problem-based Learning,
and Project-Based Learning (PBL). These learning approaches are designed to give more depth and
breadth in the learning of content in the K to 12 Curriculum. While these approaches are meant to
provide opportunities for active exploration of content, each of these approaches has a distinct
characteristic that needs to be considered by teachers in the realization of learning competencies
especially in language teaching. Knowing the distinctions among these active learning approaches will
help the language teacher in deciding what approach to adopt.
Central to active learning approaches is the construction of framing questions that will guide the
learners in their investigation either on a specific topic or unit. Investigations become more meaningful
when these are related to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new knowledge, technology
whether digital or non-digital, plays an important role in the utilization of these active learning
approaches. With the ubiquity of technology tools that learners are exposed to, it is the teacher's role to
ensure the appropriateness and relevance or such tools in the development of learning competencies.
Aside from learning language skills, it is also important to train learners of their responsibilities as they
engage in digital learning activities and enable them to discriminate digital tools that are useful in
enhancing their knowledge on the content of investigation.

Lesson 1
 Technology for Teaching & Learning 2 English/Filipino

Inquiry-Based Learning and Research-

Based Learning
LEARNING OUTCOMES

At the end of the lesson, the learner should be able to:

 discuss the salient features of inquiry-based learning and research-based learning and
their application to the attainment of language learning competencies and language
learning outcomes;
 analyze how technologies for teaching and learning languages can be maximized in
inquiry-based learning and research-based learning; and
 state some performance standards from the Curriculum Guide that can employ inquiry-
based learning and research-based learning.

EXCITE
To be able to attain the above-stated lesson objectives, do the following exercises step-by-step:

Step 1: The KWL Chart

Familiarize yourself with the concept of KWL chart. Analyze the contents of the charts and think
of how you can use this chart in facilitating your language lessons.

KWL CHART

Language Topic:

Big Question:

What I Know What I Want to Know What I Learned

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Step 2: Starting with an Essential or Big Question
Since inquiry-based learning usually starts with essential or big questions that elicit varied
answers from the respondents, think of a question that you would like to ask your students relevant to a
specific lesson in your language class. Do this in a group with five (5) members. Some example
questions may be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of long ago?
What is one main characteristic of a young children that helps them to know about the world
they live in?
Write your big question on the KWL chart.

Step 3: Finding Out What We Know

Eliciting from your collective lived experiences as groupmates, provide an answer to the big
question you identified. Record your answers through filling in the first column of the KWL Chart. In this
step, each member is expected to actively participate to fully answer the KWL chart. As you do the
activity, writing and speaking skills can be observed to be demonstrated by each member.
This activity can be done at any level in your language classes in the future. You need to allow
some students like in the pre-school level to draw their answers in the chart if they cannot write their
answers in verbal form.

Step 4: Finding Out What We Want to Know

To allow you to freely explore about what is in store in the world around you, fill-in the second
column of the KWL chart. By answering the second column, you will be able to think of other possible
information that is beyond the knowledge that you have about the big question. This activity contributes
to the development of inquisitiveness of students.

Step 5: Finding Out the Answer from Experts

To be able to learn better about the topic and big question, get on searching for an answer to
the questions from reliable sources. Sources may refer to your language teachers or from the library
resources (digital or printed). Conduct interview with some teachers or other human resources who
may give an answer to the question or get information from your library resources. Record your
interview data or literature review data.

Step 6: Finding Out What We Have Learned

Finally, organize the results of your gathered data and write your answer in Column 3 of your
KWL chart.

EXPLORE

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Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in our society today. It continues to usher the
study of so many fields that enable various scientists and experts to provide solutions to emerging
issues affecting the society in general. In the classroom, in particular, the process of inquiry is a basic
learning activity that every teacher is expected to facilitate. The development of the ability to ask among
learners is basic in the age of the Fourth Industrial Revolution. According to the Future of Jobs Report
during the World Economic Forum, the top three of the ten skills needed in this age are complex
problem solving, critical thinking and creativity (Gray, 2010) which all start from the process of asking.
Inquiry-based learning (IBL) as an approach essentially involves tasks requiring earners active
participation in finding answers to curricular questions. The questions can run from very specific simple
questions to more complex questions in relation to the curriculum. Learners are given opportunities to
engage in self-regulated activities as they pursue the investigation. Using this in the language
classroom can facilitate the development of communication skills as it involves activities such as writing
questions, deliberating on ways of finding answers to curricular questions, and presenting outputs as
evidence of inquiry among others. This approach encourages students to work together in
accomplishing their task.
The process of inquiry starts from positing a question aligned to content standard in the K to 12
curriculum for English. Investigation proceeds using various sources of information and presentation of
outputs of the students using a productivity tool. Depending on the required output, the assessment tool
that will be used should be given to the students before the inquiry commences.

When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially
appropriate approach to learning about language variation, identity, and power since IBI can provide
students with opportunities to learn about current issues in sociolinguistics through sharing and
debating on a personal experience with language from multiple perspectives.

Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry - This lets the students follow the lead of the teacher as the entire class
engages in one inquiry together.
2. Controlled Inquiry - The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry - The teacher chooses topics or questions and students design the product
or solution.
4. Free Inquiry - Students are allowed to choose their own topics without any reference to a
prescribed outcome.

Role of the Teacher

The success of BL largely depends on the careful planning of the teacher in relation to the
curriculum. The language teacher needs to look into the learning competencies that can be satisfied by
a simple inquiry or more complex inquiry. He/she controls and prepares the topic for investigation and
guides the learners by setting the questions to be explored. Learners are allowed to design their own
way of investigation and present their outputs using technology tools that are afforded to them. When
technology is coupled with IBL, a gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher is knowledgeable of the sources of
information and whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec and
Kocijncic (2016):
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1. Prior knowledge and capacity
2. Context Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in one's search for information. Depending on the unit of study in a
language curriculum, there are many free educational websites that are available for the language
teachers and learners. Due to the vastness of sources of information from the WWW, any language
teacher who is using IBL has the responsibility to direct learners to websites that provide the proper
information. The technology tools that are made available for the learners, whether online or offline,
should support the object of inquiry which is aligned to the learning competencies in the K to 12
Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of
information n the process of inquiry. This does not exclude the other resources, human and non-
human, in gathering information. However, learners are undeniably familiar and probably more adept in
exploring the internet. Guiding them in locating online resources that are relevant in developing their
research and communication skills will let them learn the importance of using educational resources in
an explicit and implicit way.

EXPERIENCE
To be able to apply inquiry-based leaning in your field of specialization, do the following steps:
Step 1: Reading Curriculum Guide in English or Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for English or
Filipino of this level. Focus your reading on the different language competencies of every language
lesson.
Step 2: Identifying Language Competency for IBL
Find learning competencies in the chosen Curriculum Guide that are suited for an IBL.
Determine the type of inquiry that you will be using. Note them down on the table provided.

Subject:

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Grade Level:

Language Learning Competencies Type of Inquiry

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Step 3: Developing Core Questions

Create core question/s about the competencies that learners might be asked to answer:

Subject:

Grade Level:

Language Learning Competencies Core Questions

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Lesson 2
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Problem-Based Learning and Project-Based

Learning
LEARNING OUTCOMES

At the end of the lesson, the learner should be able to:

 discuss the salient features of problem-based learning and project-based learning and
their application to the attainment of learning competencies and learning outcomes;
 analyze how technologies tor teaching and learning can be maximized in problem-based
learning and project-based learning; and
 share some performance standards from the Curriculum Guide that can employ problem-
based learning and project-based learning.

EXCITE

Step 1: Study a picture from the internet and create a meme or a question about it.
__________________________________________________________________________________
__________________________________________________________________________________

Step 2: Write 1-2 sentences about literature

__________________________________________________________________________________
__________________________________________________________________________________

Step 3: Between creating a meme or a question about picture from the internet and writing sentences
about literature, which did you find easier to write about? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________

The activity above obviously shows that it is easier to write about something that is relatable in
our real life situations because of our prior knowledge or experience. Language teaching and learning
in the basic education are not just about parts of speeches, grammar and other contents but more so
on how these are used to deal with real-life experiences. Using problem-based learning is one of the
approaches that may bring forth more meaningful learning experiences in and beyond the classroom.

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and solving open-
ended questions that serve as the main problem that the learners will work on. The type of questions
posited is focused on a specific content standard and its application to real life issues. It also requires
more than one answer or solution. Learners are engaged in a collaborative task as they work towards
the solution to the problem. This learning activity is done in small groups with each member assigned a
certain task to accomplish. In the process or engaging in PBL, they learn several skills such as problem
solving, communicating, research, among others which are essential in the workplace, The end goal of
PBL is to ensure that the target, the learning competencies, are achieved in the process.

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Ali (2019) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following five principles of
PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally
4 Students’ learn about motivation, teamwork, problem-solving and engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem - current issues that do not have just one answer or one definite solution;
2. Brainstorming - generate ideas, tackle the problem through self-directed questioning arouse students
intrinsic motivation;
3. Collecting and analyzing the information - assigning group members to collect information; posting
what they found and what they learned; collaborative collection of useful information;
4. Synthesizing information - solving the problem through synthesized relevant data, knowledge
building;
5. Co-building knowledge - presentation of the solution to learning problem issue; and
6. Refining the outcomes giving of feedback and suggestions by the instructor to help students improve;
learning from other group’s presentation.

Benefits of Problem-Based Learning

Several Studies have revealed positive impacts of PBL on learners as they engage in the
process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666 in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students nervousness during the learning process
3. Increases students' responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019-EFL students:

 Enhances fluency in communication

 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language (EFL) students, PBL:

 Enhances fluency in communication

 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
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The study of Lin (2017) revealed statistically that the PBL participants showed more improvement
in their reading comprehension than the non-PBL participants. The study further looked into the PBL
active English learning attitudes of the two groups and found that the PBL participants’ “motivation
intensity, their desire to learn English, and communication inside and outside the classroom were
significantly higher than those of the participants of the non-PBL group” (p. 116). The research also
found that the PBL participants’ active English learning attitudes are significantly related to their reading
comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve the learners
but also the teachers. In the study of Markusic and Sabljic (2019), they sought to establish the
teachers’ attitudes on the problem-based teaching of literature. Their data revealed that PBL is an
“acceptable methodological system" because they “saw greater interest and activity of students,
development of student's critical thinking and communication skills, encouraging curiosity and
exploratory thinking developing love of reading, and developing the skills of connecting teaching topics”
(p. 27).

Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-ended
question collaboratively, there are a number of free online tools that they can use from the
commencement of the task to its completion especially that some of the group tasks will be done
outside the regular class hours. These online tools will allow the learners to be actively connected and
engaged in the group task while monitoring their own contributions. The teacher acting as facilitator
may also have the opportunity to peep into the activities of each learner thereby enabling him/her to
give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that
technology is simply the mediator for collaboration and representation and that it is the type of task and
thinking processes in which students engage that determine the quality of learning (p. 181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish their
tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking. These may
facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In the study of
Kung (2018), it was found that advanced language learners had positive perception about the use of
Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars,
organizers, citations and others are also available to assist learners and teachers in accomplishing
required tasks and outputs from a PBL activity. There are free tools that can be downloaded for mobile
phones, laptops or desktops. Before using or recommending these tools to learners, it is important that
teachers take note or try out the tools first to be familiar with the most appropriate tool for the PBL
activity.
When using PBL, the learning competencies must be consideration together with the content
and performance standards before the technology integration. As soon as these are in place, the
statement of learning outcomes in the learning plan must be stated in behavioral and measurable
terms, PBL is about developing higher order thinking skills; therefore, the taxonomy of objectives
should be utilized to ensure that you are targeting the required outcomes. Consider using the revised
Bloom’s taxonomy by Anderson and Krathwohl in creating your learning outcomes.

Nature of Project-Based Learning/ Project-Based Approach

Project-based learning is an approach but has evolved as a teaching method that engages
learners in a series of planned tasks resulting to the generation of solutions to real-world problems. It is
a student-centered approach as it takes into account the realm of experiences and interest of students.
This method is based on John Dewey's principle of learning by doing and Vygotsky's constructivist
theory of learning that advocates social construction of knowledge. PrBL/PBA is a collaborative learning
activity where learners work on an authentic task guided by an open-ended question. Each member
has an assigned role that will contribute to the solution of the problem that was identified. This problem
reflects real issues in their community or the world at large.

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Past and more recent researches have proven PrBL to be beneficial in the development of
various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).
Using student feedback questionnaire given to 99 students, it was revealed that students’
knowledge of the topic taken, searching review for the topic, communication skills, data collection skills,
and analytical and presentation skills were enhanced. The teachers also perceived that PrBL could
cause 100% enhancement of knowledge on the various components of research methodology, update
of the knowledge on a particular topic, and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019)
The researchers investigated the effectiveness of using PrBL activities the improvement or oral
communicative competencies of 44 Malaysian English language learners. The study revealed a
significant improvement in the learners’ overall oral communicative competence after 12-week
intervention lessons using PrBL as a strategy. They also concluded that PrBL as teaching strategy is
effective and is recommended as suitable English language especially for learners’ with low proficiency
in the English language.
3. Development of life skills (Wurdinger & Qureshi, 2015).
The study employed mixed-method to examine the development of life skills through PrBL.
Their findings revealed that after taking the PBL course, there was a significant difference in the mean
scores for the following lite skills: responsibility, problem solving, self-direction communication, and
creativity skills, It was concluded that PrBL indeed promotes further development of life skills.
Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your future
classroom. Follow the steps and the instructions given.
Step 1. Using Notetaking Applications
Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in English.
Use any notetaking app or tool for recording your output.
Step 2. Constructing Key Questions for PBL
Using your K to 12 Curriculum in English, choose 3 learning competencies from different
quarters, identify the content standards and construct key questions that can motivate students to
engage in a PrBL activity. Use the table provided

Open-ended
Quarter Learning Competency Content Standard
question

EXPERIENCE
Step 1: Searching for Web 2.0 Tools

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With a group of five members, fill out the table that presents various Web 2.0 tools and
language activities where such tools may be used.

Web 2.0 tools Purpose Sample activities for language learning

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 Tools that can be used in the language classroom and share it to the
class:

Web 3.0 tools Purpose

Step 3: Sharing
Share your answers to Step 1 and 2 to the whole class.

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