Author
Ruby Ann D. Agustin
Northeastern College
Santiago City, Isabela, Philippines
Email: rubyann.agustin@deped.gov.ph
Abstract
Persistent gaps in English proficiency and reading comprehension among Filipino learners highlight concerns about the effectiveness of English as a medium of instruction (EMI) in public elementary schools. However, limited localized evidence exists on how teacher characteristics, instructional resources, and contextual challenges influence EMI implementation in Ilagan City North District. This study examined the pedagogical practices of elementary English teachers and the factors affecting instructional effectiveness. Using a descriptive survey design, data were collected from 19 purposively selected public elementary English teachers through a validated researcher-made questionnaire. Findings revealed a relatively young and high-performing teaching workforce, with 89.47% receiving “Outstanding” ratings. Teachers strongly supported EMI (overall means above 4.50) and rated ICT and audiovisual resources as very effective. However, student-related challenges, particularly lack of interest and limited English exposure outside school, were perceived as more serious than teacher-related concerns. The study concludes that strengthening professional development, technology integration, and community-based language support is essential to enhance EMI effectiveness and learner outcomes.
Keywords: English as a medium of instruction, teacher pedagogy, instructional resources, student-related challenges, professional development
DOI: http://doi.org/10.69651/PIJHSS0501807
Recommended citation:
Agustin, R. A. D. (2026). Enhancing the pedagogical practices of elementary English teachers in public schools of Ilagan City North District. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9000-9007. http://doi.org/10.69651/PIJHSS0501807
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