Author

Jessie Flor A. Aggulin*
St. Louis College of Bulanao, Bulanao, Tabuk City, Kalinga, Philippines

Abstract

This study examined the impact of Contextualized English Instruction (CEI) on the communication skills and self-efficacy of senior high school students in Upper Saltan, Pinukpuk District. Specifically, it aimed to determine the level of CEI implementation by teachers, assess students’ communication skills and self-efficacy, and explore the relationships between CEI and these learner outcomes. A descriptive-correlational research design was employed, involving 63 senior high school students as respondents. Data were collected using a validated structured questionnaire covering five dimensions of CEI, four communication skill areas, and self-efficacy indicators, and analyzed through weighted means and Pearson correlation coefficients. Findings revealed that teachers implemented CEI at a high level through lesson localization, indigenization of learning content, adapted teaching strategies, culturally relevant materials, and contextualized assessments. Students demonstrated moderate communication skills, with listening and comprehension showing the highest proficiency, but generally low self-efficacy, particularly in classroom participation and overcoming language challenges. Significant positive relationships were found between CEI and both communication skills and self-efficacy, indicating that culturally relevant and meaningful instruction enhances learners’ engagement, performance, and belief in their ability to succeed. Interpreted through Bandura’s Social Cognitive Theory, CEI serves as the environmental determinant, communication skills as the behavioral outcome, and self-efficacy as the personal factor, illustrating the reciprocal interaction of environment, behavior, and cognition in language learning. The study contributes new knowledge by demonstrating that integrating local culture and community experiences into English instruction strengthens practical language competence and learner confidence, particularly in rural and culturally distinct settings.

Keywords: Contextualized English Instruction, communication skills, self-efficacy, senior high school students, Social Cognitive Theory, culturally responsive teaching.

*Corresponding author/ Email: niceangel1127@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502951

Recommended citation:
Aggulin, J. F. A. (2026). Contextualized English instruction and its impact on the communication skills and self-efficacy of senior high school students. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 955-966. http://doi.org/10.69651/PIJHSS0502951

Read the full text

References

Amelia, M., & Handayani, F. (2025). Implementation a real monitoring information system for English language skill. Journal of English Language Learning, 9(1), 771–779.

Basher, N. N., Hong, L. J., Abdullah, N. S., Yunus, M. M., Hashim, H., & Sunandar, A. (2025). Empowering communication: A conceptual exploration of communicative language teaching. Pena International Journal of Media, Journalism and Mass Communication, 1(1), 10–28.

Bhatia, S. S. (2024). Symbiosis of localization and globalization in assessment for teaching learning practices in higher education. In Transdisciplinary teaching and technological integration for improved learning: Case studies and practical approaches (pp. 194–218). IGI Global.

Bordeos, M., Pecolados, M., Cardeño, R., Flores, J., & Bitangcor, S. (2023). The impact of cooperative storytelling strategy on the learner’s speaking proficiency. Journal of Natural Language and Linguistics, 1(1), 22–30.

Cabauatan, L. J. I. (2025). Philippine preservice teachers’ culturally responsive teaching self-efficacy: A mixed-method inquiry. Multicultural Learning and Teaching.

Caliboso, J., Bagalay, B., Santiago, M. G., Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary texts as cultural tools: A study on contextualized learning strategies in Philippine higher education. International Journal on Culture, History, and Religion, 7(SI2), 340–355.

Castillo, K., Cabrillas, A. M., & Vargas, D. (2024). English language communicative competence of senior high school students in the Division of San Jose City. SSRN. https://ssrn.com/abstract=5036968

Dara, D., Soomro, A. G., Ny, S., Hong, C. K., & Elshamy, E. (2024). Exploring communicative competence: Definitions, advancements, and implementations across disciplines. AITU Scientific Research Journal, 3(2).

Datu, Y. A., & Sulindra, E. (2025). Are vocational high school students ready for global competitiveness? Self-perception on their English proficiency. Social Science and Humanities Journal, 9(1), 6383–6394.

Dauba, J. G., & Jullanda, R. E. (2024). Psychological barriers to English language fluency among selected students in private higher education institutions: Basis for an intervention program. International Research Journal of Modernization in Engineering Technology and Science, 6(6), 2649–2666.

Devaki, V. (2024). Exploring the impact of innovative assessment methods on learning outcomes: A review of project-based assessments, portfolios, peer assessment, and self-assessment. In Policy development, curriculum design, and administration of language education (pp. 343–374).

Elshegmani, F. (2023). Evaluating the effectiveness of English coursebook speaking activities for developing Libyan secondary school learners’ oral fluency (Doctoral dissertation, University of Leicester).

Espino, J. D., Gonzales, D. H. F., & Martin, I. P. (2021). Multilingual English language teaching in the Philippines. International Journal of TESOL Studies, 3(3).

Etcoy, D. M., Joverto, A. K., & Paligutan, M. J. A. (2023). ESL pedagogy in Philippine colleges: Issues and reforms through 21st century teaching perspective. Diversitas Journal, 8(4), 2796–2812.

Feng, R., Alsager, H. N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners’ vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6).

Gallo, P., & Raymundo, J. L. (2024). Communicative language teaching and assessment strategies in online English as foreign language (EFL) tutoring context. SSRN. https://ssrn.com/abstract=4908137

Goetze, J., & Driver, M. (2022). Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233–259.

Graham, S. (2022). Self-efficacy and language learning: What it is and what it is not. The Language Learning Journal, 50(2), 186–207.

Gutiérrez, C. P., & Aguirre Ortega, M. (2022). English instructors navigating decoloniality with Afro-Colombian and Indigenous university students. Íkala, Revista de Lenguaje y Cultura, 27(3), 783–802.

Gutierrez, G. B., & Pascual, E. A. (2022). Laying-down the foundation of localized and contextualized teaching in Nagcarlan District, Laguna, Philippines. 110(1), 18–18.

Hengki, H., & Ratna, R. (2025). Self-efficacy and self-confidence strengthening training for high school students and equivalent in activating transactional and interpersonal communication. NEAR: Jurnal Pengabdian kepada Masyarakat, 4(2), 180–189.

Husnaini, H. (2022). Development of self esteem-oriented micro teaching materials for IAIN Palopo English education students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538–560.

Jiménez, A. J. A., & Hernández, Y. G. (2021). Internationalization at home and the development of the linguistic skills of written expression and reading comprehension in foreign language teaching. European Journal of Language and Literature Studies, 7(1), 36–47.

Kanwal, A., Akram, A., & Ullah, F. (2024). English around the world: Exploring current debates and issues in World Englishes. Harf-o-Sukhan, 8(2), 1–14.

KC, B. K. (2024). Teachers’ experience of contextualized English language teaching. Triyuga Academic Journal, 3(1), 49–69.

Kutuk, G., Putwain, D. W., Kaye, L. K., & Garrett, B. (2023). The development and preliminary validation of a new measure of self-efficacy: Questionnaire of self-efficacy in learning a foreign language. ITL – International Journal of Applied Linguistics, 174(2), 230–262.

Laksanasut, S. (2024). Enhancing English language skills of EFL students in Thailand’s EEC context through project-based learning. SEAQIL Journal of Language Education, 3(2), 186–197.

Liu, D. (2024). The effects of segmentation on cognitive load, vocabulary learning and retention, and reading comprehension in a multimedia learning environment. BMC Psychology, 12(1), 4.

Manan, S. A., Tajik, M. A., Hajar, A., & Amin, M. (2024). From colonial celebration to postcolonial performativity: “Guilty multilingualism” and “performative agency” in the English medium instruction context. Critical Inquiry in Language Studies, 21(3), 307–334.

Melegrito, M. C. P. (2022). The use of Filipino and English as mediums of instruction in the teaching of engineering courses at the tertiary level. European Online Journal of Natural and Social Sciences, 11(3), 668.

Munyan-Penney, N., & Mehrotra, S. (2023). Future of assessments: Centering equity and the lived experiences of students, families, and educators. Education Trust.