Grace of Shekinah School, Inc.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various related literature and studies gathered by the

researchers after wide-reading and comprehensive research. This will offer data that

will ground the study’s strength and viability.

The Department of Education (DepEd) has implemented the Enhanced

Basic Education Curriculum (EBEC) often known as the K-12 curriculum guide -

English, which mainly aims to give students the tools they need to develop their

communicative skills through the practice of linguistic knowledge, particularly

grammar, as this will help them understand the English language and how to use it

effectively to make meaning in real-world contexts in a purposeful, imaginative, and

accurate manner.

According to Estanislao (2013), despite only being second language learners,

Filipino students must have a firm grasp of the core ideas and grammatical

structures of the English language in order to develop more capable citizens and

equip graduates for both employment and lifelong learning. However, according to

EF English Proficiency Index (2022), the Philippines drops 22nd in the English

Proficiency ranking with a score of 578 among 111 countries. Although in 2021 the

Philippines rose to the 18th rank, this is far from the rank 13 back in 2016. The data

shows that the country's ranking has been steadily declining since 2016. The

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Philippines dropped from the 13th spot in 2016, the 15th spot in 2017, the 14th spot

in 2018, the 20th spot in 2019, the 27th spot in 2020, the 18th spot in 2021, and the

22nd spot in 2022. Meanwhile, ranked second is Singapore, which gathered a score

of 611 and ranked 10th on the global index.

Along with this, the demand to use the English language has also grown as

the world unites into a global society frequently engaged by modern technology.

People from different parts of the world can communicate quickly today more than at

any other time in history thanks to the benefits of technology. (Estanislao, 2013).

Utilizing digital tools while taking into account student characteristics, implementing

organizational procedures and practices that are in line with new social and

professional relationships, preparing teachers with digital competence, preparing

students with the technical, cognitive, social, and emotional skills required for 21st-

century learning and employment, and implementing creative pedagogies that

emphasize knowledge transfer and acquisition.

Over 1.5 billion students were impacted by the COVID-19 pandemic,

according to UNESCO (2020). The most disadvantaged students were most

severely affected, which led to an increase in the use of digital technology in history

instruction. With the unique emergence of e-learning, which involves teaching

remotely and via digital platforms, the increase of online learning during the

pandemic in education has drastically changed. Furthermore, in the postpandemic

era, Goh and Abdul-Wahab (2020) assert that the significance of technology in

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education has increased. It has revolutionized our approach to learning and has

promise for resolving several educational issues. On the other hand, educational

institutions must abandon the conventional methods of imparting knowledge and

giving teachers independence. They also need to use technology to experiment with

novel pedagogies and allow students to set their own pace of learning. Another

problem is that teachers use learning material taken from textbooks which,

unfortunately, are decontextualized. Many academics maintain that teaching

grammar is the cornerstone of teaching second languages according to Diaz and

Martinez (2019), but others argue that grammar instruction is an artifact and an

unnecessary component (Hashemi and Daneshfar, 2018).

In addition, a deficiency of contextualized and relevant learning materials

makes it difficult for ESL students to acquire English grammar. According to Saeedi

& Abad (2016), students studying a second language become less motivated when

they continue to use textbooks, and this approach is frequently unsuccessful.

Eventually, grammar is taught in isolation and a decontextualized, meaningless

manner by conventional educational approaches. Because language learners could

separate language education from language use, it is useless to separate

grammatical forms from meaning. Furthermore, decontextualized learning materials

are detrimental to ESL students' acquisition of English grammar, claim Mansouri et

al. (2019).

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The value of a theory of change for evaluation is another justification for its

development (Church & Rogers, 2006). This theory is related because it clarifies

how to go from program delivery to outcomes achievement; it will also identify and

start to understand the conditions, activities, and processes that lead to change.

Furthermore, it can challenge the testing of knowledge by evaluating whether or not

the intervention material is significant and effective.

Lastly, observable behavior was a common emphasis for theorists like

Skinner (1953), who felt that practice and associated reinforcement helped to foster

learning. Behaviorist training is typically directed, consisting of lectures and practice

problems. It frequently uses multiple-choice questions and other rote methods for

objective assessments. A behaviorist-aligned method called "drill and practice"

involves giving students the same materials over and over again until they have

mastered them. Students are given identical questions to answer or tasks to

complete in each iteration, and they advance to the next level of difficulty based on

the proportion of correctly completed tasks or responses.

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References

Amarulloh et al. (2019) Dimensions of the digital workplace and related

challenges.https://www.researchgate.net/figure/Dimensions-of-the-digitalworkplace-

and-related-challenges-for-learning_fig1_349311119

Anggeraini, Y. et al (2019). The Teachers` Perceptions on Digital Literacy

Competences in EFL Classroom. https://www.asian-efl-journal.com/monthlyeditions-

new/2019-monthly-journals/volume-24-issue-4-1-2019/index.htm

Church & Rogers, (2006) Integrating Monitoring and Evaluation in Conflict

Transformation Programs https://www.sfcg.org/Documents/manualpart1.pdf

Dahlan (2017) An Analysis of Factors Influencing Learners’ English Speaking

Skill http://ijreeonline.com/files/site1/user_files_68bcd6/sma1357-A-10-26-1-

fefa0eb.pdf