CHAPTER 1

BACKGROUNF OF THE STUDY

English literacy is considered an essential skill in today’s globalized world.

Proficiency in English enables individuals to communicate effectively, access

information, and participate in a globalized workforce (Bawa, 2020; Eslit &

Valderrama, 2023; Heryono & Gunawan, 2019), thus opening doors to various

opportunities, including employment, higher education, and social mobility (Armea

et al., 2022; Bachore, 2022). Literacy in English encompasses proficiency in

reading, writing, listening, speaking, and comprehending the English language

(Spies, 2023), making English an essential language in education (Ali, 2022).

Mastery of the fundamental English language skills is crucial for learners to

communicate effectively. Developing these skills fosters personal growth among

students and empowers them to communicate proficiently and thrive in diverse

settings and circumstances (Dimaano & Hương, 2019). This makes language

literacy, including English literacy, a critical competency in the Philippine

education system (Bastida et al., 2022).

English also holds the status of an official language in the country and

serves as the official language of the Philippines for communication and

instruction, alongside the Filipino language (Department of Education [DepEd],

1987; Oducado et al., 2020). English has emerged as the predominant language

of communication in different fields, such as education, mass media, and the

sciences. Its continued prevalence grants English a socially advantageous

position, equipping Filipinos with the ability to actively engage in a competitive

global marketplace (Manalastas, 2022). However, while a significant portion of the

Filipino population possesses a level of English proficiency, there has been a

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concerning decline in this regard, as evidenced by the Education First English

Proficiency Index (EF EPI) over the past several years (Santos et al., 2022). EF

EPI is a global ranking of countries based on the English language skills of their

adult populations. It is an essential benchmark for assessing English language

proficiency among adults.

Furthermore, in the context of the Alternative Learning System (ALS)

program, specifically regarding ALS students’ English language performance,

Maramag (2022) conducted a study that revealed that ALS learners face

challenges in developing their oral reading skills, evident in their reading

difficulties and behaviors. Their word recognition skills are underdeveloped, as

demonstrated by their frequent mispronunciation of words. A separate study by

Tambis et al. (2023) evaluated the reading comprehension skills of grade 11 ALS

students and revealed that mispronunciation was the most prevalent miscue

among them. The researchers also concluded that the study participants had

difficulty comprehending and responding to the reading comprehension test. They

employed the Department of Education’s Philippine-Informal Reading Inventory

(Phil-IRI) Manual Tool as the primary instrument to assess reading

comprehension skills, focusing on both word reading level and comprehension

level. This is a matter of concern, as comprehension is the essence of reading,

and without it, reading loses its meaning (Labarrete, 2019a).

For this reason, the importance of achieving English literacy is placed in

formal education and non-formal education programs, such as the ALS program.

The program is an essential initiative by DepEd to facilitate access to education

for individuals who have not completed formal schooling, including out-of-school

youth and adult learners (Defacto, 2022). Therefore, equipping learners of ALS

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with English literacy skills is essential in empowering them to become active

participants in society. As English is the most widely used and firmly established

global language in many fields, including those in which future graduates are likely

to find themselves working (Rao, 2019), not only DepEd places utmost importance

on English literacy skills mastery but also students themselves. Given the

significant attention placed by the Philippine education system on achieving

competencies in English literacy and students’ realization of the impact of the

language in their lives, it is crucial to consider the role that teachers play in the

learning and teaching process relevant to English language mastery through

education.

Lastly, a study on ALS teachers’ lived experiences in English literacy

instruction is relevant. Such a study can provide valuable insights into how English

literacy learning is achieved in inclusive education through ALS. By exploring the

lived experiences of ALS teachers within this context, the study can shed light on

the challenges, coping strategies, and effective practices teachers employ to

facilitate English literacy learning among diverse learners. This includes delving

into ALS teachers’ instructional approaches, pedagogical techniques, and

classroom management strategies. The study has the potential to identify specific

areas within English literacy instruction where teachers require additional support.

By gaining a comprehensive understanding of the challenges faced by ALS

teachers, as well as their coping strategies and support needs in effectively

instructing students with diverse abilities, backgrounds, and learning styles to

enhance their English communication skills, we can develop programs that further

foster teachers’ motivation and dedication to their profession.

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Statement of the Problem

This study will determine the lived experiences of Alternative Learning

System (ALS) Teachers in English Literacy Instruction in Tupi National High

School. Specifically, this study aims to answer the following questions:

1. What ALS Teachers experiences teaching English Literacy in ALS learners

in terms of;

1.1 Teaching Strategies;

1.2 Training and Professional Development; and

1.3 Instructional Resources?

2. What are the English Literacies that improves Teachers’ effectiveness of

teaching in terms of;

2.1 Literacy Skill Improvement;

2.2 Assessment and Feedback; and

2.3 Teaching Satisfaction?

3. What are the personal and professional experiences of ALS teachers in

teaching English Literacy?

4. How do ALS teachers address these challenges in their teaching practices?

Conceptual Framework

Scope and Delimitation

Significance of the Study

Definition of Terms

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