ENGLISH TEACHERS’ UTILIZATION OF INTERACTIVE LEARNING PLATFORMS: BASIS FOR THE INTEGRATION OF E-LEARNING TO THE TEACHING OF WRITING

Abstract

This study was conducted to provide an inventory of the personal competencies of the teachers in the field of media literacy, along with the respective assessment of individual pedagogical-didactical competencies in the integration of media literacy of Tanolong National High School teachers. Also, it focused on the utilization of interactive learning platforms to the teaching of writing. A questionnaire was used as the main data gathering instrument. This paper aimed to answer the following questions: a) What is the profile of the respondents in terms of: age; gender; level of education; teaching experience, and subjects being taught?; b) What is the level of perception of competencies in media literacy and utilization?, and c) What is the level of capabilities in developing learners’ competencies in terms of media literacy and utilization?. For the statistical treatment of data, frequency count and percentage, weighted mean, and Pearson-r correlation were used. For the profile of the respondents, female, and ages 20-25 is dominant in the teaching force of TNHS; seven faculty members were already part of the school for more than ten years; majority in the group is a master’s degree graduate, and core subjects like English has the highest percentage in terms of subject being taught. The overall weighted mean for the level of perception of competencies in media literacy and utilization is 4.07 which has a descriptive rating of “Agree”; however, the level of capabilities in developing learners’ competencies in media literacy and utilization has an overall weighted mean of 2.73 which means “Neutral”. With the given interpretation, the level of perception is higher than the level of capabilities of TNHS teachers in media literacy and utilization. It showed that there is an intervention needed to address the needs of the teachers.