Digital Competence and Language Teaching Activities of Junior High School English Teachers in Congressional Teacher II, SDO Batangas Province

Abstract

This study examined the level of digital competence among public and private junior high school English teachers in the Second Congressional District of Batangas Province across the areas of use of digital resources, teaching and learning, assessment of learning, and empowering learners. It also sought to identify the extent of utilization of technology-enhanced language teaching in English instruction particularly in silent reading and reflective writing activities. Moreover, the study identified the challenges Junior High School English teachers experience in utilizing technology in classroom instruction.

The study utilized a descriptive-correlational research design, using a validated survey questionnaire complemented by qualitative narratives. The findings indicated that English teachers in both public and private junior high schools in the Congressional District II of Batangas exhibit moderate digital competence across the four areas examined. The respondents also moderately utilize language teaching activities as to silent reading and reflective writing activities. The findings additionally highlight a strong relationship between teachers’ digital competence across all areas and their use of technology-enhanced language teaching activities during silent reading. Notably, there exists a moderate relationship specifically between teachers’ digital competence in the use of digital resources and their utilization of technology-enhanced language activities in reflective writing. Furthermore, a strong relationship is observed in the areas of teaching and learning, assessment of learning, and empowering learners. However, the respondents also pointed out that various challenges persist limiting the effective integration of digital resources in English instruction. These include access to resources, connectivity issues and limitation in ensuring academic integrity. It is recommended that authorities review evaluate the proposed technology-enhanced language teaching activities and may implement professional development initiatives to sustain and improve teachers’ digital competence.