This study explored the oral assessment strategies used by 30 ESL teachers in Mactan, Lapu-Lapu City during the school year 2025-2026. Researchers used a convergent mixed-methods design based on Communicative Language Teaching and Vygotsky’s Sociocultural Theory. Data were gathered using custom surveys, interviews and direct observations. The data was analyzed using descriptive statistics and thematic analysis. The results showed that teachers adapted communicative and interactive methods of assessment to the level of proficiency of the students. Teachers concentrated on reading-aloud and question-and-answer activities for beginners. Intermediate learners were assessed by guided conversations and sharing of experiences, while advanced learners were assessed by discussions and complex problem-solving activities. The study recommends that educational institutions continue to support collaborative instructional and assessment practices that are student-centered.
This research paper investigated the various strategies employed by English as a Second Language (ESL) teachers across different learner levels. The study aimed to explore the effectiveness of these strategies in catering to the diverse needs and proficiency levels of English language learners. Qualitative data was collected through questionnaires with twenty-three ESL teachers in Cebu International Academy to provide insights into the teaching methods utilized by ESL teachers. The findings of this research study contribute to the enhancement of ESL teaching practices, and the improvement of language learning outcomes for students at various proficiency levels. The significant purpose of the study was to investigate employed strategies among ESL teachers across learner levels. English language learning strategies (LLS) employed by successful language learners. The participants in this study were twenty—three ESL teachers teaching at Cebu International Academy were employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies; Specifically, to improve vocabulary, such as the disciplined approach to language learning and monitoring of students. Progress, and comprehension, such as reading aloud and letting the learners speak like the normal conversation between the students and to the teachers; Through a mixed method approach, including surveys, questionaries, intermediate, and advanced learner level. This analysis revealed distinct patterns of instructional strategies tailored to each learner level highlighting the adaptability and versatility of ESL educators. Findings suggested that while certain strategies are universally effective, others are more effective when tailored to specific learner proficiency levels. These insights have implications for teacher training programs and curriculum development in ESL education. This study delves into the diversity of methods used, their effectiveness, and potential adaptions needed to cater to different proficiency levels, and contribute to understanding based practices in ESL education, particularly within the context of Cebu International Academy providing valuable information for educators, administrators, and curriculum developers, experiences picked up can contribute to improving teaching practices and optimizing learning encounters for ESL learners and teachers in diverse instructive sittings.
