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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–2 of 2 research entries

Student Research

Oral Assessment Strategies Among Esl Teachers

Lhen Shalby Baruc, Catherin Nassar, Jetrel Jane Palma, Crysthel Gean Perez, Novelyn Recamadas, Honeyleen Sagnoy

Student Research · 2026

Student ResearchSDG 4: Quality Education

Bachelor of Secondary Education Major in English

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.

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Student Research

Role Of E- Assessment Tools In Language Teaching Among Upper Grade Elementary Teachers

Ma. Joela Mae A. Buniel, Maricel A. Ibonalo, Michelle C. Hinayas, Jerah Mae C. Jumao-As, Jessalyn S. Jumao-As, Cherry Faith C. Pangatungan

Student Research · 2026

Student ResearchThesis

Bachelor of Elementary Education

This study examined the Role of E-Assessment tools in language teaching among upper-grade elementary teachers. It sought to explore elementary teachers' experiences, views, and practices regarding the application of e-assessment tools in language instruction. It also sought to determine the common tools applied in language instruction and how they contributed to student engagement, feedback, and assessment. In conducting the study, qualitative research methods were applied. This entailed conducting in-depth interviews and administering questionnaires among elementary teachers. Thematic analysis of the study's data revealed several interesting findings. For instance, the study found that teachers applied e-assessment tools to make language instruction interactive. They also applied the tools to monitor students’ progress and give immediate feedback. However, some challenges affecting the application of the tools included a lack of internet connectivity, limited access to digital devices, and insufficient training in their use. The study found that teachers’ attitudes towards the application of e- assessment in language instruction are positive, as it enhances teaching effectiveness. Based on the study, it is recommended that e-assessment tools are important in enhancing effective language instruction. It is also recommended that teachers receive adequate training to maximize the use of e-assessment tools in language instruction.

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