LANGUAGE LEARNING STRATEGIES AND TECHNOLOGY INTEGRATION: THEIR INFLUENCE TO CLASSROOM LITERACY PRACTICES

Educational Administration

This study examined the relationship between Language Learning Strategies (LLS), Technology Integration, and Classroom Literacy Practices (CLP) among secondary learners in Bongkilaton Integrated School and Consuelo M. Valderrama National High School, Compostela East District, Davao de Oro. Utilizing a quantitative correlational design, data were gathered from 150 teachers through three validated survey instruments adapted from Oxford (1990), Puentedura (2010), and Malloy and Mazzoni (2011). These instruments measured students’ use of LLS across reading, writing, speaking, and listening domains; the extent of technology integration in terms of accessibility, frequency, teacher and student competencies, and instructional engagement; and CLP dimensions such as instructional practices, literacy materials, student engagement, assessment, and support for diverse learners. Findings revealed a moderate but significant positive correlation between LLS and classroom literacy practices (r = .50, p < .001), indicating that students who employ a wider range of strategies are more likely to experience enriched literacy environments. Moreover, technology integration contributed positively to instructional diversity and access to resources. The study recommends intensifying the explicit teaching of learning strategies, integrating digital tools in literacy instruction, and providing targeted teacher training to promote inclusive and effective literacy practices in multicultural and rural public-school settings.

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