Contextualized Literacy Pedagogies and Learner Engagement in English Language Education: Educational Experiences
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DOI:
https://doi.org/10.55687/ste.v5i3.418Abstract
Contextualized literacy pedagogies and learner engagement are essential components of meaningful English language education, particularly in rural secondary school contexts where learners encounter diverse linguistic and educational challenges. This study explored contextualized literacy pedagogies and learner engagement in English language education among learners at Maconacon National High School, Fely,Maconacon,Isabela. Anchored on Constructivist Learning Theory and Culturally Responsive Pedagogy, the study employed a descriptive qualitative research design to examine learners’ classroom experiences, literacy engagement, instructional participation, and language learning experiences. Participants included selected Junior High School learners and English teachers. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that contextualized literacy pedagogies, collaborative learning activities, interactive communication tasks, and localized instructional materials significantly contribute to learners’ literacy engagement and English language learning experiences. Learners demonstrated greater participation and comprehension when English instruction was connected to local experiences, community realities, and familiar communication contexts. The findings further revealed that learner-centered instructional approaches and supportive classroom environments strengthen learners’ communication confidence, reading comprehension, and classroom participation. However, challenges such as limited vocabulary proficiency, low confidence in oral communication, insufficient instructional resources, and language anxiety negatively affected literacy engagement and participation. The study concludes that contextualized and learner-centered literacy pedagogies significantly contribute to meaningful English language learning experiences and learner engagement in rural secondary school settings. Strengthening contextualized literacy instruction, collaborative learning environments, and communication-centered pedagogical practices is recommended to improve learner engagement in English language education.
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