CHALLENGES FACED BY JUNIOR HIGH SCHOOL TEACHERS IN INTEGRATING MULTIMODAL TOOLS

Authors

Jonard A. Sending, Haydee D. Villanueva

Abstract

The integration of multimodal teaching tools in English instruction has strong potential to enhance learner engagement and comprehension. This study explored the challenges encountered by Junior High School English teachers in integrating multimodal tools. It was conducted in 5 private schools in Oroquieta City. Participants included 10 Junior High School English teachers and 10 learners selected through purposive sampling. Data were collected through in-depth, semi-structured interviews using Interview Guides. Yin’s method of analysis (2009) was used in analyzing the data gathered. Findings revealed persistent technological and infrastructural constraints, instructional disruptions, learner-related challenges such as varying digital literacy and distraction, and time limitations. Teachers addressed these challenges through contingency planning, low-tech alternatives, real-time troubleshooting, and adaptive classroom management. The study concludes that while teachers exhibit resilience in integrating multimodal tools, the sustainability of multimodal instruction requires strong institutional commitment. It is recommended that school administrators prioritize technological infrastructure development, provide continuous professional development for teachers, and establish supportive policies that promote effective multimodal teaching in English classes.

Keywords

English language teaching, digital pedagogy, institutional support, multimodal instruction, teacher adaptability