Abstract
This phenomenological study explores the impact of language learning applications on teaching strategies among senior high school language teachers at Masbate National Comprehensive High School (MNCHS). With the integration of artificial intelligence (AI) becoming increasingly significant in education, this research investigates both the advantages and obstacles faced by teachers when incorporating these digital tools into their practices. The study examines how language learning apps influence student engagement, learning outcomes, and instructional methodologies.
Results indicate that language learning apps significantly enhance student engagement through gamification, increase self-directed learning opportunities, and improve learners' confidence. However, technological barriers, financial limitations, and constraints on teacher control over app functionalities emerged as significant challenges. These obstacles are particularly prominent in schools with limited access to reliable technology and internet connectivity. The study also highlights valuable professional insights gained by teachers, including increased openness to integrating technology, fostering student autonomy, and adopting more flexible, student-centered teaching approaches. The findings provide important implications for educators and policymakers seeking to effectively incorporate technology into educational strategies.
Keywords: Language Learning Applications, Teaching Strategies, Artificial
Intelligence, Student Engagement, Educational Technology, Phenomenology
https://doi.org/10.65494/pinagpalapublishing.14
