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Published in
Academic Frontiers
Enhancing Language Skills for Effective Interaction: Learner -Driven Approach
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 43-63, ISSN: 3082-4400, 2026.
Recommended Citation:
Cabag, C. C., & Clamo, L. P. (2026). Enhancing Language Skills for Effective Interaction: Learner -Driven Approach. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 43–63. https://doi.org/10.5281/zenodo.18727858
Author(s)
Cabag, Christine C.
Abstract
This study examined the effectiveness of a learner-driven approach in enhancing the macro language skills of reading, writing, speaking, and listening of Grade 1 learners at Osmeña Sr. Elementary School, Bayugan City, during the third quarter of School Year 2025–2026. Anchored in Vygotsky’s Sociocultural Theory, the research emphasized guided participation, peer collaboration, and scaffolded learning within the learners’ Zone of Proximal Development. A quasi-experimental, practical action research design employing a pretest–posttest framework was used. The participants were 61 Grade 1 learners, divided into an experimental group that received the learner-driven lesson plan and a control group that received conventional instruction. Data were gathered through a Division Unified Test in Reading and performance-based assessments for speaking, writing, and listening. Expert validators also evaluated the developed lesson plan for content, language quality, and layout. Findings revealed marked improvements in the experimental group across reading, speaking, and listening skills, with a substantial increase in the proportion of learners reaching the “Grade Ready” level and a notable reduction in lower performance categories. Although both groups showed gains, the learner-driven approach produced stronger and more consistent progress. However, an independent t-test indicated no statistically significant difference in mean gain scores between groups, suggesting possible ceiling effects, short implementation duration, and developmental variability among learners. Expert evaluation rated the lesson plan as “Outstanding” in instructional quality, linguistic clarity, assessment alignment, and visual design. The study concluded that learner-driven, interactive, and scaffolded instruction fosters meaningful engagement and supports early language development. However, sustained implementation and sensitive assessment tools are needed to capture long-term impacts.
Keywords: Learner-driven Approach, Early Language Development, Sociocultural Theory, Effective Interaction, Formative Assessment
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