Teachers’ Perspectives on the English Macro Skills Competence of Senior High School Students: Basis for a Contextualized Language Intervention Program

Abstract

This qualitative phenomenological study explored teachers’ perspectives on the English macro skills competence of Senior High School students and examined the instructional implications for a contextualized language intervention program. Specifically, the study investigated teachers’ observations regarding students’ listening, speaking, reading, and writing competencies, the instructional challenges encountered in English language instruction, and the pedagogical strategies employed to improve language proficiency. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Senior High School English teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that students demonstrated difficulties in reading comprehension, oral communication confidence, listening comprehension, and academic writing organization. Teachers also identified limited vocabulary exposure, low language confidence, inconsistent reading habits, and minimal authentic English communication as major factors affecting macro skills competence. Despite these challenges, teachers demonstrated pedagogical adaptability through contextualized instruction, collaborative learning, performance-based activities, multimedia integration, and scaffolded language tasks. Participants emphasized the importance of learner-centered instruction, consistent language exposure, and contextualized communicative activities in strengthening English proficiency. Based on the findings, a Contextualized Language Intervention Program was proposed focusing on literacy enhancement, oral communication development, writing support activities, and differentiated language instruction. The findings underscore the importance of responsive and context-based language interventions in improving macro skills competence among Senior High School learners.