Online English language teaching and student’s writing development of Senior High School in Cotabato City

This study evaluated the extent of senior high school teachers’ online English language teaching and its relationship with students’ writing development. Specifically, it examined teachers’ technological competence, delivery of instruction, and language assessment practices alongside students’ performance in content, organization, grammar and vocabulary, and accuracy. Employing a descriptive‑correlational design, data were collected via Likert‑type rating scales completed by students and analyzed using mean scores and Pearson’s correlation coefficient at the 0.01 significance level. Findings indicated that teachers demonstrated a highly competent level of online teaching (overall mean = 3.84), with similarly high ratings for instructional delivery (3.84) and language assessment (3.63), while assessment tools scored as evident (2.89). Students’ writing development was positively developed across content (3.44), organization (3.45), grammar and vocabulary (3.47), and accuracy (3.38). A moderate, statistically significant correlation was found between online teaching practices and writing development, leading to rejection of the null hypothesis. The results suggest that enhanced teacher competence in online instruction contributes to improved student writing outcomes.