EFFECTIVENESS OF ICT INTEGRATION IN TEACHING ENGLISH TOWARDS LANGUAGE SKILLS PROFICIENCY OF GRADE 3 LEARNERS OF GENERAL LUNA CENTRAL ELEMENTARY SCHOOL

This study investigated the effectiveness of ICT integration in teaching English towards language skills proficiency of grade 3 learners of General Luna Central Elementary School, Quezon Province, for the SY: 2024-2025. A sequential explanatory mixed method with quantitative followed by qualitative design was used to assess the English proficiency of 80 participants, with 40 in the experimental group and another 40 in the controlled group in areas such as vocabulary, grammar, reading, and writing. The study compared the results between pupils taught using ICT and those taught without it, aiming to evaluate the effectiveness of ICT integration and develop an ICT-based instructional model. Findings revealed that pupils taught with ICT demonstrated significantly higher proficiency levels across all language domains, with most achieving "Outstanding" scores. In contrast, pupils taught without ICT primarily scored in the "Needs Improvement" range, except for reading, where they achieved "Satisfactory" proficiency. The Mann-Whitney U Test confirmed a statistically significant difference in English proficiency between the two groups, indicating the positive impact of ICT on language development. Based on the results, an ICT-based instructional model was proposed, incorporating adaptive learning technologies, multimedia tools, and monitoring systems to create personalized, interactive, and flexible learning experiences while addressing potential challenges. Moreover, it reinforces the need for a technology-integrated approach in teaching English at the primary level, as it aligns with the K-12 revised and MATATAG curriculum’s emphasis on contextualized, engaging, and adaptive learning experiences that cater to diverse student needs, particularly in enhancing language proficiency that can be of used in program, project or policy development and contextualization in DepEd.