Authors : Allyssa Jean Andrade Natividad; Dr. Lilybeth Jacolbia Matira

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/4e82wab2

Scribd : https://tinyurl.com/4457av4t

DOI : https://doi.org/10.38124/ijisrt/26feb011

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored teachers’ capability and the challenges they face in teaching oral language at the primary level. Findings revealed that teachers possess dedication, passion, and fundamental instructional skills; however, their effectiveness is often limited by insufficient professional support and training opportunities. Classroom practices are further constrained by high class sizes, diverse learner abilities, limited instructional resources and facilities, and inadequate assessment tools, all of which collectively impact the quality of oral language instruction. To address these gaps, the study led to the development of the guidebook “Enhancing Teachers’ Capability in Teaching Oral Language at the Primary Level”, which provides practical, contextualized strategies and solutions to common classroom challenges. The guidebook also promotes continuous professional growth through assessment, peer collaboration, and instructional reflection, empowering teachers to improve learner participation, oral proficiency, and foundational literacy skills. The study underscores the importance of ongoing professional development and administrative support to enhance the gap between policy expectations and classroom realities.

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