Bridging the Gap in Learning Subject-Verb Agreement: English Language Teachers’ Standpoints
DOI:
https://doi.org/10.69569/jip.2025.576Keywords:
Grammar difficulty, Multisensory learning, Remedial instruction, Subject Verb-Agreement (SVA), Technology integrationAbstract
This study aimed to explore the teachers’ challenges and coping mechanisms in teaching subject-verb agreement (SVA) among the learners in Prime Innovation School of South Davao Inc. and Aplaya Extension High School. It used a qualitative phenomenological study which was conducted among ten (10) English language teachers through in-depth interviews (IDI). Data revealed that teaching subject-verb agreement (SVA) presents challenges due to students' limited access to resources, lack of prior knowledge, time-consuming remediation, complex grammar rules, and the need for lesson plan adjustment. The coping strategies identified include technology-aided instruction, peer tutoring, clear explanations with examples, scheduled remedial sessions, and multi-sensory approaches. Enhancing engagement with technology and the learning gaps in technology are also revealed in the integration of technology.
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