IMPACT OF CONTEXTUAL LEARNING STRATEGIES IN ENHANCING VERBAL PROFICIENCY IN ENGLISH AMONG EDUCATION STUDENTS OF LIPA CITY COLLEGES

Abstract

This study examined the impact of contextual learning strategies on English verbal proficiency
among Education students of Lipa City Colleges. It aimed to determine how contextual learning
activities influence students’ fluency, pronunciation, vocabulary, grammar, clarity, and confidence
in speaking English. The study’s foundations are Lev Vygotsky’s Social Constructivist Theory,
which emphasizes the importance of social interaction and teamwork in language development, and
John Dewey’s Experiential Learning Theory, which stresses learning through firsthand experience
and meaningful application of knowledge. A validated survey questionnaire was used to collect
quantitative data from 87 first- to third- year Education students as part of a mixed-method
explanatory sequential research design. The quantitative results were then further explained and
supported by qualitative interviews. A thorough grasp of how contextual learning strategies affect
students’ verbal proficiency in English, especially in the areas of fluency, pronunciation, vocabulary,
grammar, clarity, and confidence. Students said that engaging in learning activities related to realworld
situations
helped
them
better
understand
lessons,
express
themselves
more
confidently,
and

articulate

ideas more clearly. The results also showed that contextual learning strategies help
achieve Sustainable Development Goal 4 (Quality Education) by encouraging inclusive,
meaningful, and learner-centered experiences that improve oral communication abilities and
efficient use of educational materials. Based on the results, an intervention program was created to
incorporate context- and experience-based activities into English instruction to enhance the verbal
proficiency of Education students further. Thus, the study’s findings indicate that contextual
learning strategies enable learners to become more proficient communicators in both academic and
real-world settings.