Teachers’LivedExperiencesinIntegratingTechnology,Culture, andGrammarforLanguageInstruction

Abstract

The study explored FilipinoEnglish teachers’ lived experiences in integrating technology, culture, andgrammar instructioninmultilingual classroomsatAklan State University-Ibajay, Aklan, Philippines. Despite various national and international initiatives, the teachersencountereddifficulties in technology-driven instructionwhenteachingstudentsfromdiverseculturalandlinguisticbackgrounds, whichaffectedgrammar learning. Adescriptivequalitative studywas conducted using purposive sampling to select seven (7) Filipino English teachers. The interviews includedfifteen(15)semi-structuredquestionsdevelopedfromthethree (3) core research questions and focused on technology, culture, and grammar instruction.Reflexive thematicanalysiswasused toanalyze interviewtranscripts. Four themes were constructed from the participants' responses: (1) culturally responsivegrammar instruction inmultilingual contexts, (2) technologicalandAI integration: opportunities and constraints, (3) navigating learner diversity and fostering critical thinking, and (4) ethical andmoral dimensions of grammar teaching.Thefindingsshowthat teachers integratedgrammar,culture,anddigital technologythroughcontextualizedinstruction.Grammarteachingwasconnectedto learners' languages, cultural experiences, prior learning, and communicative contexts, while digital tools supported learning, feedback, and engagement. However, effective technology integration depended on teacher mediation, appropriate tool selection, multilingual support, and responsible AI use. This integrationrequiredalignmentbetweentechnology,pedagogicalpractices, learner needs,andclassroomconditions.