Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 9 (2025)

Bridging the Gap in Learning Subject-Verb Agreement: English Language Teachers’ Standpoints

Denjay R. Torejano | Steve T. Corsino

Discipline: Education

 

Abstract:

This study aimed to explore the teachers’ challenges and coping mechanisms in teaching subjectverb 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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