CLT AND GBT FOR MARANAO STUDENTS' ORAL ... - Researches

1.0 Introduction
CLT AND GBT FOR MARANAO STUDENTS’ ORAL ENGLISH PROFICIENCY
Joan Acierto Enad
The researcher’s definite purpose to conduct this study is to assess the Oral English proficiency of
Maranao students exposed to Communicative Language Teaching (CLT) and Grammar‐Based Teaching
(GBT). This study would then identify whether GBT or CLT is a more appropriate and relevant teaching
strategy for Maranao students. Furthermore, this study aimed to determine and establish the
relationship of language teaching strategies to the learner’s Oral English proficiency level.
It is with best interest to pursue this study to assess the Oral English proficiency of Maranao students
exposed to Communicative Language Teaching (CLT) and Grammar‐Based Teaching (GBT). Moreover,
this study would answer the recommendations of numerous unpublished theses concerning St.
Michael’s students on the need to adopt and use relevant teaching strategies.
The effective use of strategies has been shown to be critical to successful language learning (Canale and
Swain, 1980). This study is anchored on Krashen’s Theory of Second Language Acquisition. According to
Krashen, the best methods are therefore those that supply comprehensible input in low anxiety
situations, containing messages that students really want to hear. Krashen’s Theory of Second Language
Acquisition consists of five main hypotheses: the Acquisition‐Learning, the Monitor, the Natural Order,
Affective‐Filter and the Input. Three of these hypotheses, namely Acquisition‐Learning, Input, and
Affective‐Filter are deemed applicable to the study at hand.
Through language acquisition, language learners naturally develop linguistic competence, exactly like
children, who “are not necessarily aware that they are acquiring language, they are only aware that they
are communicating. In here, speakers are less concerned with the structure of their utterances than
with the act of communicating meaning. Yet, it is not only the very process of acquisition that is
subconscious, but also the final outcome of acquisition, or acquired linguistic competence. This linguistic
competence would be similar to how a language learner is unaware of the rules of a language he has
acquired; instead he has a ‘feel’ for correctness. The acquired system can then be applicable to
Communicative Language Teaching wherein language is acquired in the classroom and the focus is on
communication – for example, through dialogues, role‐playing, and other forms of meaningful
interaction. Based on the two systems of language acquisition, Krashen concludes that learning cannot
become acquisition, as in many instances acquisition without learning appears. This means that a person
can become a competent user of a language without consciously knowing its rules.
Input Hypothesis will focus on language acquisition through the receptive skills. The main tasks are to
expose the learners to as much comprehensible input as possible, optimise language acquisition, and to
teach grammar for editing purposes. In this regard, many language teachers can better serve their
students language learning needs by introducing various tasks in the classroom. Many second language

learners will go through what is referred to by some as a silent period when learners gradually receive
and build enough comprehensible input so that they can start to produce their own structures. This
would also allow exposure to a second language to result in increased proficiency.
The implication of the Affective Filter hypothesis is that affective factors should be taken into account in
language teaching, where pedagogical goals should not only include supplying optimal input, but also
creating a situation that promotes a low filter. Krashen and Terrell asserted that the student who feels
at ease in the classroom and likes the teacher may seek out intake by volunteering, and may be more
accepting of the teacher as a source of intake. Positive attitudes toward the classroom and teacher may
also be manifestations of self‐confidence and/or integrative motivation and for this reason may also
relate to acquisition (http://www.geocities.com/pan_andrew/sla.htm).
2.0 Methodology
This study used the quasi‐experimental method of research particularly the two‐group pretest and
posttest design. The quasi experimental method of research can be described as non‐randomized
controlled investigation by which the researcher manipulates the particular factor under study to
determine if such manipulation generates a change in the respondents. The two‐group pretest and
posttest designs of the experiment had two groups to be pre‐tested; exposed to a strategy and post‐
tested.
In this study, the Communicative Language Teaching strategy and Grammar‐Based Teaching strategy
which were employed to Maranao students were the independent variables. The level of proficiency of
the Maranao students subjected to a language teaching strategy was the dependent variable. The
success of the exposure to the strategies was determined by comparing the pre‐test and post‐test
scores. In the experimental group, the strategy used was the Communicative Language Teaching
strategy while in the control group, the Grammar‐Based Teaching.
The use of CLT in the experimental group and GBT for the control group happened for 6 weeks, which
started on the 2nd week of December until the 1st week of February. The topics covered for both CLT
and GBT groups were on the Parts of Speech. The Communicative Language Teaching strategy engaged
the learners in interaction and communication involving processes such as information sharing,
negotiation of meaning and through learner participation in communicative events. The Grammar‐Based
Teaching strategy on the other hand, immersed students to grammar analogies and drills, and written
activities and exercises to enhance the student’s knowledge of grammar rules.
The study took place in St. Michael’s College located in the heart of Iligan City, along Quezon Avenue
Street, right in front of the St. Michael’s Cathedral and along the commercial and business centers. SMC
is considered as a landmark in Iligan City being one of the oldest institutions present in the city since
1914.

The study was administered in selected English 1 (Study and Thinking) classes of the Higher Education
Department. The Higher Education Department holds seven colleges, namely: the College of Arts and
Sciences, College of Education, College of Engineering and Information Technology, College of Business
and Technology, College of Nursing, College of Criminology, and the College of Hotel and Restaurant
Management.
This study involved the Freshman Maranao students enrolled in English 1 during the Second semester of
school year 2009 ‐ 2010. Maranaos are the people of Lanao, a predominantly Muslim region in
Mindanao. They are famous for their artwork, sophisticated weaving, wood and metal craft, and their
epic literature. The word Maranao, also spelled Maranaw, means “People of the Lake”, referring to the
indigenous people who inhabited the lands around Lake Lanao whose principal town is Marawi City.
They are part of the wider Moro ethnic group, which constitutes the sixth largest Filipino ethnic group.
The research subjects were chosen through pure random sampling. The subjects were selected from
two English classes handled by the researcher. About 30 Maranao students were randomly selected
from each class for a total of 60 subjects. These 60 respondents constituted 40% of the total number of
Maranao freshman students in SMC in the S.Y. 2009‐2010. There were 30 subjects in the experimental
group and another 30 subjects for the control group. Each group was assigned an equal number of male
and female students.
There were two instruments used in the study. The first instrument was a teacher‐made direct oral
English proficiency test. This test determined the oral English proficiency of the subjects in the pre‐test.
The same test determined the oral English proficiency of the subjects in the post‐test.
The test was divided into three parts. Part I is on Personal Questions which were answered in 4‐5
minutes. The questions were easy and were about personal preferences. The questions served to
establish rapport with the student as well as it made the student feel comfortable and at ease during
the interview. Part II is on General Questions which were answered in 3‐4 minutes. The questions were
about general topics. The questions served to prepare the students to give their personal opinions or
feedback on a given topic and which initially gave the raters the idea as to the oral proficiency of the
respondents.
Part III is on Specific Questions which were answered in 4‐5 minutes. The questions were about issues
concerning Maranao culture and tradition. The questions served to get the holistic oral proficiency of
the students in terms of pronunciation, fluency, grammar, vocabulary, and communicative skills.
The answers in the oral English proficiency test were recorded and assessed by three raters, the
researcher, Mrs. Frances Mamhot and Mr. Edgar Eslit, who are both English teachers with MA degrees
and are Associate Professors in St. Michael’s College.
The rubrics for oral English proficiency test were used by the raters in scoring the oral proficiency of the
Maranao students in both CLT and GBT groups in terms of the aspects of oral English which include
pronunciation, fluency, grammar, vocabulary and communicative skills. The Rubric for oral English

proficiency test reflects the following score or rate for each aspect of oral English: 0–0.5 ‐ Non‐user; 1.0–
1.5 ‐ Poor; 2.0–2.5 ‐ Fair; 3.0–3.5 ‐ Good; 4.0–4.5 ‐ Excellent.
The score of a student which showed that the latter consistently fulfilled the criteria being tested based
on the description received the higher score. For example, for the aspect of pronunciation, if the student
has very heavy accent, uses Maranao‐like phonology and rhythm; and words are not blended together,
she receives the score of 0.5.
If the student sometimes achieved the expected level, but sometimes slipped to a lower criterion, she
was given the lower score in the box. For example, for the aspect of fluency, if the student has a slow
strained speech, gropes for words; and communication would be halting and difficult and when words
come in fractions, she receives the score of 1.0.
The Maranao students’ level of oral proficiency was measured using the following range: 3.21–4.00 ‐
Highly Proficient; 2.41–3.20 ‐ Moderately Proficient; 1.61–2.40 ‐ Slightly Proficient; 0.81–1.60 ‐ Poor;
0.00–0.80‐Very Poor.
The second instrument was an adapted and modified attitudinal test, “Test on Affects to Language
Learning” which determined or measured Language anxiety level, attitude/ motivation to learn English
and confidence level. The test is divided into three parts. Part I of the test is simply on Personal
Information; Part II‐A of the test is the English Language Anxiety Scale; Part II‐B of the test is the English
Language Attitude/ Motivation Test; and Part II‐C of the test is the Language Confidence Test.
Part II‐A of the test which is the English Language Anxiety Scale measured the level of Anxiety of the
Maranao students in different contexts such as in speaking, listening, and in the testing and classroom
context. This test was an adapted and modified test from Horwitz, Horwitz & Cope’s Foreign Language
Classroom Anxiety Scale or FLCAS (1986).
Part II‐B of the test is the English Language Attitude/ Motivation test which determined the subjects’
feelings about a number of things such as on one’s motivation and attitude toward English and as a
result, gave information on how motivated they were to learn English. This test was an adapted and
modified test from Robert C. Gardner’s Attitude/ Motivation Test Battery or AMTB (1985).
Part II‐C of the test is the Language Confidence Test which measured the subjects’ level of confidence
with English as well as in their English class. This test was an adapted and modified test from Paul Sander
and Lalage Sander’s Academic Behavioral Confidence scale or ABC (2003).
The anxiety level of Maranao students’ was measured using the following range: 4.21–5.00 ‐ Highly
anxious; 3.41–4.20 – Moderately anxious; 2.61–3.40 ‐ Slightly anxious; 1.81 2.60 ‐ Not anxious; 1.00–
1.80 ‐ Definitely not anxious.

The motivation level of Maranao students was measured using the following range: 2.34–3.00 ‐ Strongly
Motivated; 1.68–2.33 ‐ Somewhat Motivated; 1.00–1.67 ‐ Not Motivated.
The confidence level of Maranao students’ was measured using the following range: 4.21–5.00 ‐ Highly
Confident; 3.41–4.20 ‐ Moderately Confident; 2.61–3.40 ‐ Slightly Confident; 1.81–2.60 ‐ Not Confident.
The pre‐test was conducted in the Prelim period. The oral English proficiency test result served as the
pre‐test scores of the subjects. The scores from the oral English proficiency test determined the level of
Oral English proficiency of the subjects.
Then, intervention was given to the respondents. The Communicative Language teaching strategy was
employed in the Experimental group and the Grammar‐Based Teaching strategy in the Control group.
After the strategies were employed in teaching, the researcher conducted again the oral English
proficiency test which is the same instrument used in the pre‐test, to the same subjects this time, in the
post‐test. The post‐test was conducted right after the Midterm period in the first week of February.
After which, the answers of the subjects in the oral English proficiency test were recorded and rated by
the three raters.
Lastly, the attitudinal instrument or the Test on Affects to English Language Learning was conducted to
the respondents to measure their level of anxiety and interest in terms of motivation and confidence.
The T‐Test of mean difference was used to determine the significant difference between the means of
the pretest of the experimental and control group. The same statistical treatment was employed in
determining significant mean gain difference between the two groups after they were exposed to
different treatments. For the treatment of the difference between the pretest and posttest scores
within a group, the t‐test for related samples was used.
3.0 Results and Discussions
1. The pre‐test oral English proficiency of Maranao students in the CLT and GBT group were generally
poor in terms of their proficiency in all aspects of English which include pronunciation, fluency,
grammar, vocabulary and communicative skills.
The data gathered presents in totality a poor oral English proficiency among Maranao students in
the GBT group with an actual mean of 1.21. The pronunciation aspect of oral proficiency obtained
the highest actual mean of 1.29 and the vocabulary aspect obtained the lowest actual mean of
1.16. This means that the GBT and CLT groups have similar pre‐test results. This also means that
the Maranao students’ proficiency in English has not reached the standard level of competence
expected of them as freshman college students. Their oral proficiency is inadequate for a college
student.

The results suggest a poor performance of Maranao students. The Maranao students find it
difficult to demonstrate knowledge of vocabulary, to use any discernable grammatical
morphology to respond appropriately to others opinions, to initiate interaction, and to refrain
from constant groping for words and long unnatural pauses than to pronounce words.
2. The There proves to be a significant mean difference in the pre‐test oral English proficiency levels
of the CLT group compared to the GBT group. The experimental group (CLT) has a higher mean
gain than the control group (GBT).
There proves to be a significant difference in the oral English proficiency levels of the CLT group
compared to the GBT group in terms of pronunciation, fluency, grammar and vocabulary. While in
terms of communicative skills, the CLT and GBT groups do not differ significantly which means that
the subjects in the two groups have comparable communicative skills considering interaction,
confidence and conversational awareness.
Both CLT and GBT groups have equal communicative skills pertaining to interaction, confidence
and conversational awareness which means, Maranao students find it difficult to initiate
interaction, has the tendency to produce monologue‐like speech and not relate ideas in
explanation, and appear too nervous to interact effectively in communication.
The general poor proficiency level, could be attributed to strategies employed in language
teaching or the kind of teaching employed by their previous teachers in their respective classes
may affect the proficiency of the freshman Maranao students. Another would be external factors
that act as a filter that impedes acquisition. These factors include motivation, self‐confidence, and
anxiety that may have inhibited the learner from acquiring the language. Lastly, the results
reflecting the poor proficiency of Maranao students in both CLT and GBT groups seem to confirm
to what Ambat (2007) stated that the use of the English language in the Philippines is
deteriorating in quality.
3. The post‐test Oral English proficiency of the experimental (CLT) group and control (GBT) group is
slightly proficient.
The Maranao students in the CLT group are generally slightly proficient in terms of all aspects of
oral English. The Maranao students in the CLT group have considerably improved with the strategy
used. This means they have acquired proficiency enabling them to blend sounds of English to
pronounce words well, to try to speak fluently although still groping for words, to use simple but
appropriate grammar having enough morphosyntax to express meaning and express some opinion
although not demonstrating any particular knowledge of vocabulary, to respond in conversation
without long pauses and maintains interaction showing agreement or disagreement to others’
opinions.
The slight improvement in terms of oral proficiency of the Maranao students can be attributed to
being exposed to CLT after there has already been the impression of the teacher that CLT being
the ‘new’ or ‘innovative’ way to teaching English, is the more appropriate teaching strategy for the

teaching of English to young students like the Maranao freshman students. Another, the C.L.T.
classroom is a dynamic and highly creative environment where a wide range of techniques and
activities are employed to reinforce newly acquired language through repetition and practice. In
addition, in the CLT classroom, the teacher helps learners in any way that motivates them to work
with the language such as students are expected to interact with other people, through dynamic
activities.
The CLT group obtained the highest actual mean in the fluency aspect. It can be ascribed that the
Maranao students have acquired better ability to produce sounds, syllables, words and phrases
together when speaking although a bit hesitant with a constant groping for words. CLT, as a
strategy, focuses on helping learners create meaning rather than helping them develop accuracy
in terms of perfecting grammatical structures or acquire native‐like pronunciation. The CLT group
obtained the lowest actual mean in communicative skills. This means, the Maranao students in the
CLT group have not acquired enough communicative skill to respond to others without long
pauses as well as to maintain interaction during conversation showing agreement or disagreement
to others’ opinions.
The Maranao students in the GBT group are generally slightly proficient in terms of their
proficiency in all aspects of oral English. The Maranao students in the GBT group have
considerably improved with the strategy used. This means they have acquired proficiency enabling
them to blend sounds of English to pronounce words well, to try to speak fluently although still
groping for words, to use simple but appropriate grammar having enough morphosyntax to
express meaning and express some opinion although not demonstrating any particular knowledge
of vocabulary, to respond in conversation without long pauses and maintains interaction showing
agreement or disagreement to others’ opinions.
The slight improvement in terms of oral proficiency of the Maranao students can be attributed to
GBT becoming an effective, widespread and robust pedagogical practice in the teaching of English
as a second or foreign language. The old‐fashioned notion that teaching grammar is a matter of
teaching ‘rules’ has given way to a recognition that grammar is teaching how English works
through helping students to understand grammar concepts.
The GBT group obtained the highest actual mean in pronunciation. The Maranao students find it
easier to pronounce words despite not having mastered some difficult sounds of English but
appears to be mostly understandable; to make some attempts to blend words than to express
some opinion and demonstrate knowledge of vocabulary; to use any simple but appropriate
grammar to respond appropriately to others opinions; to initiate interaction, and to respond to
others without long pauses; and to show agreement or disagreement to others’ opinions. The GBT
group obtained the lowest actual mean in fluency. The Maranao students are prone to committing
errors during communication such as their speech is hesitant and frequently gropes or fumbles for
words and unfilled spaces are present although generally it does not completely impede
communication.

4. There is a significant mean difference between the pretest and posttest oral English proficiency of
the CLT and GBT groups. There is a higher gain in the post‐test of the CLT and GBT groups than in
the pre‐test.
Aspects in
Oral Proficiency
Pronunciation
Fluency
Grammar
Vocabulary
Communication
Skills
Totality
* – significant at 0.05 level
ns – not significant at 0.05 level
Table 1
Mean Difference Between the Students’ Pretest and Posttest
Oral English Proficiency in the Experimental (CLT) Group
TESTS Mean Score Description Mean Gain
Pretest 1.53 Poor
Posttest 2.05
Slightly
Proficient
Pretest 1.47 Poor
Posttest 2.06
Slightly
Proficient
Pretest 1.47 Poor
Posttest 2.02
Slightly
Proficient
Pretest 1.43 Poor
Posttest 2.03
Slightly
Proficient
Pretest 1.49 Poor
Posttest 2.01
Slightly
Proficient
Pretest 1.48 Poor
Posttest 2.03
Slightly
Proficient
Computed
t‐value
0.517 5.557* 0.000
0.594 7.605* 0.000
0.544 7.607* 0.000
0.594 6.716* 0.000
0.522 5.782* 0.000
0.554 7.195* 0.000
P‐value Decision
Significantly
Improved
Significantly
Improved
Significantly
Improved
Significantly
Improved
Significantly
Improved
Significantly
Improved
Table 1 shows that there is a significant difference between the means of the pre‐post oral
proficiency of Maranao students in the experimental group. This further implies that there is a
considerable increase of Maranao students oral English proficiency after being exposed to the
Communicative Language Teaching strategy. This is shown through the mean gain of 0.554.
Among the 5 aspects of oral English, the Maranao students in the CLT group have the highest
significant improvement in terms of fluency and vocabulary as shown by the mean gain of 0.594;
and the lowest significant improvement in terms of pronunciation got the mean gain of 0.517.
5. There is a significant mean gain difference in the students’ oral English proficiency in CLT and GBT
groups. The control group (GBT) has a higher mean gain than the experimental group (CLT).
This implies that there is a considerable increase of Maranao students’ oral English proficiency
after the exposure of the Maranao students to Grammar‐Based Teaching strategy. This is shown
through the mean gain of 0.82. Among the 5 aspects of Oral English, the Maranao students in the
GBT group have the highest significant improvement in terms of grammar as shown by the mean
gain of 0.87 and have the lowest significant improvement in terms of pronunciation with a mean
gain of 0.78.

This implies that there is a considerable increase of Maranao students’ Oral English proficiency in
the GBT group than the CLT group. GBT appears to be more of a preference to Maranao students
than CLT. This means that both CLT and GBT are effectual and effective language teaching
strategies; however, Grammar‐Based Teaching is deemed as a more appropriate and relevant
language teaching strategy in the teaching of English to Maranao students.
6. In terms of anxiety level both the CLT and GBT groups, noted a slightly anxious level. In terms of
interest/ motivation, both CLT and GBT groups have an equal degree or level of motivation which
is strongly motivated. In terms of the level of confidence, both CLT and GBT groups have a greater
range which is moderately confident.
Contexts of
Language Anxiety
Table 2
The Anxiety Level of Maranao Students in Learning English
in Both Experimental (CLT) and Control (GBT) Groups
Experimental Group
(CLT)
Weighted Mean
Description
Value
Control Group
(GBT)
Weighted Mean
Value
Description
Speaking Anxiety 2.938 Slightly Anxious 2.963 Slightly Anxious
Classroom Anxiety 2.959 Slightly Anxious 2.959 Slightly Anxious
Listening Anxiety 2.667 Slightly Anxious 2.550 Not Anxious
Testing Anxiety 2.833 Slightly Anxious 3.133 Slightly Anxious
Totality 2.915 Slightly Anxious 2.928 Slightly Anxious
Key: 4.21 – 5.00 Highly Anxious 1.81 – 2.60 Not Anxious
3.41 – 4.20 Moderately Anxious
2.61 – 3.40 Slightly Anxious
1.00 – 1.80 Definitely Not Anxious
Anxiety can be considered as an external factor that can act as a filter that impedes acquisition of
language. The instrument that was used to assess Language Anxiety is an adapted and modified
instrument from the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and
Cope (1986). The instrument is a devised Lickert scale of five points which probes on students’
experiences of anxiety related to the learning of the English language in different contexts such as
in speaking, listening, and in the testing and classroom context.
This means that the Maranao students have a lesser fear of self‐presentation when engaging in
listening activities or when called during discussion to recite before their teacher, in which there is
a risk of making a mistake or generally appearing socially awkward and with the effect that they
may become embarrassed. When it comes to listening, the GBT group is not anxious as the
strategy calls for grammar exercises rather than on communicative activities that requires the
students to speak in front of class.
The Maranao students in both CLT and GBT groups have an equal level of motivation. This means
that the Maranao students extent of active involvement and attitude towards learning is high.
They may have enjoyed attending the lessons and participating in activities or could have been

motivated by the teacher to do better in terms of their performance in their English subject. A
strong level of motivation pertains to a firm desire or intensity to learn English by doing all
required tasks such as classroom assignments, projects and getting actively involved in activities
for academic and personal enrichment; makes future plans to make use of and study the
language; and of which a high degree of effort is being spent in acquiring the language aside from
what is learned inside the classroom.
The Maranao students were motivated because of the process GBT was employed or used in the
classroom. GBT strategy made it possible for them to correctly express their opinion; making sure
the desire to see them speak accurately did not prevent them from producing the language
bearing in mind that errors are part of the learning process. As Freeman (2001) stated, teachers
do not expect their students to become grammarians; rather, they want them to be good
communicators who have an acceptable mastery of grammar.
It can be pointed out that the exposure of the students to CLT and GBT in their language classes
have greatly influenced and affected the degree or level of motivation of the students to learn
English. A strong motivation to learn English have resulted to a slightly proficient language
proficiency of the Maranao students.
Table 3
The Interest Level of the Maranao Students in Learning English
in Both Experimental (CLT) and Control (GBT) Groups
Experimental Group
(CLT)
Control Group
(GBT)
Affects to Interest
Weighted Mean Value Description Weighted Mean Value Description
Motivation 2.595 Strongly Motivated 2.527 Strongly Motivated
Confidence 3.757 Moderately Confident 3.810 Moderately Confident
Key: 2.34 – 3.00 Highly Anxious 4.21 – 5.00 Highly Anxious 1.81 – 2.60 Not Anxious
1.68 – 2.33 Moderately Anxious 3.41 – 4.20 Moderately Anxious 1.00 – 1.80 Definitely Not Anxious
1.00 – 1.67 Slightly Anxious 2.61 – 3.40 Slightly Anxious
The Maranao students’ moderate level of confidence can be related to what Krashen (1986)
mentioned that learners feel free to take risks when there is a safe and supportive environment.
With this, it can be implied that the Maranao students may have found GBT strategy a more
conducive environment for them to learn.
It can be pointed out that the integration of CLT and GBT to the language classes have greatly
influenced and affected the degree or level of confidence of the students to learn English. A
moderate confidence to learn English have resulted to a slightly proficient language proficiency of
the Maranao students.
According to Sander and Sanders (2009) understanding and exploring students’ confidence can be
helpful to enhance the teaching process. The level of confidence that students have and the role
that teachers and students have in building confidence is important. As Bong and Clark as cited by

Sanders puts it, “Individuals with positive views of themselves strive to succeed and overcome
even the greatest of obstacles of life. Those people with weak or negative self‐conceptions seem
to fail to reach their fullest potential and fall short of their expected performance”.
4.0 Conclusions and Recommendations
It can be ascertained that both CLT and GBT are effective language teaching strategies in the teaching of
English to Maranao students. However, Grammar‐Based Teaching is a more appropriate and relevant
language teaching strategy in the teaching of English to Maranao students. Though learning English for
the Maranao students is anxiety resulting, still these Maranao students have the strong desire to learn
English.
In the light of the findings of the study, the following recommendations are perceived to be noteworthy:
1. The use of an effective strategy in teaching would eventually improve language proficiency.
Teachers should show flexibility and variety in their instructional strategies.
2. Affective factors should be taken into consideration in language teaching. Understanding and
exploring students’ level of anxiety, attitude/ motivation, and confidence can be helpful to
enhance the teaching process. Language teachers may conduct an attitudinal test at the start of
the semester or school year to prepare instructional models that would cater to the needs of
the students.
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