Engaging Minds through English Instruction: Teachers' Lived Experiences in Promoting Active Learning among Secondary Students at Rizal National High School

Abstract

This study explored the lived experiences of English teachers in promoting active learning among secondary students at Rizal National High School, Santiago City. Employing a transcendental phenomenological research design, the study sought to understand how teachers facilitate learner engagement through innovative English instructional practices, collaborative learning strategies, interactive classroom activities, and learner-centered pedagogies. Twelve purposively selected English teachers participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi's Seven-Step Phenomenological Method, resulting in five major themes: (1) Cultivating Interactive Learning through Learner-Centered Pedagogies; (2) Strengthening Communication Skills through Collaborative Classroom Engagement; (3) Enhancing Critical Thinking through Inquiry-Based English Instruction; (4) Overcoming Classroom Challenges through Instructional Creativity and Adaptability; and (5) Sustaining Student Motivation through Reflective and Inclusive Teaching Practices. The findings revealed that active learning in English education extends beyond classroom participation by fostering critical thinking, communication competence, collaboration, learner autonomy, and meaningful engagement. Teachers emphasized that effective English instruction requires instructional flexibility, continuous innovation, positive teacher–student relationships, and reflective practice. Based on the findings, the study proposes the Active English Learning Enhancement Framework (AELEF) to strengthen learner engagement and instructional effectiveness in secondary English education.