Teachers’ Lived Experiences in Integrating Technology, Culture, and Grammar for Language Instruction

Abstract

The study explored how Filipino English teachers experienced the practice of integrating technology, culture, and grammar instruction in multilingual classrooms at Aklan State University - Ibajay, Aklan, Philippines. Despite various initiatives from the national and international levels, the teachers encountered difficulties in technology-driven instruction with students from diverse cultural and linguistic backgrounds that hindered grammar learning. A descriptive qualitative study was conducted using purposive sampling to select seven (7) Filipino English teachers. Interviews were conducted using semi-structured questions focusing on technology, culture, and grammar instruction. Reflexive Thematic Analysis was used to analyze interview transcripts. Four themes were constructed from the participants' responses: (1) culturally responsive grammar instruction in multilingual contexts, (2) technological and AI integration: opportunities and constraints, (3) navigating learner diversity and fostering critical thinking, and (4) ethical and moral dimensions of grammar teaching. The findings show that teachers integrated grammar, culture, and digital technology through contextualized instruction. Grammar teaching was connected to 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 integration required alignment between technology, pedagogical practices, learner needs, and classroom conditions.