LANGUAGE INTEGRATION AND INSTRUCTIONAL TECHNOLOGY IN ENGLISH LANGUAGE TEACHING: EFFECTS ON TEACHING EFFICACY AND DIGITAL LITERACY AMONG HEI FACULTY IN SULU

Abstract

This study examined the effects of language integration and instructional technology on English language teaching efficacy and digital literacy among faculty in Higher Education Institutions (HEIs) in Sulu. A descriptive-correlational research design was employed, involving 200 English language faculty selected through purposive sampling. Data were collected using a structured questionnaire adapted from established frameworks on multilingual education, technology integration, teaching efficacy, and digital literacy. Statistical analyses included descriptive measures, t-tests, one-way ANOVA, and Pearson correlation. Results indicated that faculty demonstrated high levels of language integration, instructional technology use, teaching efficacy, and digital literacy. Differences across demographic variables were generally not significant; however, educational attainment and length of service significantly influenced language integration and instructional technology use, while length of service also affected teaching efficacy and digital literacy. Correlation analysis revealed strong and significant relationships among all variables, with instructional technology use showing a very high correlation with teaching efficacy. The findings highlight the interconnected roles of linguistic, technological, and pedagogical competencies in effective English language teaching and support integrated frameworks such as TPACK and Self-Efficacy Theory. The study recommends strengthened faculty development initiatives and further research across diverse contexts.