Master Thesis

This study aimed to explore the effects of navigating digital learning environments on students' academic performance in English, establish the foundation for a proposed model for language proficiency enhancement, and assess the effectiveness of digital learning for students at various language proficiency levels. The following crucial issue was what this study aimed to address: first, what is the respondents' level of utilization of digital learning environments in the performance of the following activities? Performance tasks, written output, and reading tasks. Second, what is the extent of the effect of using a digital learning environment on the learners' English fluency? Third, is there a significant relationship between the level of utilization of a digital learning environment and the extent of the effect of using a digital learning environment? Fourth, what are the advantages and disadvantages of digital learning environments for the language proficiency of grade 6 students in the Department of Education (DepEd) selected school? Fifth, what are the factors that could affect the utilization of digital learning environments for English language learning? Lastly, based on the result, what language proficiency enhancement model can be proposed? Digital learning environments are becoming an essential component of the academic experience in today's educational environment, changing how students interact with their teachers and interact with educational content. The TPACK framework is a theoretical framework that explains the relationship between technology, pedagogy, and subject knowledge in education. It emphasized integrating technology with pedagogical approaches to enhance content-specific learning and digital literacy, thereby enhancing language proficiency. The study examined the use of digital learning environments (DLES) in English language learning among grade 6 students. Results showed high integration of digital platforms, particularly for feedback and multimedia materials, and a positive correlation with English fluency. Despite challenges like slow internet and technological issues, DLEs promoted motivation and engagement, leading to progress and academic success. The study showed a consistent trend in using digital learning environments for academic tasks, improving English fluency, vocabulary, writing, and general literacy skills, but challenges like technical difficulties and slow internet access persist. The study recommended universal accessibility, continuous improvement, and technology-driven education initiatives. It emphasizes prioritizing key areas, boosting self-assurance, offering professional development, encouraging student collaboration, investing in digital resources, and examining long-term effects.