Clark Vincent Bayotas

This study is a quasi-experimental method of research that employed the pretest-posttest-control group design. This aimed to determine the effects of using Flipgrid, a video recording platform, on the oral performance of 80 ESL learners of the Junior High School Department of Liceo de Cagayan University. Forty participants were classified as the experimental group, exposed to speaking tasks using Flipgrid. The other forty were classified as the control group, where they did conventional speaking tasks using Google Meet. In order to gather the data needed, the speaking module of IELTS was modified as a pretest and posttest and was administered before and after the intervention. As for the rating scale, the public version of the IELTS speaking rubric was adopted. The findings revealed that both groups exposed to Flipgrid and conventional speaking tasks significantly increased their oral performance after the intervention. It was concluded that Flipgrid can improve students' oral language performance. Moreover, it was recommended that future researchers conduct studies on Flipgrid during limited face-to-face classes and adopt both conventional and video-recording speaking tasks.

This study explored the lived experiences of teacher education administrators in leading the integration of generative artificial intelligence, particularly text-based tools, in higher education institutions in Northern Mindanao, Philippines. As AI becomes increasingly embedded in teaching, learning, and academic operations, administrators are expected to ensure its responsible use while preparing future educators for technology-shaped classrooms. Using a transcendental phenomenological design, the study examined administrators’ readiness, challenges, leadership strategies, and perceptions of AI integration. Ten teacher education administrators from public and private institutions were purposively selected and participated in semi-structured, in-depth interviews guided by Seidman’s three-phase interview model, complemented by document and social media content analysis for triangulation. Data were analyzed using Moustakas’ phenomenological approach with NVivo support. Findings indicate that AI readiness is a developmental leadership competence shaped by technological exposure, awareness of learners’ digital contexts, and continuous learning, but constrained by governance ambiguity, ethical concerns, resource limitations, and uneven faculty preparedness. The study suggests an AI-Integration Blueprint grounded in administrators’ lived experiences, emphasizing governance and ethical readiness, human-centered faculty capability, and gradual, resource-conscious implementation.