Abstract

Persistent behavioral challenges in English classrooms can negatively affect learners’ academic engagement, participation, and overall learning outcomes. This study aimed to explore the underlying causes of persistent behavioral challenges and examine the potential of targeted interventions among 30 Grade 7 English learners at Magsaysay Integrated School, Lasam West District, Schools Division of Cagayan. Employing a qualitative case study design with an intervention component, the study proposed classroom observations, semi-structured interviews, and systematic behavioral monitoring to identify behavioral patterns and contributing factors. Preliminary simulated findings suggested that inattentiveness, limited classroom participation, and incomplete learning tasks were associated with low motivation, academic difficulties, and peer influence. Targeted interventions incorporating positive reinforcement, behavioral goal-setting, self-monitoring, and structured English learning activities were proposed to address these challenges. Illustrative outcomes suggested potential improvements in classroom engagement and behavioral self-regulation. The study underscores the importance of responsive, learner-centered behavioral interventions in fostering positive classroom environments, while emphasizing the need for empirical validation through actual implementation and systematic assessment.