Tarrayo’s articles, which appeared in the Scopus-indexed journal Innovation in Language Learning and Teaching, are entitled “The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university” (co-authored with Rafael Michael O. Paz and Emejidio C. Gepila, Jr.) and “Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university” (co-authored with Ali G. Anudin).
Tarrayo’s studies aimed to address “the lacuna in the literature concerning English language teachers’ perceptions of the shift from the classroom to online teaching,” specifically in the Philippine context where no study had been published up until that point.
Data revealed the challenges noted were perceived to be minor, though varied. “[The] most crucial concerns include comprehension of learning content, student engagement, and internet connectivity, which were likewise claimed by the participants as disadvantages of FL. The analysis also revealed two benefits: convenience, and enhancement of teaching and learning,” Tarrayo’s paper found.
In relation to English language teachers’ experiences in flexible learning, Tarrayo and his co-authors also researched about materials development in response to this “underexplored area of research.” Findings revealed that a blend of following university guidelines and using one’s own creativity and resourcefulness was used by teachers, who ensure collaboration among learners.
Tarrayo, who is also a researcher at the Research Center for Social Sciences and Education, conducts studies on English language teaching, stylistics, and the intersection of language and gender.