This study aimed to determine the factors and barriers influencing technology integration inside the classroom and how teachers integrate technology. The study employed a systematic review of the literature of previous researches. The researchers utilize online databases from Ebscohost and ERIC databases. Through inclusion-exclusion criteria and a guide using PRISMA Flowchart, 46 articles (qualitative – 19; quantitative – 27) were generated and considered eligible and used in the research. Moreover, screened articles were reviewed using the Research Article Findings Grid. Specifically, articles plotted in the grid were analyzed by identifying similarities and differences, regrouped some positive and negative findings of the different authors, and collated and put under each theme. It was noted that personal factors (i.e., teachers' and students' perspectives and attitudes) and professional factors (i.e., tenure, training, workshops) were the main factors affecting technology integration. Barriers like not enough computers, low internet access, malfunction of printers and computers, computer virus attacks, and others were also noted. Regarding how technology is integrated inside the classroom, suggestions, and recommendations like optimizing digital technology's pedagogies, implementing directives to develop "net" skills, modifying school curriculums, and conducting more training and workshops on ICT development, were also considered.

Studies have proven that teaching grammar plays a significant role in teaching of English language. However, there is a need for teachers to know what to focus in teaching grammar because of its complexity in most international examinations. Therefore, the present study aimed at knowing the different focuses in teaching grammar in some of the known international examinations like IELTS, TOEFL, OET, and PTE. The researchers employed a systematic literature review where studies on this area were appraised guided by inclusion-exclusion criteria, and it was found out that there were four (4) primary areas that teachers need to ponder in teaching grammar - syntactic grammar, parts of speech, word choice, and dialect variation. Moreover, it was suggested that teachers need to revisit the practices and approaches they employed in the teaching-learning process of English in general and review all existing English criteria and tools that quantify their content knowledge.

A number of studies about reading strategies conducted before 2020 have mostly identified respondents' strategies and the significant relationship of such reading strategies with different factors or variables. However, only a few tried to gather and list the plethora of reading strategies of different studies. Hence, the present study aimed to identify the most focused studies in reading strategies and consolidate all the most mentioned reading strategies from various studies. A systematic literature review was employed in the present study. Also, the researchers generated literature in Ebscohost and ERIC databases. Through inclusion-exclusion criteria, 41 articles (27- Quantitative; 5 Qualitative; 9-Mixed-method) were included for synthesis. It was found out that most research in 2020 and beyond still focused on identifying the reading strategies of their respondents and looking for the relationship of reading strategies in different factors. On the other hand, 71 reading strategies (13- before-reading, 44- while reading, 14- postreading) were consolidated based on the computed frequency and percentage. As suggested, these reading strategies can aid the reading activities of readers, especially that most learnings are in the online phase.