This phenomenological inquiry explored the lived experiences of eight purposively selected Humanities and Social Sciences (HUMSS) Senior High School students at Barayong National High School regarding the role of English-language media in shaping their communication skills. Grounded in Mayer’s (2021) Cognitive Theory of Multimedia Learning and Paivio’s Dual Coding Theory (Clark & Paivio, 1991), the study analysed experiences and perceptions collected through semi-structured interviews. The thematic analysis revealed four major themes detailing the students’ linguistic journeys: Students’ Exposure to English-Language Media, Students’ Encounters Using English-Language Media, Perceived Influence of English-Language Media on Communication Skills, and the Meaning of Students’ Experiences with English-Language Media. The findings demonstrate that digital media platforms serve as powerful, autonomous ‘edutainment’ tools through which students transition from deductive rule memorisation to organic syntactic and phonic internalisation. While navigating cognitive-linguistic barriers such as unfamiliar vocabulary and sophisticated accents, learners adapted through contextual decoding, subtitle scaffolds, and strategic accent mimicry. Consequently, continuous media integration implicitly sharpens conversational fluency, structural accuracy, and semantic differentiation while simultaneously alleviating communicative anxiety and building classroom confidence. Ultimately, HUMSS students ascribe deep existential value to media immersion, viewing it as a vital form of cultural capital and a strategic asset for academic excellence, critical media literacy against misinformation, and long-term global career mobility. Based on these insights, it is recommended that language educators systematically incorporate authentic multimodal media content into formal curricula and that school administrators expand digital infrastructure to optimise self-directed, twenty-first-century communicative competence.
Jeorge Vincent T. Calabroso, Crisan C. Cenita, Daylyn Mae Villamor et al.· Asian Journal of Education a...· 0 citations
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Jessa Y. Torres, Amelie E. Trinidad· International Journal of Man...· 0 citations
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