Jul 2026· Asian Journal of Education and Social Studies· Vol 52, pp. 986-1001· 0 citations
Abstract
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.
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.
Francis Leonard Abellana, Sheryl Laine C. Namocot· Psychology and Education: A...· 0 citations
This qualitative phenomenological study examined how English functions as a barrier to teachers’ participation in academic research and how that experience contributes to research stigma. Guided by Linguistic Hegemony Theory and Sociocultural Theory, the inquiry focused on the linguistic, structural, syntactic, psychological, and institutional dimensions of research writing and presentation in English. Fifteen teachers from the San Juan West and East sub-offices in San Juan, Batangas were purposively selected based on prior participation in research initiatives and experience with school- or classroom-based research. Data were generated through semistructured, in-depth interviews and analyzed using Colaizzi’s seven-step descriptive phenomenological method. Four interrelated themes emerged: English as a psychological and linguistic barrier; linguistic, structural, and syntactic challenges in academic writing; adaptive coping strategies in academic writing; and promoting an inclusive research culture. Participants described anxiety, fear of grammatical errors, difficulty selecting academic vocabulary, sentencelevel and discourse-level problems, uncertainty in organizing ideas, and hesitation toward research presentation and publication. They responded through outlining, reading scholarly articles, peer feedback, writing practice, and appropriate digital language tools. Participants further emphasized the need for academic-writing workshops, mentoring, language assistance, and a school culture that evaluates research primarily for the quality and relevance of ideas rather than English accuracy alone. The study generated the Teacher Research Empowerment Program (TREP), a three-day academic-writing and research-confidence intervention with year-round mentoring intended to reduce research stigma and strengthen teacher participation in research.
Marie-Mar Parole-Endrinal· QualiSearch Journal of Educa...· 0 citations
English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Ni Putu Wulan Dewayanti, L. Artini, I. P. I. Kusuma· Jurnal Multidisiplin Indones...· 0 citations
Grounded in Krashen’s Input Hypothesis and Nation’s theory of vocabulary learning from context, this study explores English Language Education students’ experiences of learning vocabulary through English movies by examining their perceptions of the benefits and effectiveness of English movies for vocabulary acquisition, the types of vocabulary they acquire and how their vocabulary develops over time, and the challenges they encounter during the learning process. This study employed a qualitative descriptive design. Data were collected from 25 English Language Education students through open-ended questionnaires and analyzed using qualitative thematic analysis. The findings reveal that students perceive English movies as an engaging and effective medium for vocabulary acquisition because they provide authentic language input in meaningful communicative contexts. Participants reported acquiring various types of vocabulary, particularly daily expressions, slang, idioms, and cultural expressions, while regular exposure gradually expanded their vocabulary knowledge and enhanced listening comprehension, pronunciation, speaking confidence, and cultural understanding. Although students encountered challenges related to fast speech, unfamiliar expressions, different accents, and context-dependent meanings, they adopted strategies such as using English subtitles, replaying scenes, and consulting dictionaries or translation applications. Overall, English movies provide meaningful contextual exposure that facilitates vocabulary acquisition and promotes autonomous English language learning.
Ichsan Buchyatutthalibin Al Fatah, I. Hapsari· Journal of English language...· 0 citations
Despite the growing body of research on the use of English subtitles in language learning, previous studies have primarily examined specific language skills using quantitative approaches, with limited qualitative evidence on students’ lived experiences and perceptions, particularly in the Philippine higher education context. This study explored the lived experiences of English major students in watching English movies with subtitles, focusing on their reasons for watching, the perceived effects on their language competency, and the pedagogical implications of this practice. The study employed a qualitative phenomenological research design involving eight third-year English major students from the University of Mindanao Digos College, selected through homogeneous purposive sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi’s (1978) method of phenomenological analysis. The findings revealed that watching English movies with subtitles provided meaningful language-learning experiences by supporting vocabulary, pronunciation, grammar, listening, speaking, and reading comprehension, while serving as a valuable supplementary resource for language teaching. The study contributes qualitative evidence on students’ lived experiences and highlights the educational value of English movies with subtitles in supporting language learning in higher education.
Listening and vocabulary are mutually dependent in English as a Foreign Language (EFL) learning, yet students often struggle with rapid speech and unfamiliar words when their exposure to English is limited. Animated YouTube videos can combine spoken language, images, actions, captions, and narrative context, but entertainment-oriented content may also overload learners. The purpose of this study was to examine students’ perceptions of Clash-A-Rama animated videos in listening and vocabulary learning and to identify the benefits, barriers, and instructional support they considered necessary. A qualitative descriptive design supported by descriptive questionnaire data was used with 26 Grade X students at an Indonesian senior high school. Data were collected through a 15-item Likert questionnaire and ten open-ended interview questions. Questionnaire data were analysed using frequencies, percentages, means, and an internal-consistency check, while interview data were analysed through Braun and Clarke’s thematic analysis. The findings showed conditionally positive listening perceptions: 61.54% reported easier conversational comprehension, whereas 73.08% struggled with speech rate and 76.92% needed subtitles. Vocabulary perceptions were stronger: 88.46% reported learning new words and 92.31% found pictures and situations helpful, although 53.85% still encountered difficult vocabulary. Interview themes showed that multimodal cues, narrative context, and enjoyment supported learning, while fast dialogue, uneven proficiency, fragile recall, and pronunciation difficulties limited outcomes. Clash-A-Rama is therefore most useful as supplementary material when teachers segment clips, sequence captions strategically, pre-teach essential vocabulary, and provide repetition, pronunciation, and retrieval practice.
Farid Hidayatul Arofi, Syifa' Khuriyatuz Zahro, Buyun Khulel· International Journal of Edu...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
