Language Learning Strategies employed by ELLs to

overcome the Challenges in Learning English

Said, Augustine Christopher D.
Zamboanga State College of Marine Sciences and Technology
augustinesaid@[Link]

Sienes, Shekinah R.
Zamboanga State College of Marine Sciences and Technology
shekinahsienes285@[Link]

Lozano, Joejie M.
Zamboanga State College of Marine Sciences and Technology
joejiemlozano@[Link]

Abstract

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Research theory, 3. Methodology (respondents, sampling, data collection
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Keywords: Instructions, format, font style, research, requirement

1. Introduction

In this epoch of modernization, the English language is an important medium of

instruction, as the language itself is used as a lingua franca in various contexts
and sectors like business, politics, disciplinary fields, and intercontinental
communion. Thus, requiring the learning of English language is a perplexing
task that encompasses significant processes to fully grasp the mastery of
English language and its skills, paving the way to open numerous opportunities
for English language learners in both their personal and academic lives. The
growing prevalence of English language is a broad and intricate issue that
differs crucially around various populations and regions. According to Horwitz
(2000), “Language Anxiety is a common challenge for English language
learners.” The lack of confidence, motivation, and support among ELLs can pose
significant challenges in their English language learning due to bounded
vocabulary, pronunciation difficulties, inadequate access to resources, diverse
learning styles, discrimination, fear of making mistakes, and first language
interference.

Global challenges faced by English language learners (ELLs) in learning the

English language may include a language barrier due to their first language
interference leading to difficulty in understanding and using English. Cultural
Nuances: Learners may often have difficult experiences and adjustments to new
social environments and educational norms. Limited interaction can result in a
lack of opportunities to learn and use the English language for communication.
Limited prior knowledge can often result to hardships in understanding and
grasping basic concepts. Teachers must be flexible and adaptable to solve the
challenges faced by ELLs. Through that, they can integrate differentiated
instruction, knowing the learner’s different styles of learning by identifying
what’s suitable for their language learning processes. As Tomlinson (2014)
suggested, “Differentiated Instruction” as a crucial approach that helps cater
teaching methods to meet the learners’ diverse needs. Therefore, English
language learners may have the benefits from their individualized and
customized strategies that address their diverse needs and challenges. A
support from their environments, acknowledging constructive criticism, catering
the diverse needs, knowing their appropriate and most suitable learning styles
have brought the significance of the English language learners’ strategies to
overcome the challenges they experience and can increase their motivation and
confidence to engage more in real-world settings. Therefore, it’s vital to
recognize and address the issues and challenges they face to incorporate
strategies as solutions and tools for successful English language learning
experiences.

Oxford (1990), defined Language Learning Strategies (LLS) used to learn a

foreign or second language as specific actions, behaviors, steps, or techniques
employed by English language learners (ELLs). This is more concerned with
learning consciously—enhancing the development of understanding,
internalizing, and utilizing the second language. Over decades, studies about
Language Learning Strategies (LLS) have pointed out numerous strategies and
strategy categorizations that have been constructed, which are utilized by
English as a Foreign Language and English as a Second Language learners.
Language Learning Strategies (LLS) developed and classified by O’Malley and
Chamot (1990) has main headings: cognitive (incorporating a specific strategy
to a specific task like repeating, reasoning, and analyzing), metacognitive (this
correlates with the learning activities like organizing, planning, and monitoring),
and social/affective (encompassing communicating with others in society like
working and cooperating with other peers and self-verbalization). According to
them, English language learners who employ strategic approaches in their
learning processes can learn more quickly, effectively, and successfully than
those who do not. It has been shown constantly by numerous studies that
learning consciously, catering, and prioritizing strategic approaches can result in
successful language learning outcomes. Additionally, the development of
existing technology and digital tools and applications opens the door for
correlative and engaging learning opportunities and experiences (Cutter, 2015).
ELLs who utilize language learning applications and tools, including grammar
exercises, vocabulary building, and pronunciation practices at their own pace in
their learning processes, can make their learning experiences more engaging
and productive.

The goal of this research study is to determine the language learning strategies
of English language learners to overcome challenges in learning English, that
English language learners encounter in their learning processes, and how they
handle those challenges in many ways to overcome them. Therefore, the
researchers decided to conduct this research study, considering it is of utmost
valuable in addressing the growing number of English language learners’
challenges and strategies in their language learning experiences.

2. Review of the Related Literature

English has become the lingua franca in various sectors and contexts, it has
gained the name of a “universal language” overall. The goal of learning the
English language is susceptible to face challenges and barriers. This part of a
review of the related literature studies will explore the various strategies of
English language learners to overcome the challenges in learning the English
language. This review of the related literature will explore the motivation and
different intellectual preferences of English language learners to engage in
various real-world settings that could shape their language learning experiences
by acknowledging the language learning strategies and the challenges linked to
English language learning and fostering awareness on how to achieve
successful language learning outcomes.

2.1 English Language

English language plays a significant role in English language learners’ holistic

growth in both their academic and personal lives. English language is globally
dominant as the innovation of the internet and digital communication have
contributed to the acceleration and spread of the language, designing new
forms and meanings of the English language usage (Crystal, D. 2003).
Furthermore, it is believed that there are important variances in English across
regions that have occurred. According to Schneider (2007), who advocates for
“Global Englishes,” the language itself is continuously developing and
increasing, and therefore, adaptability of regional variations can be
incorporated. They highlight the importance of diverse English challenging the
standardized domination of native speakers. Studies have shown that there
have been debates and conflicts about English language that solely focus on
the standard of native English speakers, which can be limited and challenging
for non-native speakers to achieve. This can create an obstacle and impede the
acceptance of diverse Englishes (Jenkins, J. 2000). Requiring the learning of
English language can be a difficult task and endeavors for English language
learners as the language itself will help them to achieve exceptional skills and
performances in both their academic and personal goals regardless of the
language development that varies across different cultures and regions. The
English language skills allow ELLs to have a role in participating in their social
lives by immersing themselves through communication and discussion with
other people and, thus, can contribute to their communities (Cummins, 2000).
On the same token, Valdés (2004) emphasized that English language skills are
a necessity for ELLs and help them use the language as they will be working in
different jobs and professions, making the skills of a language essential to
utilize in various workplaces, even worldwide.

2.2 Strategies

Language learning strategies (LLS) are defined as tactics that aid in the
progression of the language system that the learner builds and have a direct
impact on learning (Rubin, 1987). O’Malley and Chamot (1990), characterized
learning strategies as the distinctive cognitive processes or actions that people
utilize to accommodate them in understanding, acquiring, or remembering new
information. Going thoroughly beyond O’Malley and Chamot (1990), A
taxonomy that is generally used was developed by Rebecca L. Oxford in 1990.
It is believed that she recognized each of the three types of strategies in both
direct and indirect strategies.
Direct strategy, is concerned with language use: memory, cognitive, and
compensation strategies. Indirect strategy, is a process that supports language
learning, including metacognitive, affective, and social strategies. She
augmented the strategies for language learning by categorizing each specific
strategy that ELLs employed:

Direct strategies— a process where ELLs learn directly about the subject
matter.
Memorization Strategies, using imagery to help students set and reclaim
information. This will help the learners to store new information in their
memories and restore it when necessary. For example, repeating words,
sounds, and phrases audibly to store the information in memory effectively.

Cognitive strategies, learning by reasoning, allow ELLs to interpret and

construct new information and language by alternative means. This strategy
helps learners to connect the new information that they have received from
their learnings to their prior knowledge. For example, an ELL can link the new
English word they have encountered to a similar word in their native language
to aid active recall.
Compensation Strategies, thinking and utilizing strong matches of a word or
phrase, allowing ELLs to use the language regardless of their limitation in
knowledge. This strategy helps ELLs to overcome gaps in one’s current
linguistic knowledge by being accurate guessers and using gestures. It helps
the learners to equip themselves when communicating, as they expect what
their co-speakers will say. For example, asking for clarification from the
speaker, restating the information in simpler terms, and translating the
information into their native language to support understanding by any means.

Indirect Strategies— processes that support language learning.

Metacognitive, allowing the ELLs to regulate their cognition and learning by
organizing, planning, and focusing on their language learning. This strategy
helps learners to reflect and evaluate their learning. ELLs actively monitor their
learning process and identify specific areas where they usually struggle. For
example, an ELL stopped while reading a book to review unfamiliar words and
ask for an explanation when they didn’t grasp the information. This self-
observation helps them to recognize knowledge gaps.

Affective strategies, allow and help the ELLs to control and handle their
emotions, motivations, and attitudes towards learning a language. This
strategy helps learners to enhance and boost their confidence for language
tasks and exercises through self-talk. For example, ELLs believe in themselves
to learn effectively and successfully. They are the ones who are motivating and
encouraging themselves to believe in their abilities to learn more.

Social strategies, allowing the ELLs to learn in an interactive approach like

cooperating and communicating with others in their learning processes. To aid
their language learning, ELLs might participate in group work language
activities with other ELLs, like group discussions and cooperative writing tasks,
providing opportunities to use the target language, receive feedback, and
engage in a conversation with native speakers and other ELLs to practice and
improve language skills. For example, casual conversation, debates, and formal
group conversation.

Green and Oxford (1995), examined the relationship between language skills
and the utilization of learning strategies across various geographical and
cultural settings. They specified that students with higher English language
skills employed a larger variation of language learning strategies. McIntyre
(1994), also sought to explore the connection between language skills and
language learning strategies. The research indicated a relationship between
the two variables; nevertheless, he questioned the characteristics of the
relationship, stating that “this might be interpreted to mean that either English
language skills influences the choice of strategies or that strategy choice is
simply an indicator of achieving the higher level of English language skills”.
Nevertheless, he responds to the query he posed himself, stating that the
answer is “BOTH”. However, the response appears to be his instinctive
assessment, labeling language learning strategies as both the reason and the
result. Green and Oxford (1995), shared similar worries, as highlighted by
McIntyre when examining the connection between language learning strategies
and English language skills. They observed that successful language learners
utilize language learning strategies more often than those who are less
successful. They determined that a causal link exists between the use of
strategies and the higher level of English skills, and these connections operate
in both directions; English language skills can be both the cause and the result
of using language learning strategies, while the use of these strategies also
influences English language skills.

2.3 Challenges

English language learners (ELLs) face several challenges as they explore the
intricate course and process of learning the English language. Horwitz (2000)
highlighted “language anxiety” as a common challenge faced by English
language learners when using the English language in both spoken and written
discourse and communication. The fear of making mistakes and discrimination
from others may hinder and impede the confidence and motivation of ELLs in
their language learning, resulting in disadvantages that would affect their
emotions. English language learners often face a language barrier due to the
interference of their first languages. According to Odlin (2003), ELLs are likely
to commit errors in pronunciation, grammar, and vocabulary due to the
transferral of linguistic forms and features from their first language, enabling
them to subconsciously integrate the habitual practice of their first languages
in learning the English language. This may be inevitable in their language
learning process, allowing for adjustments and difficulties. Gudykunts (2014),
emphasized the cultural differences of ELLs that might affect how they perceive
and understand the specific language norms, humor, and communication styles
across cultures in a new language environment. ELLs who are unable to
understand what is the intended meaning and expression of a language can
experience confusion, misunderstanding, marginalization, and alienation.
Another challenge to emphasize, the limited opportunities due to limited
resource materials can lead to limited interaction and language practice,
hindering the English language learners’ development in their language
learning. The limitation of opportunities for applying and using their target
language in various contexts and situations can generate a gap between the
differences of using a language for academic purposes and daily
communicative purposes (Krashen, 1985). Furthermore, according to Lee and
Menken (2013), it is believed that a lack of responsive and differentiated
instruction can lead to a lack of engagement and motivation among ELLs,
considering that all learners of language learning are not the same; they rely
on which type of learners they are and have the preferences to utilize their
learning styles and strategies in their language learning processes. Therefore,
it is vital to acknowledge and address the challenges of ELLs in learning the
English language to create an inclusive and supportive learning environments
that foster effective and successful language learning outcomes.
2.4 Theoretical Framework

In this part of the research study, the theoretical framework will be discussed,
anchored, and supported by the existing foundational and relevant theories. In
1975, Joan Rubin set down a cornerstone for language learning strategies. It is
believed that she recognized seven (7) broad and comprehensive strategies
employed by efficient and successful language learners:

[Link] an effort to communicate and to learn through

communication - English language learners are readily seeking the chance to
communicate with other people by using their target language regardless of
thinking about committing mistakes subconsciously; it is about stepping out of
their comfort zone to face nervousness and acknowledging imperfect
communication. This can be done through confidently initiating a conversation
and engaging in a group discussion; it has the emphasis on effectively using
and putting the language into practice to learn more about the target
language. Through communication, ELLs can learn new vocabulary, idioms,
grammar rules, and structure. The feedback they can receive from others
during communication helps them to recognize areas for improvement and
develop their stylistics in communication. This strategy will help the learners
improve their cognitive abilities in learning a new language, expanding their
horizons and knowledge about their target language.

[Link] strategies for overcoming inhibitions in target language

interaction - The majority of language learners are afraid of making mistakes
when they want to speak using their target language, especially in language
forms including grammar and pronunciation. However, mistakes are part of the
learning process; even native speakers are inevitable in committing mistakes.
Language learners who have high confidence and motivation can overcome
shyness and self-consciousness by concentrating more on communicating
verbally with others regardless of imperfect language usage. And they embrace
mistakes and failures as learning opportunities to lessen language anxiety. This
strategy will help the learners boost their confidence and goals in learning the
target language as long as their intended delivery is on point and brief; it may
not be the problem in their language learning experiences.

[Link] reasoned guesses when not sure - English language learners

have the willingness to grasp the possibility and chance to learn new
information by being accurate guessers of the meaning of unfamiliar words
through the utilization of their advanced knowledge and context clues to make
assumptions and beliefs about the specific literal meaning of a word or phrase.
Through this strategy, learners become more independent, effective, and
motivated in their learning processes, and it will refine their cognitive abilities
to be good language learners.
[Link] attention to meaning - English language learners focus on
understanding the meaning of a language rather than breaking down words
individually and their grammatical categories and structures. Semantically,
ELLs prioritize first understanding the main idea and meaning of a language
that contributes to the flow of conversation. Pragmatically, to understand the
meaning of a language or a text more broadly, ELLs have the inference skill to
interpret the beyond meaning of a language in communication that is
contextualized due to the associated cultures and norms to avoid problems and
confusion. This will help and benefit the English language learners practically
when they engage in communication with other people or native speakers who
are more proficient in using the English language rather than using
bureaucratic words and phrases to impress the audiences.

[Link] their speech and that of others - In the context of language

learning, English language learners learn and act consciously as they
attentively monitor and analyze their spoken language and the language used
by others. It is a metacognitive process that concerns monitoring and thinking
about how language is being used and identifying areas for enhancement. This
strategy focuses on consciously listening to yourself as you speak the target
language. Being aware and attentive to your pronunciation, grammar, and
vocabulary and paying attention to how native and fluent speakers use the
language. Through this strategy, English language learners can improve their
command of language skills and be able to accustom their language use to
complement the standardized target language in the community. Monitoring
others and how they produce the sounds of intonation and stresses,
vocabulary, grammar, and fluency can promote accuracy in language learning.

[Link] to form (grammar) - Language learners are more likely to

succeed in learning their target language because they learn consciously by
specifically paying attention to the rules of language forms, including grammar
and pronunciation. They are conscious and keen on looking at how the
language works and have the effort to effectively comprehend and grasp the
underlying standards and principles of the target language. This strategy will
not just help learners to be good and accurate language learners in the
utilization of their target language; they can also apply the correct grammatical
rules and standards in their academic writing.

[Link] the language whenever possible - Good and successful

language learners actively pursue possible chances and opportunities to utilize
their target language in real-world settings by actively engaging in dialogue
and conversation with other people, attentively and formally reading books and
articles that are written in their target language, listening to radio and
podcasts, and enjoyably watching films and TV presentations, providing a rich
experience of their learning a target language. This strategy will help the
learners to effectively employ their target language in both their academic and
personal lives and goals, providing richer enhancements to their language skills
and possible opportunities.
Furthermore, in 1982, Stephen Krashen proposed five series of hypotheses in
Second Language Acquisition, and the Affective Filter Hypothesis and Monitor
Hypothesis from his five hypotheses in (SLA) correlated to the English language
learners’ strategies to overcome the challenges they experience in the process
of learning the English language.

Affective Filter Hypothesis

The Affective Filter hypothesis is that a learner's or English language learners’

emotional state can significantly affect and impact their English language
learning. A high level of affective filters, including anxiety, lack of confidence,
lack of motivation, and hostile emotions, act as a stance of a hindrances to their
language learning, making the process of learning a language more
burdensome and difficult, especially in how information is stored. When learners
feel more supported and motivated, they are prone to eagerness, allowing them
to learn language input productively and successfully.

Monitor Hypothesis

Another hypothesis that was proposed by Stephen Krashen that correlates to

learning the English language is the monitor hypothesis, in which learners learn
consciously by monitoring and paying attention to their language usage,
learning the system of rules of a language, allowing the English language
learners to apply correct grammatical rules, editing and revising their language
output to make themselves more proficient, fluent, and understandable based
on what they have orderly and consciously learned about the English language.
However, the monitor hypothesis can be the most productive and effective
when English language learners pay full attention to learning a language
consciously.

The theoretical underpinning of this research study is supported by Joan Rubin’s

seven (7) broad and comprehensive strategies used by good and successful
language learners which learners of language learning use to hone and refine
their language skills. Moreover, the two (2) theories of Stephen Krashen from his
five hypotheses of SLA, mainly the Affective Filter and the Monitor hypotheses
have been added, which learners of languages, or ELLs, may affect their
learnings by their high level of affective filters, including their anxiety, lack of
confidence, and lack of motivation and Monitor Hypothesis, learning consciously
by monitoring and paying attention to the system of rules of a language that
they use. Based on the theoretical framework, it is theorized that by utilizing
language learning strategies to successfully overcome the challenges
experienced by English language learners and to effectively learn the English
language, including immersing in a conversation and dialogue wherein learners
use, reciprocate, and process a language where the communication takes place,
Learning consciously by paying attention and monitoring language forms,
Affective Strategies that allow and help the ELLs to control their emotions and
attitudes toward learning English language, Incorporating Digital language
learnings tools and applications, and Integrating Differentiated Instruction for
the learners’ different learning styles can provide richer and more substantial
improvements to their command of languages in both their academic and
personal lives.

Research Questions:

1. What challenges do English language learners encounter in learning the

English language?

2. How do English language learners handle the challenges they encounter

in learning English?

3. What language learning strategies do English language learners use to

overcome the challenges in learning English?

3. Research Methodology

This chapter displays the research methodology used in our research study,
encompassing the research design, participants or respondents, sampling
technique, data collection procedure, validity and reliability, data analysis,
ethical consideration, and significance of the study. A focus on the diverse ways,
strategies, and challenges of English language learners in learning the English
language allows them to gain a deeper understanding of their strengths,
weaknesses, and strategies.

3.1 Research Design

This research study employed a qualitative research design, specifically a

phenomenological research approach, to providing an in-depth and explicit
investigation of English language learners' personal and complex learning
experiences and how those learning experiences shape their individualities as
learners of language learning. Semi-structured interviews will be utilized to
investigate the effective strategies of English language learners to overcome
the challenges in learning English proficiency, allowing for flexibility and
exploratory in nature.

According to Patton (2015), they emphasized that phenomenology focuses on

uncovering the meaningful experiences of individuals from their personal
experiences through utilizing semi-structured interview instruments, providing
an opportunity for participants to share their narratives, understanding, and
insights. The flexibility of phenomenological research design provides an in-
depth and explicit understanding of the variation and complexities of lived
experiences, specifically when exploring the personal and subjective
experiences of English language learners in learning the English language
through their strategies that serve as a tools and solutions to overcome the
possible challenges. By utilizing the phenomenology approach as the research
design for this study, the researchers can understand how English language
learners make sense of their personal learning experiences.

The researchers should employ comprehensive and explicit open-ended

questions and prompts to guide the flow of the interview and must be
sufficiently flexible to allow the respondents to explore areas. This type of
research design is suitable for this research study, allowing for explicit and
broad investigation between the main variables, and consequently providing
insightful relationships through explicating the connection between the main
variables.

3.2 Participants/Respondents

The participants of this research study are from ZSCMST, that have been
selectively chosen on purpose from the BSED English course program that have
a better and more valuable experiences in learning the English language
through the utilization of their different strategies. They were chosen to
participate in this research study to contribute a richer and broader insights and
perspectives about their learning experiences—strategies, practices, and
challenges in learning the English language.

3.3 Sampling

The research study employed a purposive sampling technique, the researchers

have selectively chose a participants who have specified qualities and
characteristics that can significantly contribute to this research study, and who
have a better and more valuable experiences of learning the English language
through their strategies that serve as a solutions to overcome the challenges
ensuring that every selected participant within the target population that has
been chose purposely can contribute with insightful perspectives and
standpoints to this research study. They were purposely selected as they have
met the following criteria: (1) Participants must be enrolled in Zamboanga
State College of Marine Sciences and Technology (ZSCMST) under the program
of Bachelor of Secondary Education major in English. (2) Participants who have
experienced challenges in learning the English language. (3) Participants who
have employed various strategies in learning their second language. (4)
Participants must have the willingness to participate in sharing their lived
experiences about their language learning .

3.4 Data Collection Procedure

The data for the research study were gathered through one-on-one interview.
Semi-structured interview questions were utilized allowing for flexibility and
exploratory in nature. This type of research method helped the researchers and
selected participants to go deeper in exploring the English language learners'
experiences in learning the English language through the utilization of their
strategies as tools and solutions to overcome the challenges in their language
learning. Semi-structured interview provided comprehensive and explicit open-
ended questions to gain an insightful responses. Follow-up probe questions
were also employed to further extend and explore in many areas making the
flow of the interview broader and more sufficiently flexible.

3.5 Validity and Reliability

To ensure the validity of the research instrument, the interview questions

underwent expert validation. The researchers submitted the interview questions
to the three validators who have specialized skills in the field of English and
research studies for explicit and in-depth reviews and feedback. The three
validators rigorously scrutinized and examined the interview questions for
reliability and validity. The final version of the interview questions were revised
by accurately following the suggestions and feedbacks of the three validators.

Trustworthiness of the Study

The research study ensures that the respondents are suitable contributors from
the BSED-English program under the College of Education and Liberal Arts at
Zamboanga State College of Marine Sciences and Technology. The respondents
composed specified characteristics in the inclusion criteria that were listed
above and were interviewed and guided by the researchers.

Credibility

The credibility of the research study was ensured through the preparation of
open-ended questions, which were likely subjected to probing for exploratory
nature and flow by using semi-structured interview questions. The questions
were investigated for two reasons: firstly, for explicit and in-depth questioning,
and secondly, for certainty and assurance that the comprehension of
researchers is factual and accurate. Therefore, the freedom and convenience
for the respondents to confirm the understanding of researchers were made
accessible. The processes were recorded and transcribed with the knowledge
and permission of the respondents.

Transferability

The transferability of the research study was ensured through the adherence to
clearly made inclusion criteria for the respondents. This ensured that
respondents who had similar characteristics that were reflected and itemized in
the criteria could be liable and subjected to participating in the research study,
emphasizing the importance of this detail. In line with the previous discussions,
the concept of transferability was provided with a particular focus, emphasizing
its importance in a more comprehensive context of the research. In addition,
the research paper provided a significant observation of the results and
analysis, presenting a more detailed examination of the data. This in-depth
approach is focused on emphasizing the findings and fostering a strong
validation process to assess the validity and relevance. By explaining this
detail, the research paper ensures that the implications of the study are both
evident and meaningful.

Dependability

The open-ended questions that were asked were not limited, as they extended
beyond the initial set to those prepared in advance. An explicit and in-depth
questioning approach was important, providing a follow-up probe that ensured
a comprehensive investigation of the main topic. This approach was
instrumental in achieving data saturation, where the same insights and themes
keep emerging and repeating from the collected data of the interview. The data
collection procedure was concluded due to the point of reaching the
completeness of saturation, denoting that the research study has thoroughly
investigated the main topic, making the research paper processes more explicit
and comprehensive.

Confirmability

The confirmability of the research study was ensured through conducting

interviews multiple times. The interview process was formally recorded; all the
members who were involved in the research study served as the main
interviewers and have taken notation and observation. With the recorded
transcriptions from the respondents’ answers, data-based notation, and
additional insights, we can confirm that the interpretations and clarifications
are not entirely based on the researchers’ viewpoints but are clearly and
fixedly validated by the respondents. To prove and uphold the trustworthiness
of the research study, the focus is to achieve a high level of validity and
accuracy. That being the case, the researchers conducted one-on-one interview
conversations to explore and understand the lived experiences of English
language learners through their effective strategies that serve as the primary
tools and solutions for overcoming the challenges they may face in learning
English language. Thereby, the researchers can exhibit to the readers and
audiences that the research study is valid and trustworthy based on reliable
information and sources.

3.6 Data Analysis

The data were analyzed using thematic analysis, a qualitative analysis method
used to identify continual themes and patterns. The analysis procedure was
instigated with transcribing the data where the recorded responses of the
participants during the interview were transcribed to grasp and interpret the
participants’ specific answers. Data observation was also conducted by closely
and comprehensively reading the transcription of the respondents’ specific
answers periodically to gain a profound comprehension of the data. Thereupon,
open coding was conducted by identifying important keywords and phrases that
showcased the participant's experiences and notions of their effective strategies
as a solutions and tools to overcome challenges in learning English. The codes
were organized and categorized to identify recurring themes and patterns
through inductive reasoning, where themes and patterns were developed
appertaining to the shared insights and perceptions of the participants. The
themes and patterns were closely and thoroughly reviewed to ensure they
correctly described and represented the collected data. Furthermore, the
findings were explicated and interpreted based on the research objectives,
providing a comprehensive understanding. By utilizing thematic analysis to
analyze and interpret qualitative data, this study provided an explicit and
thorough approach to qualitative data analysis, ensuring that the strategies of
English language learners serving as a solutions and tools to overcome the
challenges in learning English, were meaningfully and explicitly investigated .

3.7 Ethical Consideration

The participants of this research study were notified about their purpose and
involvement before conducting the one-on-one interview. Their choice and right
to disengage have no planned consequences. A consent form was provided for
the participants who are adults to ensure that they have the willingness to be
involved in the research study. To protect and secure their privacy, the
participants' names and details were upheld to be confidential, and optional
names were utilized in transcript records. The collected data are exclusively
accessible to the researchers. Principally, the research study abided by
integrity and clarity, ensuring that the findings and insights were accurately
attested to the participants' meaningful experiences in learning the English
language. By following these ethical directions, the research study abided by
respect and inclusivity to selected participants and maintained an inclusive and
safe environment for the successful sharing of insights.

3.8 Significance of the Study

This research study is of utmost valuable considering it gives emphasis on how

English language learners learn best the English language through their
strategies employed as a tools and solutions to overcome the challenges in their
language learning. By understanding the value and essence of language
learning strategies, we can see whether it upholds their learning processes,
refines their macro skills, supports their engagement, and helps them apply and
use the English language practically in both their personal and academic lives
and goals. This study is crucial because English language learners can make
their language learning experiences meaningful and productive by applying
what's more suitable and convenient language learning strategies for them to
overcome the possible challenges they may face in learning the English
language. By means of their useful strategies, ELLs can be proficient in English
language.
4. Results and Discussion

Present your results and discussion following your Research Questions.

4.1 Profile of the Participants

This is only necessary for research that involved human participants.

4.2 [Give a section title depending on your first research question. e.g. The
Attitudes of SHS Students towards English Language Learning.]

4.3 [Give a section title depending on your first research question.]

Table 1. Give it a name

Boldfaced Boldfaced Boldfaced

Regular font Regular font Regular font

Regular font Regular font Regular font

Table 1. Challenges experienced by English language learners

Research Theme Excerpts
Question Category
“I find it difficult using it inside
[Link] of the classroom because we
challenges Language Fear of know that we have this sort of
do English Anxieties discriminatio standards and most of the time I
language n am afraid of being criticized by
learners other people specifically my
encounter in
classmates.” - Daryl
learning the
English
language? “I am conscious in using the
English language. I am afraid of
any judgement. It happens most
often in classroom setting, like
oral recitation.” - Janiel

“We are encouraged to speak in

a social context but there are
times where I don’t
communicate because I’m afraid
 of using English because we are
living in a society where
judgement is very rampant.”
- Francis

“One of the reasons why I have

this language anxiety is because
of, let’s say. the judgement.” –
Henessey

“your words that have in your

mind that can speak them freely
and you are being fossilized by
the people around you. God
scared and you are shy because
you think that you will be judged
Fear of by those people.” - Francis
making
mistakes “ I fear of making mistakes like
when you utter such incorrect
words or mispronounce it and I
can say that we can’t really
avoid that sometimes because
we are prone to committing
mistakes and it really affects
me.” – Joy

“I am afraid of being
grammatically incorrect, fear of
being of making mistakes
because when I am speaking in
front, I tend to forget what I’m
saying.– Daryl

“ I do experience that kind of

thing and because I’m a bisaya
Difficulties in Difficulty in and I do encounter deep words
Language understandi that I'm not unfamiliar with and I
Learning ng a don’t comprehend the specific
sentence or sentence when there is a deeper
texts due to word in that sentence.” – Francis
limited
vocabulary “If you lack of vocabulary then
technically, I find it hard as well
for instance to understand such
texts that is foreign to you.” –
 Joy

“Maybe the rules, I mean, the

Subject-Verb Agreement. Yeah,
like I tend to, you know, confuse
with those things since we have
this, if the subject is singular, so
the verb must be singular too.” –
Hennessey
Difficulty in
learning and “I think the most difficult part is
mastering learning or memorizing the
grammar grammar rules. Well, I speak
rules English but not maybe properly
and fluently. However, I find it
very difficult to memorize and to
be well-knowledgeable about
the rules of the language.” –
Alfaiva

“when I am presenting, mostly

Difficulty in in my presentation or reporting,
using wherein I use English since I am
English an English student, so we are
during required to speak English inside
reporting/pre of the classroom, But then most
sentation of the time, I am feel like I am
due to lacking of words to say, like it’s
limited kind of hard for me to cope up
vocabulary with the words I want to say
because I don’t have a specific
tantamount of words in English.”
– Daryl
 Table 2. Coping mechanism employed by English language learners to handle
difficulties
Research Excerpts
Question Theme Category
“Things, areas that, like broad
[Link] do Adaptive Thinking topics , and it’s like, you need to
English Coping beyond their think beyond the topic because
language Mechanism prior you know, you cannot easily
learners to handle knowledge think about it.” – Janiel
handle the difficulties to manage
challenges
difficulty “, I need to think outside the
they
box. Then through that, I get to
encounter in
learning oh, it’s not just a one layer of
English? meaning, but it’s multiple. So in
that way, I get to understand
that statement of the
sentences.” – Hennessey

“I think I observe to myself when

Diaphragmat i’m nervous, like I need some
ic Breathing time to calm down myself by
Method to breathing so that I could answer
lessen the question whenever I am
nervousness asked.” – Janiel

“When there’s such instances

like that, when I’m speaking
English in front of many people
or the crowd, as much as
possible, the usual thing that I’m
going to do is to breathe.” – Joy

“I think I can handle it by having

Awareness in presence of mind and trying to
speaking the be comfortable with the
language environment and also trying to
be myself in that way I can able
to speak the language well.” –
Daryl

“ To show that you’re conscious

about speaking the language
and embrace step by step rules
and you need to learn from your
mistakes.” – Henessey
 “My family usually gives me
Family as a support in terms of some sort of
Support support advice wherein I must just do it.
system in system in I don’t feel any pressure when it
language ELL’s comes to being a perfect English
learning language speaker.” - Daryl
processes learning
processess “Well, for me, my family is very
supportive especially that my
sister is also an English major
graduate and she sometimes
teach me how to use words, how
to master or make a progress in
speaking and using the
language..” – Francis

Peer-to-peer “When I am talking with my

interaction friends, we can just use such
as support informal English, we do not
system to necessarily follow such
improve structures and rules, and that
English skills would help me to improve and
practice the language skills
more.” – Joy

“Let’s say for my friends we

would always actually talk in
English, even in our chats. We
would speak in English. So
because of that, it kind of
influenced me to really speak
English and enhance my skills in
that language.” - Alfaiva
Table 3. Strategies employed by English language learners to overcome
challenges
Research Excerpts
Question Theme Category
“I do love reflecting, especially
[Link] Utilizing Writing if the question is personal. I
language macro skills personal really love to express my
learning in different essays and feelings in an English language
strategies do ways as a stories to through writing reflective
English strategy to learn and papers.” – janiel
language
learn English express
learners use “One thing that I am fond of is
inner
to overcome making or writing such random
the thoughts in
English thoughts or stories. I even have
challenges in an account where I can freely
learning language
express my thoughts in English
English? there. I think that's my means
on how to learn and improve
my English.” Joy

Practicing “Mostly I prefer speaking,

the speaking because when I am at home, I
skill to learn usually practice myself with the
and improve help of my mother. I am talking
English to her in an English language,
language and in that way, I Think it helps
 pronunciatio me a lot. “- Daryl
n
“So I practice my speaking
skills by pronouncing the word
appropriately to overcome that
kind of mispronunciation. “ -
Francis

Reading
books to “Upon reading, i will have now
learn new the retention of those words.
English Then I can remember. if I ever
words encounter that word
somewhere, ah, I have read this
before. Then since I know it
already, I can use it practically.”
– Joy

“Honestly, I really love reading

books, but not academics
related, but fictional books like
fantasies and different genres. I
really love reading books.
That's the strategies that I
always use to learn languages
and words.” – Janiel

Identifying Being a “I would prepare to be a visual

their own visual learner because if there are
learning learner in some things that needs to be
styles as a learning explained, and my friends
strategy for English would explain it to me when
language they try to explain it vocally,
learning and I would not get it unless
they show it to me, like they
demonstrate it to me, they
draw a picture or anything like
that. “ – Alfaiva

“I think I'm a visual learner

because if you will just dictate
to me, for instance, you're a
teacher, you will just dictate
some information that I need to
grasp. I can't really grasp it
unless I can see visually those
 texts that you have uttered. I'm
a visual learner.” – Joy

“I also learn through verbal. I

Being a will talk different topics in
verbal English, I would always do that
learner in to learn more about English. “ –
learning Alfaiva
English
“The learning style that is most
useful and effective for me is
verbal.. I keep on saying
because yes, i learn by
speaking. For instance, when
you deliver your speech, it
helps you to be eloquent and
also to be something like to
improve yourself more. “ -Daryl

Watching Watching “I watch videos particularly in

videos as a English TikTok. There are teachers that
scaffolding tutorial teach vocabulary so I learned
in language videos on from those and then I use those
learning TikTok to words on a daily basis..” -
learn and Francis
practice
English “I think when I am using the
TikTok app, I usually search for
videos in practicing my English
language through reading
scripts.” - Daryl

Watching “One thing that I currently do is

English watching k-dramas with English
movies with subtitles or English movies
English since it has subtitles. By that, I
subtitles to can learn new words to learn.”
learn and – Joy
improve
vocabulary “By watching movies with
English subtitles and yes, the
new words and vocabulary that
I have learned there, I could
apply it also in my writing any
type of academic writing.” –
Janiel
Utilizing Merriam “If I encountered an unfamiliar
online and Webster word. I would try to analyze
offline digital how this word was being used
dictionary or was used in the sentence,
tools for and then later on, I would
language search it in an online or in my
learning Merriam Webster. To know more
about the word, and then I
would try to use it later on
whenever I speak with someone
or like whenever I write
something. “- Alfaiva –

“Through that dictionary

specifically merriam webster, I
get to look for the meaning that
I'm looking for, the implied
meaning or the intended
meaning of the specific words.”
- Henessey

Google “Well, for me, when I encounter

Dictionary unfamiliar words, I used to do
my own research on Google or
any research something and
then I also research sentences
where words are being used. “-
Francis

“When I encountered foreign

words, I immediately go to
Google to search for it, to
search for the meaning of it
and try to use it as my new
unlocked words.” - Joy

“For me, the first thing that I

will do is by searching it on
Google and then trying to look
for it's meaning.. “- Daryl

Practicing Self-talking “In speaking English, i have this

the through the distinct thought taught by the
language in mirror to teachers that you have to
different practice practice speaking English in
contexts as speaking front of the mirror, talk to
a strategy to English yourself.”– Francis
 improve the
command of “I also practice in the mirror
language when I am at home, I usually
use this English language and
speaking it on the mirror with
myself. “- Daryl

Speaking “I like speaking English inside

the English the classroom. So in that way,
language in as a practice to enhance my
a classroom language skills.” - Alfaiva
setting to
enhance “It’s helpful since using the
language language in a classroom, then
skills. it's helpful for me since I can
structure my own thoughts like
it help me easily convey my
ideas and knowledge too.” -
Hennessey

Insert your explanation about the table. When referring to the table, do
not simply say, “the table above,” instead, specify the table number, for
example, “ as what can be gleaned from Table 1….”

5. Conclusion

Conclude your paper by discussing the following: restate your research topic,
summarize your main points, state the implications, and conclude your
thoughts.

References

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Krashen, S. (1982). Principles and practice in second language acquisition.

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Horwitz, E. (2001). Language anxiety and achievement. Annual review of

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Tomlinson, C. A. (2014). The differentiated classroom: Responding to the

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Include your research questionnaire

Appendix B
your consent letter

Other concerns:

1. Use an A4-sized paper for your research. Also include a page

number for your paper using Insert Page Number feature of MS Word.

2. Prepare a PPT Presentation where you need to present each section

of your research briefly. The PPT should not be loaded with texts. It is advised if
your PPT contains bullet information only. Select only the most important RRLs.
Each group is given only 10 minutes to discuss and the other 15 minutes will
be intended for the Q & A or suggestions from the panelists. Please be guided
accordingly.

3. Grading will only be based on scaling.

1 as the lowest and 10 as the highest. The paper itself and the
presentation (including how questions are answered) will be graded by
the members of the panel separately.

Mechanics:

Font Style . . . . Californian FB

Font Size . . . . Title 16
. . . . The word “Abstract” 14
. . . . Main sections 14 boldfaced (e.g.
Introduction, RRL, etc.)
. . . . Subsections 12 italicized
Paper size . . . . A4
 Margins . . . . 2 cm for the top portion and 2 cm for the
bottom
portion
. . . . 1.5 cm for the left and right portions