Best Language Learning Practices of Second-Year English Major

Students at Mabini Colleges

Denzel Kate Besinio Daño

John Francis Guzman Delos Santos

Giselle Casungcad Ebron

Nica Marie Angelie Abrera Salva

(Tuesday and Thursday 07:00-08:30 A.M.)

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

English is the universal language of the twenty-first century, fostering

communication amongst diverse groups by overcoming national and cultural

boundaries. According to Leba and Butarbutar (2021), it has transcended its original

speakers and become a unifying force in many different countries. This globalized

viewpoint emphasizes how important effective language learning techniques are

becoming for both advancing personally and navigating our globalized society.

Several studies have proven the importance of effective language-learning

strategies. According to Duong and Nguyen's (2021) research, language learners who

proactively apply these strategies report higher levels of motivation, efficiency, and self-

direction. Both academic achievement and linguistic independence rise as a result of

this. These results emphasize how important it is to find and share the best methods for

optimizing language learning globally.

English has a special place in the Philippines. It is required for business,

government, and education and is one of the official languages, along with Filipino.

Nevertheless, many Filipinos still struggle to speak it fluently despite its widespread use.

Santos (2019) found that the frequent use of grammar drills and rote memorization in

the classroom inhibits students' natural ability to pick up language. This implies that to
include more engaging and effective language learning techniques, the nation's

educational system needs to be altered.

To understand that effective language learning strategies may not be generally

applicable and instead need to be customized to particular student populations and

educational environments, this study explores the distinctive local context of Mabini

Colleges. The research attempts to contribute to the creation of effective and

contextually relevant language learning strategies for Mabini students and possibly

other similar institutions in the Philippines by concentrating on the experiences of these

English Major students.

For successful collaboration and knowledge sharing in international endeavors

such as ASEAN and APEC, in which the Philippines actively participates, English

proficiency is a prerequisite. Providing its citizens with the best language learning

resources is essential to increasing national competitiveness and encouraging

international cooperation as the country strives to become a major player in the global

arena.

Examining language learning best practices from local, national, and international

viewpoints reveals their complexity. It is not sufficient to adopt universal strategies;

rather, one must understand the interactions between national contexts, local needs,

and global trends. This study aims to investigate the distinctive experiences of second-

year English major students at Mabini Colleges and identify best practices that can

empower them and future Filipino English learners to further this understanding.
Statement of the Problem

This study aims to reveal the most effective language learning practices that

Mabini Colleges English major students who excel at communicating in English use to

be successful language learners. Specifically, it seeks to answer the following

questions:

1. What are the most effective language learning practices used by the

respondents?

2. How does the success of the respondents in language learning relate to the most

effective language learning practices they use?

3. What are the challenges in language learning encountered by the respondents?

Scope and Delimitations

This study focuses on Mabini Colleges' second-year English major students who,

according to peer nominations and faculty recommendations, exhibit outstanding

English communication skills. It explores the particular methods of language learning

that these top performers use, including techniques for expanding one's vocabulary,

perfecting grammar, improving pronunciation, and interacting with the local culture. This

study looks at how these practices support students' subjective and objective

assessments of their language learning success. These include fluency, confidence,

motivation, and the ability to use English successfully in a variety of settings (e.g.,

presentations, competitions, international exchanges).

 Furthermore, the study investigates the difficulties these students face when

learning a language, pointing out possible roadblocks like anxiety, a lack of resources,

or particular problem areas (such as grammar, pronunciation, or cultural awareness).

The results of this study might not apply directly to students who are not in the

target population—that is, Mabini Colleges' second-year English majors with exceptional

English proficiency. More investigation may be required for wider application. Qualitative

methods are prone to bias and subjective interpretation, even though they enable rich

exploration of individual experiences.

Although the study acknowledges that student perceptions of their success may

not always line up with objective measurements, it purposefully focuses on them. But

taking into account both viewpoints offers a more complex picture of their language

learning process. Since the emphasis is on particular language learning techniques,

socioeconomic backgrounds, learning environments outside of Mabini Colleges, and

individual learning styles are not directly addressed. Future research may look into

these factors' effects.

Significance of the Study

The researchers believe that the results of this study would be significant to and

benefit the following groups of people and organizations.

English Major Students. For Mabini Colleges English majors, this study is a key

that illuminates the way to language proficiency. By identifying the most effective

practices used by their accomplished peers, students can refine their English
communication abilities. Through the study, they become active change agents rather

than passive learners, encouraging teamwork, drive, and a vibrant learning community.

Parents. This study reveals the methods that lead to fluency and solves the

riddles surrounding exceptional grades and confident speech. It helps parents

understand their child's educational path by acting as a personalized road map.

Additionally, this will direct them in how they will offer focused support.

Instructors. This study goes beyond grammar drills and rote learning

techniques. It shows teachers how to support students' independent learning, promote

true fluency, and take into account a variety of learning styles. Consider classrooms to

be interactive workshops where students engage with the language, not just learn it.

CHED and Mabini Colleges Institution. This study can help with both CHED

policy changes and curriculum revisions at Mabini Colleges. Knowing the unique needs

of Filipino language learners can help them create a national language learning model

that prioritizes cultural sensitivity, student agency, and effective communication skills.

The Researchers Themselves. The field of English language pedagogy will

benefit greatly from the insightful information this study offers, particularly about the

Philippines. It creates space for additional research, allowing scientists to investigate

specific practices in greater detail, assess the effectiveness of different approaches on a

variety of demographics, and broaden our understanding of language learning.

Future Researchers. This study lays a strong foundation for future research by

providing a tried-and-true methodology and insightful data to guide future investigation

of best practices. Future researchers can build on this work by focusing on specific

topics like the application of technology, metacognitive strategies, or anxiety reduction

in language learning.

Notes

Leba, S. R., Butarbutar, R. -., & Werang, B. R. (2021). Exploring the English Learning
Strategies of an Indigenous Papuan Student of Indonesia. The Qualitative
Report,
26(9), 2745-2768. https://doi.org/10.46743/2160-3715/2021.4881

Duong, T. T., & Nguyen, T. T. (2021). The impact of language learning strategies on
learners' academic achievement and their motivation in foreign language
learning.
International Journal of Language Studies, 12(2), 10-23.
doi:10.20445/ijls.2021.12.2.2

Santos, M. J. (2018). Rethinking language pedagogy in the Philippines: Beyond rote

and towards meaningful learning. Journal of Curriculum Development, 23(1), 56-
72.https://www.sciencedirect.com/science/article/pii/S0738059311000162
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The study's proponent conducted a review of diverse literature and studies, both

local and foreign. This chapter discusses the related literature and studies in terms of

similarities and differences that help to clarify the current investigation. This chapter also

includes a state-of-the-art synthesis, gap bridging, theoretical framework, and

conceptual framework.

Related Literature

The proponent conducted a thorough review of the literature to provide insights

on the topic under consideration. Furthermore, this is done to discuss relevant concepts

on which this study's theoretical and conceptual frameworks are grounded.

Foreign

The following foreign-related literature provided the researcher with relevant

information and insights to better understand the present proposed study.

We can better understand what we need to do to improve our learning by gaining

some clarity about how paying attention relates to learning and awareness. Paying

attention requires us to focus our senses on a subject and exclude unrelated input. It
can enable us to notice more about what is within our perceptual field. By paying close

attention to what is before us, we can sometimes broaden our awareness or drive it

deeper. A. Weiler (2019).

Memorization techniques are simple to pick up since the learner has conscious

control over which technique to apply to each item. Reading strategies may make sense

next, at least when learning a foreign language, for similar reasons: once more, the

reader has time to consider what they comprehend and don't grasp as well as which

strategies will work best. R. Schmeck (2020).

Your motivation is the driving force behind your language learning journey. It's

what gets you out of bed in the morning to study verb conjugations or engage in

language exchanges. When you're passionate about a language, you're more likely to

stay committed and see it through. Carol Griffiths (2019).

In an article, Zhang and Zhang (2018) suggest a combination of cognitive and

metacognitive methods for language learners, focusing on self-regulation and tracking

progress, while cognitive strategies like summarizing, repeating, and taking notes can

enhance vocabulary and grammatical learning.

Students majoring in English in their second year should be actively involved in

group projects, discussions, and group work. This strategy promotes independence,

critical thinking, and proficient communication.Wang and Liu (2019). Song (2019)

Second-year English major students should actively engage in conversations,

participate in group discussions, and practice speaking in real-life situations.

 Furthermore, Wang (2018) highlights the importance of teacher feedback and

guidance. Second-year English major students should receive timely and constructive

feedback from their teachers to identify areas for improvement and to enhance their

language skills. Lee & Kim (2019) highlight the benefits of cooperative education,

including improved language proficiency, a positive learning environment, and

opportunities for practice and application.

Local

The following local literature provided the researchers with significant concepts

and relevant ideas that would be helpful in elaborating the present proposed study.

Second-year English majors should allocate dedicated time for regular practice,

including self-study, workshops, and exchange programs. Dela Cruz (2018) emphasizes

the importance of exposure to authentic English materials for improving vocabulary,

grammar, and overall language proficiency. Regular practice and exposure to real

English resources are crucial for successful language learning.

Two essential components of language learning are self-evaluation and

consistent practice. Tan (2022) asserts that setting aside time each day for pupils to

practice language in reading, writing, and listening helps them establish routines and

strengthen their language abilities. Furthermore, by participating in self-assessment

exercises like reflective diaries and self-evaluations, students can pinpoint their areas of

strength and weakness and make focused improvements.

Pereszlényi, A. (2023). Stated that those students who continue their studies as

English majors have to live up to new expectations and rise to different challenges such
as reading and discussing literary texts written in English. De Leon P. (2022)the literary

competence and textual and conceptual knowledge were both approaching

competence. And, It revealed a significant relationship between the students' English

proficiency and literary competence.

Garcia & Davis (2021) It highlighted the value of consistent practice with

exercises including writing, reading, watching movies, making podcasts, and having

conversations. Interactive and communicative approaches, such as group discussions,

debates, role-plays, and collaborative projects, enhance language learning by

promoting active participation and fostering fluency and accuracy. Garcia (2020).

Cruz and Reyes (2018) study suggests that vocabulary expansion strategies like

flashcards, word games, and reading can significantly enhance students' lexical

knowledge and overall language proficiency. Reyes and Gomez (2019) revealed that

collaborative learning activities, such as group projects and peer editing, significantly

enhance second year English major students' language proficiency and communication

skills.

Lee & Kim (2019) highlight the benefits of cooperative education, including

improved language proficiency, a positive learning environment, and opportunities for

practice and application.

Related Studies

A review of related studies was conducted to gather insights and contrast the

suggested study with other research studies.

Foreign
 The following previously conducted foreign studies and investigations provided

the researchers with significant concepts and relevant findings that would be helpful in

enriching the present study.

Language learning is a complex process that requires effective strategies and

practices to achieve proficiency. This review aims to explore the best language learning

practices specifically for second year English major students. By examining relevant

literature, we can gain insights into the most effective methods and techniques that can

enhance language learning outcomes for these students.

Language learning strategies refer to the specific techniques and approaches

used by learners to acquire and improve their language skills. Zhang and Zhang (2018)

suggest a combination of cognitive and metacognitive methods for language learners,

focusing on self-regulation and tracking progress, while cognitive strategies like

summarizing, repeating, and taking notes can enhance vocabulary and grammatical

learning.

Furthermore, Song (2019) emphasizes the importance of communicative

strategies for language learners. Second-year English major students should actively

engage in conversations, participate in group discussions, and practice speaking in real-

life situations. This approach promotes fluency, comprehension, and confidence in

using the English language.

In recent years, the integration of technology in language learning has gained

significant attention. Second-year English major students can benefit from various

digital tools and resources to enhance their language acquisition.Online language

learning platforms provide a dynamic environment for second-year English major

students (Chen, 2020). offering interactive lectures, grammar tests, and vocabulary

exercises, along with additional resources for independent study.

Moreover, virtual language exchange programs, as suggested by Li and Wang

(2021), enable second-year English major students to connect with native English

speakers through video calls or online platforms. These programs provide opportunities

for authentic language practice and cultural exchange, fostering a deeper understanding

of the language.

Effective teaching strategies and a supportive classroom environment are crucial

for second-year English major students to enhance their language learning experience.

In language learning classrooms, a student-centered approach is quite beneficial, claim

Wang and Liu (2019). Students majoring in English in their second year should be

actively involved in group projects, discussions, and group work. This strategy promotes

independence, critical thinking, and proficient communication.

Furthermore, Wang (2018) highlights the importance of teacher feedback and

guidance. Second-year English major students should receive timely and constructive

feedback from their teachers to identify areas for improvement and to enhance their

language skills. Lee & Kim (2019) highlight the benefits of cooperative education,

including improved language proficiency, a positive learning environment, and

opportunities for practice and application.

Johnson & Brown (2020) Multimedia materials combined with technology have

shown to be incredibly beneficial for language acquisition. Second-year English major

students' language ability can be considerably enhanced by using interactive language

learning applications, online language courses, and multimedia resources like podcasts

and videos.

Garcia & Davis (2021) Language acquisition requires exposure to the target

language as well as consistent practice. It highlighted the value of consistent practice

with exercises including writing, reading, watching movies, making podcasts, and

having conversations. Students majoring in English in their second year can enhance

their language abilities and general competency by adding these exercises to their

regimen.

Immersion in Real-World Linguistic Situations Smith (2018). Studies indicate that

providing pupils with real-world exposure to language can significantly improve their

language acquisition. This can be accomplished in a number of ways, including by

conversing with native speakers, taking part in language exchange programs, or even

by using internet resources that offer language immersion possibilities.

Local

The following previously conducted local studies and investigations are also

deemed relevant with the present proposed study.

Immersion in the target language, through activities like reading, watching films,

and conversing with native speakers, significantly enhances language proficiency and

boosts self-assurance in English, according to a study by Santos and Rivera (2018).

Digital materials and technology integration in language learning has significantly

improved student engagement, according to a study by Cruz et al. (2020), enhancing

the use of software, internet, and multimedia resources.

Collaborative learning and peer interaction play a vital role in language

acquisition. Working together in groups, engaging in discussions, and providing

feedback to peers can improve students' language skills and foster a supportive

learning environment. A local study by Reyes and Gomez (2019) revealed that

collaborative learning activities, such as group projects and peer editing, significantly

enhance second year English major students' language proficiency and communication

skills.

Second-year English majors should allocate dedicated time for regular practice,

including self-study, workshops, and exchange programs. Research by Dela Cruz

(2018) emphasizes the importance of exposure to authentic English materials for

improving vocabulary, grammar, and overall language proficiency. Regular practice and

exposure to real English resources are crucial for successful language learning.

One of the most successful language learning strategies is immersing oneself in

authentic language situations. Santos (2019) asserts that exposing children to authentic

language environments outside of the classroom fosters the growth of their speaking

and listening abilities. Creating an immersive experience can be achieved through

speaking with local speakers, viewing films or TV series in the language, and taking part

in language exchange initiatives.

Interactive and communicative approaches, such as group discussions, debates,

role-plays, and collaborative projects, enhance language learning by promoting active

participation and fostering fluency and accuracy. Garcia (2020). Cruz and Reyes (2018)

study suggests that vocabulary expansion strategies like flashcards, word games, and

reading can significantly enhance students' lexical knowledge and overall language

proficiency.

Technology plays a significant role in language learning. According to Lim

(2021), integrating technology-based tools, such as language learning applications,

online resources, and multimedia platforms, can enhance students' engagement and

motivation. These tools provide interactive exercises, instant feedback, and

opportunities for independent practice, allowing students to learn at their own pace and

reinforce their language skills effectively.

Two essential components of language learning are self-evaluation and

consistent practice. Tan (2022) asserts that setting aside time each day for pupils to

practice language in reading, writing, and listening helps them establish routines and

strengthen their language abilities. Furthermore, by participating in self-assessment

exercises like reflective diaries and self-evaluations, students can pinpoint their areas of

strength and weakness and make focused improvements.

Synthesis of the State-of-the-Art

The reviewed studies are proven relevant to the present proposed study because

they focused and dealt with the best language learning practices as well as the

challenges encountered by the students. From the studies collected, several similarities

and differences are noted.

 International and local literature combine to offer second-year BSED English

major students insights into best practices for navigating the complexities of language

learning. Foreign literature, particularly Weiler (2019), emphasizes the importance of

paying attention to language learning. Focusing on language-related tasks and

excluding unrelated input enhances awareness and deepens perceptual understanding.

This aligns with the local perspective where regular practice and exposure, as

suggested by Dela Cruz (2018), contribute to improved vocabulary, grammar, and

overall language proficiency.

Zhang and Zhang (2018) propose a combination of cognitive and metacognitive

methods, including self-regulation and progress tracking. This notion resonates with

local studies advocating for self-evaluation and consistent practice, as highlighted by

Tan (2022). The emphasis on reflective diaries and self-assessments empowers

students to pinpoint areas for improvement.

Carol Griffiths (2019) underscores the role of motivation in language learning.

Passion for a language, as a driving force, leads to commitment and perseverance. This

motivational aspect aligns with the local emphasis on immersive experiences, as stated

by Santos (2019) and Garcia & Davis (2021). Consistent practice, involving writing,

reading, watching movies, making podcasts, and having conversations, contributes to

language development.

Foreign studies by Wang and Liu (2019), Song (2019), and Weiler (2019)

advocate for active involvement in group projects, discussions, and real-life language

situations. This strategy promotes independence, critical thinking, and proficient

communication. Local literature, represented by Reyes and Gomez (2019) and Cruz
and Reyes (2018), supports this by revealing that collaborative learning activities

significantly enhance language proficiency and communication skills.

The importance of teacher feedback and guidance, highlighted by Wang (2018)

and Lee & Kim (2019), is consistent across foreign and local studies. Timely and

constructive feedback from teachers is crucial in identifying areas for improvement and

enhancing language skills.

Both foreign and local literature emphasize the significance of regular practice

and exposure to authentic materials. Dela Cruz (2018) stresses the importance of

allocating dedicated time for practice, workshops, and exchange programs. Exposure to

authentic English materials contributes to vocabulary enhancement and overall

language proficiency.

While not explicitly highlighted in local literature, foreign studies by Chen (2020)

and Johnson & Brown (2020) underscore the integration of technology in language

learning. Online platforms, interactive lectures, virtual language exchange programs,

and multimedia resources are recognized as valuable tools for enhancing language

acquisition.

On the other hand, foreign studies, represented by Zhang and Zhang (2018),

Song (2019), and Chen (2020), highlight the significance of cognitive strategies and

technology integration. Cognitive methods, such as summarizing and taking notes, are

coupled with the use of online platforms, interactive lectures, and digital tools to

enhance language acquisition. Virtual language exchange programs, as suggested by

Li and Wang (2021), contribute to authentic language practice and cultural

understanding.

Johnson & Brown (2020) and Garcia & Davis (2021) underline the effectiveness

of multimedia materials and technology for language acquisition, promoting interactive

learning applications, online courses, and multimedia resources like podcasts and

videos. The emphasis is on a dynamic and engaging environment that complements

traditional learning approaches.

Effective teaching strategies are pivotal, as indicated by Wang and Liu (2019),

Wang (2018), and Lee & Kim (2019). A student-centered approach, involving active

participation in group projects and discussions, promotes independence, critical

thinking, and proficient communication. Teacher feedback emerges as a crucial element

in enhancing language skills.

Local studies by Santos and Rivera (2018), Cruz et al. (2020), and Reyes and

Gomez (2019) emphasize immersive learning experiences. Exposure to authentic

English materials, collaboration in group projects, and peer editing significantly enhance

language proficiency and communication skills. Collaborative learning activities foster a

supportive environment, encouraging students to actively participate in discussions and

projects.

The importance of consistent practice and self-assessment is echoed in both

foreign and local studies. Dela Cruz (2018) and Tan (2022) advocate for regular

practice, self-study, and participation in workshops. Self-assessment exercises, such as

reflective diaries and self-evaluations, allow students to identify strengths and

weaknesses, making focused improvements.

Lim's (2021) local study highlights the role of technology in enhancing student

engagement and motivation. Technology-based tools, including language learning

applications and multimedia platforms, provide interactive exercises and instant

feedback, allowing students to learn at their own pace.

When taken as a whole, these literatures and studies offer a thorough basis for

the qualitative investigation of the most effective language learning strategies for Mabini

Colleges' second-year BSED English major students.

Theoretical Framework

This study's theoretical framework is based on the theories of Bandura's Theory

of Social Learning, Krashen's Cognitive Theory of Second Language Acquisition, and

Edward Deci's and Richard Ryan's Self-Determination Theory.

Social Learning Theory (SLT)

The theory of social learning was developed by psychologist Albert Bandura who

postulated that attention, motivation, attitudes, and emotions are some of the

components that impact learning that happens through imitation, modeling, and

observation. The connection between environmental and cognitive factors that influence

learning is taken into consideration by the theory.

According to the hypothesis, people learn by seeing the results of other people's

actions. Beyond behavioral theories, which contend that all behaviors are acquired
through conditioning, and cognitive theories, which take into account psychological

factors like attention and memory, Bandura's thesis goes. People either directly witness

conduct through social interactions with others or indirectly through media, according to

Bandura. Rewarding behaviors are more likely to be mimicked, whereas punishing

behaviors are avoided.

His approach introduced a social component by contending that observing others

might teach people new skills and behaviors. This kind of learning, referred to as

observational learning, can be used to explain a broad range of actions, including ones

that are frequently unaccounted for by other learning theories (MSEd, K. C. (2022,

October 14).

The social learning theory emphasizes a strong emphasis on how important

imitation and observation are to learning. This is in line with the discovery that many

second-year English majors who perform exceptionally well in English-language

communication have profited from watching and copying proficient language users. It

draws attention to how important reinforcement and motivation are to learning. This

relates to the research title as well because motivated students are more likely to

succeed in learning a new language if they receive rewards for their efforts. The study

may discover that a range of factors, including the desire to pursue a career in English

language instruction, an interest in English literature, or a personal objective of

achieving fluency in the language, drive successful second-year English major students.

They may also receive reinforcement for their efforts in the form of good grades,

positive feedback from their professors, or praise from their peers.

 The significance of social interaction in learning is emphasized by social learning

theory. This supports the finding that a large number of accomplished second-year

English majors have profited from taking part in social language learning initiatives like

English conversation groups, online language learning communities, and language

exchange programs. Through these activities, students can practice speaking English in

a supportive environment, watch and mimic native English speakers, and get feedback

from their peers. The theory of social learning can offer a useful framework for

understanding the best language learning practices of second-year English majors who

excel in English language communication.

Krashen’s Cognitive Theory of Second Language Acquisition.

According to Stephan Krashen's Monitor Model of second language acquisition,

learners pick up the language through exposure to language samples in a similar way to

how children learn their first language with conscious awareness to form. On the other

hand, language is primarily acquired rather than taught because we learn through

conscious attention to form and rule learning. According to the monitor hypothesis,

when engaging in spontaneous communication, second language learners draw from

their prior knowledge. They can make small adjustments and fine-tune the output of the

previously acquired system by using learned rules and patterns as a "monitor" or editor.

This observation only takes place when the writer or speaker has enough time, is

careful to use proper language, and is aware of the guidelines.

The paragraph states that second language learners draw from their prior

knowledge when engaging in spontaneous communication, and that they can make

small adjustments and fine-tune their output by using learned rules and patterns as a
"monitor" or editor. This observation is consistent with the idea that language learning is

a subconscious process that occurs through exposure to the language, rather than

through explicit instruction.

The monitor hypothesis proposes that users of second languages can fine-tune

and make small adjustments to the output of their acquired system by using learned

rules and patterns as a "monitor" or editor. However, this observation only takes place

when the writer or speaker has enough time, is careful to use proper language, and is

aware of the guidelines. According to this, Mabini College's second-year English majors

ought to be provided with chances to practice speaking English in both formal and

informal settings. Additionally, they ought to receive feedback on how they use

language so they can become more accurate and learn from their mistakes.

Although learners naturally pick up grammatical structures, conscious language

rules do not form until much later. Students can self-monitor, or edit, their written and

spoken language after they have a conscious understanding of grammar rules. To fully

mature, this process needs enough time (Krashen, 1982).

The link between acquisition and learning is defined by the Monitor hypothesis,

which also explains how the latter influences acquisition. The monitoring function is how

the learned grammar is applied in real life. As per Krashen's theory, the learning system

serves as the "editor" or "monitor," and the acquisition system initiates the utterances.

When these three requirements are satisfied, the "monitor" performs planning, editing,

and correcting duties.

The second language learner has sufficient time at their disposal.

 They focus on form or think about correctness.

They know the rules.

It seems that performance in a second language is mostly independent of

conscious learning. Krashen contends that the monitor's function is limited to rectifying

departures from "normal" speech and enhancing the polished appearance of speech.

Furthermore, Krashen argues that language learners differ from one another in

how they use "monitors." He makes a distinction between learners who overuse the

"monitor" (over-users), learners who have not absorbed the material or who would

rather not use it, and learners who make appropriate use of the "monitor" (optimal

users). The group to which a person belongs can be ascertained through a

psychological profile evaluation. Introverts and perfectionists tend to be over-users,

whereas extroverts are typically under-users. Over-reliance on the "monitor" is often

linked to low self-esteem.

Second language learners use a "monitor" to edit and correct their speech based

on their conscious understanding of grammar rules. The effectiveness of this process

depends on sufficient time, focus on form, and knowledge of rules. Krashen suggests

that learners differ in how they use the Monitor, with over-reliance often linked to low

self-esteem. This information provides a theoretical foundation for research on the best

language learning practices for second-year English major students.

Stephen Krashen's Monitor Hypothesis, a component of his broader theory of

second language acquisition (SLA), suggests that learners acquire language through

natural exposure and interactions, while conscious learning of grammar rules plays a
secondary role in improving their fluency and accuracy. This hypothesis has

implications for the study of effective language learning practices, including those

adopted by second-year English major students at Mabini Colleges.

The Monitor Hypothesis posits that conscious knowledge of the language rules

acts as a monitor, editing and correcting the output from the subconscious acquisition

system. While the acquisition system is responsible for fluency and naturalness, the

monitor can help with accuracy and form. This model suggests that effective language

learning practices should involve both implicit acquisition (through comprehensible input

and meaningful communication) and explicit learning (through grammar instruction and

explicit focus on form).

Self-Determination Theory

The study of human motivation and personality can be conducted within the wide

framework of Self-Determination Theory (SDT). A formal theory that characterizes

intrinsic and various extrinsic sources of motivation, a description of the relative roles of

intrinsic and extrinsic motivation types in cognitive and social development, and

individual differences are all articulated by SDT. It also provides a meta-theory for

organizing motivational studies. Possibly more significantly, SDT ideas also address

how people's sense of volition and initiative, as well as their overall wellbeing and the

caliber of their performance, are facilitated or undermined by social and cultural

circumstances. The most volitional and superior types of motivation and engagement

for activities, such as improved performance, persistence, and creativity, are thought to

be fostered by conditions that support the individual's sense of autonomy, competence,

and relatedness. Furthermore, SDT suggests that there will be a strong negative
influence on well-being in a social situation to the extent that any one of these three

psychological demands is not met or is impeded.

SDT provides a framework for understanding the different types of motivations

students have for learning English. Second-year English major students might have

both intrinsic motivations, such as enjoying the language and culture, and extrinsic

motivations, such as wanting to get a good job or fulfill graduation requirements. By

understanding the different types of motivations students have, the researchers can

identify the best practices for supporting each type of motivation.

SDT emphasizes the importance of supporting students' autonomy, competence,

and relatedness for optimal motivation and well-being. Autonomy refers to the feeling of

being in control of one's learning, competence refers to the belief in one's ability to

learn, and relatedness refers to the feeling of connection to others in the learning

environment. The researchers can investigate how different language practices support

these needs and identify the best practices that promote all three.

Autonomy: Students need to feel a sense of control and choice over their

learning. This could be achieved by offering diverse learning activities, accommodating

individual learning styles, and allowing students to set personal learning goals.

Competence: Students need to feel capable of mastering the language. This can

be facilitated by providing clear learning objectives, offering personalized feedback, and

creating opportunities for students to demonstrate their progress.

 Relatedness: Students need to feel connected to their peers and instructors. This

can be fostered by creating a supportive classroom environment, encouraging

collaboration, and offering opportunities for social interaction.

By studying the best language practices of second-year English major students,

it can identify which practices are most effective in supporting students' motivation,

engagement, and learning outcomes. This information can then be used to inform the

development and implementation of effective language learning programs for students

at Mabini Colleges and potentially other institutions.

SDT can also be used to personalize learning by tailoring practices to individual

student needs and motivations. By understanding the specific needs and motivations of

each student, instructors can provide individualized support and encourage them to

engage in activities that are most meaningful to them.

SDT is an approach to human motivation and personality that emphasizes the

significance of human's developed inner resources for behavioral self-regulation and

personality development. It does this by utilizing an organismic metatheory in

conjunction with traditional empirical methodologies (Ryan, Kuhl, & Deci, 1997).

Therefore, the study of people's innate psychological needs and growth

tendencies—which form the foundation for their self-motivation and personality

integration—as well as the environments that support these beneficial processes,

constitute its field of study. Using the empirical process, we have inductively identified

three such needs: competence, relatedness, and autonomy. These needs seem to be
critical for promoting both positive social development and individual well-being as well

as the optimal functioning of the innate tendencies toward growth and integration.

Mabini College's second-year English major students can better grasp and

maximize their language learning experiences with the help of SDT. To foster intrinsic

motivation and put pupils on the route to long-term success, educators should

concentrate on meeting the needs of autonomy, competence, and relatedness.

Social Learning Theory

Krashen’s Cognitive Best Language

Theory of Second Learning Practices of
Language Acquisition Second-Year English
Major Students at
Mabini Colleges

Self-Determination
Theory

Figure 1. Theoretical Paradigm

 In this study, all three of these theories can help to explain how second-

year English major students at Mabini Colleges learned their language skills. SLT

suggests that these students may have learned by observing and imitating others, and

by reflecting on their language use. Krashen's theory suggests that these students may

have had access to a lot of comprehensible input. SDT suggests that promoting intrinsic

motivation in second-year English major students leads to improved language learning

outcomes, engagement, and overall well-being.

The theoretical paradigm is illustrated in Figure 1.

Conceptual Framework

This study will determine the Best Language Learning Practices of Second-Year

English Major Students at Mabini Colleges.

Initially, the researcher investigated the most effective practices of language

learning employed by the respondents. Additionally, it will look into the respondent's

success with language learning in relation to the practices they employed. The

relationship between their practices, their success in learning the language, and the

challenges they encounter will also be covered.

Furthermore, the researcher investigated whether there was a significant

association between effective language learning practices, language learning practices,

success in language learning, individual differences, and challenges in language

learning. This will serve as the solid foundation that helps to ensure a comprehensive

investigation into the key factors influencing effective language learning practices

among Mabini College English majors. This will serve as an initial basis for developing
and implementing an action plan about the Best Language Learning Practices of

Second-Year English Major Students at Mabini Colleges. The final result of the analysis

of the information gathered for this study is this action plan.

Figure 2 on the next page presents the Conceptual Paradigm of the study.

•Most effective language learning practices

used by the respondents, respondent's
success with language learning about the
practices they employed
• Impact of having the most effective
language practices on the student’s English
language communication.

Preparation of Questionnaire
Validation of the Instrument
Administration of the
Questionnaire
Gathering the Data
Analysis of the Data
Testing of Hypothesis
 Action Plan developed concerning the Best
Language Learning Practices of Second-
Year English Major Students at Mabini
Colleges

Figure 2. Conceptual Paradigm of the Study

Definition of Terms

For better understanding of this study, the following terms were defined both

conceptually and operationally.

Language Learning Practices. Students' strategies, methods, and approaches to

acquiring and improving their language skills, particularly in the context of English

language learning. Language learning practices are defined in this study as a variety of

activities, techniques, and methods used by second-year BSED English major students

at Mabini Colleges, with a focus on aspects such as vocabulary expansion, grammar

improvement, pronunciation, and cultural interaction.

 Effective Language Learning Strategies. Denotes techniques and approaches

that have been proven to contribute positively to language learning outcomes,

emphasizing increased motivation, efficiency, and learner autonomy. In the context of

this research, effective language learning strategies refer to specific methods and

behaviors employed by successful second-year BSED English major students at Mabini

Colleges, with a focus on their impact on subjective and objective measures of

language proficiency.

Contextually Relevant. Implies strategies and practices that are tailored to the

specific needs, preferences, and cultural nuances of a particular student population

within the local educational environment. In this study, contextually relevant language

learning practices refer to strategies identified as effective for Mabini Colleges' second-

year English major students, acknowledging the unique context and characteristics of

this specific group.

Mabini Colleges English Major Students. Encompasses students enrolled in the

Bachelor of Science in Education (BSED) program with a major in English at Mabini

Colleges. In the study, this term specifically refers to second-year students in the BSED

English major program who have been recognized for their exceptional English

communication skills based on peer nominations and faculty recommendations.

 Success in Language Learning. Encompasses achieving language learning

goals, subjective feelings of proficiency, and the ability to effectively use the English

language in diverse situations. In the research, success in language learning is explored

through a combination of self-assessment, peer recognition, and objective measures,

aiming to understand the practices associated with successful language learners.

Challenges in Language Learning. Represents obstacles, difficulties, or

hindrances that learners may encounter during the process of acquiring and improving

language skills. Within the scope of this study, challenges in language learning are

identified through qualitative data, exploring areas such as anxiety, resource limitations,

and specific difficulties related to grammar, pronunciation, or cultural awareness.

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 Chapter 3

Research Methodology

This chapter describes the research design and methodology used in this

qualitative study to investigate the best language learning practices used by Mabini

Colleges' successful English major students. The chapter discusses the research

method chosen, data sources, instrumentation, data collection procedures, sampling

plan, and ethical considerations.

Method of Research

This study is qualitative using phenomenological research approaches.

Phenomenology seeks to understand and describe people's lived experiences and how

they make sense of a particular phenomenon. The phenomenon under investigation in

this case is the best language learning practices used by successful English Major

Students. This method allows for in-depth exploration of participants' subjective

experiences and perspectives, resulting in a rich understanding of their learning

practices and perceived success factors.

The alignment of phenomenological research with research questions justifies its

selection. The research questions center on comprehending successful language

learners' lived experiences, the meaning they ascribe to their success, and the

relationship between their practices and outcomes. This is consistent with the goal of

phenomenology, which is to discover the essence of a phenomenon through the

perspectives of participants. Phenomenology emphasizes capturing participants'

subjective experiences and interpretations, which is critical for understanding their

distinct approaches to language learning and perceived effectiveness.

The design stage will use open-ended methods like self-administered

questionnaires to investigate the best language learning practices, allowing participants

to freely share their experiences and insights. It will generate detailed and nuanced

qualitative data that captures the complexities and differences in individual experiences,

providing a more complete picture of effective language learning practices.

Population, Sample Size, and Sampling Technique

All second-year English Major Students currently enrolled at Mabini Colleges are

the study's target population. This ensures a focused population relevant to the

research questions and allows for practice exploration within the context of the English

Major program.

A target of 15 participants will be recruited to ensure a manageable sample size

while still allowing for in-depth exploration and diverse perspectives. This corresponds

to typical sample sizes for qualitative research and allows for thematic saturation.

A hybrid approach will be used, combining purposive sampling and snowball

sampling. Purposive sampling is a type of non-probability sampling technique in which

units are chosen based on characteristics that you require in your sample

(Nikolopoulou, 2023). This method involves choosing participants based on criteria that

are directly related to the research questions.

 Snowball sampling, on the other hand, uses existing networks to reach potential

participants who might not be easily identified using traditional methods (Snowball

sampling, 2017). Initial participants will be asked to recommend other students who

meet the study's criteria, thereby organically expanding the sample and reaching

individuals who may not have been known to the researcher.

This study aims to recruit a representative and diverse sample of successful

English Major Students, allowing for an in-depth exploration of their effective language

learning practices and contributing valuable insights to the field of language learning.

Description of the Respondents

This study's respondents are a carefully selected group of 15-20 second-year

English Major Students from Mabini Colleges. To ensure a diverse and representative

sample of successful language learners, they were chosen using a combination of

purposive sampling and snowball sampling.

All respondents are high-achieving English students who have demonstrated

strong academic skills and commitment to their language-learning journey.

Respondents demonstrate advanced English communication skills, including reading,

writing, speaking, and listening fluency. This enables in-depth investigation of their

language learning strategies without language barriers impeding the research process.

The respondents engage in extracurricular language learning activities,

demonstrating a strong commitment to their language development outside of the

classroom. Participation in clubs, programs, or individual endeavors provides valuable

insights into additional learning strategies and resources used by successful learners. A
portion of the participants were nominated by faculty members who were familiar with

the English Major program and student performance. This adds credibility and ensures

that the sample includes students who have been recognized by their teachers as

exceptional language learners.

Overall, this group of respondents represents a vibrant and diverse cross-section

of successful English Major students at Mabini Colleges. Their diverse academic

strengths, engagement levels, and personal perspectives promise to provide rich and

valuable data for this study on best language learning practices.

Data Gathering Procedure

The data gathering procedure for the research study on the "Best Language

Learning Practices of Second-Year English Major Students" employs a robust

methodology primarily centered around semi-structured interviews. The process begins

with the careful selection of a diverse sample of second-year English major students

from the target educational institution, ensuring representation across various language

proficiency levels, learning styles, and academic performance.

After securing informed consent from the participants, the semi-structured

interview protocol will be thoughtfully developed, incorporating open-ended questions

that delve into the participants' language learning experiences, strategies, and

perceptions. The questions will be designed to elicit detailed and nuanced responses,

allowing participants the flexibility to express their insights freely.

 The interview sessions will be conducted in a conducive and confidential

environment, respecting the participants' privacy. The semi-structured format permits a

dynamic and interactive conversation, enabling the researcher to explore emerging

themes and delve deeper into specific aspects of language learning. Probing follow-up

questions may be posed based on the participants' responses, fostering a more

comprehensive understanding of their experiences.

The collected data will undergo thorough analysis using qualitative research

methods, aiming to identify recurring themes, patterns, and variations in language

learning practices. The findings will be presented in a comprehensive manner,

contributing valuable insights to the existing body of knowledge on effective language

learning strategies for second-year English major students. This approach, centered-

around semi-structured interviews, seeks to capture the richness and depth of

participants' experiences, providing a nuanced understanding of their language learning

journey.

Research Instrument

The research instrument for the study on the "Best Language Learning Practices

of Second-Year English Major Students" primarily involves a well-structured semi-

structured interview protocol. Designed to capture qualitative data, this instrument

provides a flexible and dynamic approach to understanding participants' language

learning experiences, strategies, and perceptions.

 In opting for semi-structured interviews, the researcher aims to delve into the

nuanced aspects of language learning. The interview protocol includes open-ended

questions strategically crafted to explore various dimensions, such as preferred learning

strategies, motivational factors, encountered challenges, and perceptions of the

effectiveness of different approaches.

Pilot testing of the interview protocol will be conducted to ensure clarity,

relevance, and the ability to elicit comprehensive responses. Feedback from the pilot

phase will guide necessary adjustments for optimal effectiveness. The finalized protocol

will serve as the key tool during interviews with selected second-year English major

students.

In addition to the interviews, supplementary data, including academic records,

language proficiency assessments, and any self-assessment exercises provided by

participants, will be collected to enrich the overall analysis. However, observational tools

will not be utilized in this study.

Ethical considerations, encompassing participant consent, confidentiality, and

privacy, will be rigorously maintained throughout the research process. By emphasizing

a qualitative approach, this research instrument aims to uncover the intricacies of

language learning practices among second-year English major students, contributing

valuable insights to the broader field of language education.

 Notes

Delve. Ho, L., & Limpaecher, A.(2022c, March 17). What is Phenomenological
Research Design? Essential Guide to Coding Qualitative Data.
https://delvetool.com/blog/phenomenology
Nikolopoulou, K. (2023, June 22). What is purposive sampling? | Definition &
Examples. Scribbr.
https://www.scribbr.com/methodology/purposive-sampling/#:~:text=Purposive
%20sampling%20refers%20to%20a,on%20purpose%E2%80%9D%20in
%20purposive%20sampling.
Snowball sampling. (2017, July 8). Research Office.
https://research.oregonstate.edu/irb/policies-and-guidance-investigators/
guidance/snowballsampling#:~:text=Snowball%20sampling%20is%20a
%20recruitment,in%20identifying%20other%20potential%20subjects.
 Research Instrument

Semi-structured Interview

1. What specific language learning practices have you found to be the most effective in
your experience as a second-year English major student?

2. Can you share instances where the identified effective language learning practices
contributed to your success in language learning? How do you perceive the relationship
between these practices and your achievements?

3. In your language learning journey, what challenges have you encountered,

particularly in applying the identified effective practices? How do these challenges
impact your learning process, and how do you address them?

4. Can you share experiences where observing or learning from others played a role in
your language learning journey? How did these instances shape your language learning
practices?

5. In your language learning process, how does your environment contribute to your
overall understanding and proficiency?

6. Are there specific cognitive strategies you find effective in your learning routine?

7. Reflecting on your language learning journey, can you describe instances where
positive experiences or outcomes reinforced your motivation to continue learning? How
do these moments impact your commitment?

8. Have you engaged in group activities or discussions related to language learning?

How do these social interactions contribute to your language proficiency and learning
experience?

9. How aware are you of your language use and learning strategies during your
language learning journey? Can you describe situations where you actively monitored
and adjusted your language skills?
10. Reflecting on your language learning experiences, how do factors like autonomy,
competence, and relatedness influence your motivation to continue learning? Can you
provide examples of moments where these factors played a role in your language
learning journey?

11. How do you engage with authentic English materials outside the classroom, such as
books, movies, or online content?

12. Can you recall instances where teacher feedback played a significant role in
improving your language skills? How important do you consider feedback in your
learning process?

13. How do you allocate time for regular language practice, and what activities do you
engage in during this dedicated time?