NAVOTAS POLYTECHNIC COLLEGE

Bangus St. Cor. Apahap St. NBBS, Navotas City

Bachelor in Secondary Education
Major in English

PERCEIVED EFFECTIVENESS OF ONLINE LANGUAGE LEARNING PLATFORMS

FOR ENHANCING THE LANGUAGE SKILLS OF FIRST-YEAR STUDENTS AT

NAVOTAS POLYTECHNIC COLLEGE

______________________________________________________________________________

A Research Paper

Presented to the College of Education

Navotas Polytechnic College

Navotas City

In Partial Fulfillment of the Requirements for the subject

Language Education Research

Richbelle N. Sentilleces

Hazel A. Merencillo

Crizelle Jane M. Paguia

Yasmien M. Relos

June 2024
 ABSTRACT

This study investigates the perceived effectiveness of online language learning platforms

in enhancing the language skills of first-year students at Navotas Polytechnic College. The

research aims to explore the impact of utilizing online language learning platforms on the

proficiency and fluency of students in their target language. By examining the attitudes and

perceptions of students towards these platforms, the study seeks to identify the strengths and

weaknesses of online language learning tools in a college setting. The methodology of this

research involves surveying a sample of first-year students at Navotas Polytechnic College who

are enrolled in language courses. This survey will assess students' perceptions of the

effectiveness of online language learning platforms in improving their language skills, as well as

their overall satisfaction with these tools. Additionally, the study will compare the performance

of students who regularly use online language learning platforms with those who do not, in order

to determine if there is a significant difference in language proficiency and fluency. The findings

of this research are expected to provide valuable insights into the role of online language

learning platforms in enhancing the language skills of first-year students at Navotas Polytechnic

College. By identifying the factors that contribute to the perceived effectiveness of these

platforms, educators and administrators can make informed decisions on how to best integrate

online tools into their language curriculum, ultimately improving the learning outcomes of their

students.

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 ACKNOWLEDGEMENT

The successful completion of this research study on the perceived effectiveness of online

language learning platforms would not have been possible without the support and contributions

of several individuals and organizations.

First and foremost, we would like to express our sincere gratitude to the administration

and faculty of Navotas Polytechnic College, especially Dr. Maria Christina Robles for their

unwavering support and cooperation throughout the research process. Their willingness to

provide access to the student population and facilitate the data collection efforts was instrumental

in the success of this study.

We would also like to acknowledge the invaluable contribution of the first-year students

at Navotas Polytechnic College who participated in the survey. Their responses and insightful

feedback were crucial in shaping the findings and understanding the key factors that influence

the perceived effectiveness of online language learning platforms.

The research team would like to thank Prof. Marco Meduranda for his guidance and

support in designing the survey instrument and ensuring the ethical conduct of the study. His

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expertise and feedback were instrumental in strengthening the research methodology and data

analysis.

We are also grateful to the language learning platform providers who generously shared

their resources and data, enabling us to better understand the features and functionalities of the

online platforms used by the students.

Finally, we would like to acknowledge our parents and ourselves for funding the financial

needs that allowed us to conduct this research study and disseminate the findings to the wider

academic and professional community.

The collaborative efforts and contributions of all these individuals and organizations have

been essential in the successful completion of this research project. We are deeply appreciative

of their support and look forward to continued partnerships in the future.

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 TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………………………….

ABSTRACT……………………………………………………………………………………..i

ACKNOWLEDGEMENT……………………………………………………………………....ii

TABLE OF CONTENTS……………………………………………………………………….iv

CHAPTER 1……………………………………………………………………………………..1

THE PROBLEM AND ITS BACKGROUND………………………………………………1

Introduction………………………………………………………………………………1

Background of the Study…………………………………………………………………3

Statement of the Problem…………………………………………………………………5

Theoretical Framework…………………………………………………………………...6

Scope and Limitations of the Study………………………………………………………8

Significance of the Study…………………………………………………………………9

Definition of Terms……………………………………………………………………...10

CHAPTER 2……………………………………………………………………………………..12

REVIEW OF RELATED LITERATURE……………………………………………………12

Introduction………………………………………………………………………………12

Defining the Research Question…………………………………………………………17

Searching and Evaluating the Literature…………………………………………………19

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 Thematic Analysis………………………………………………………………………22

Synthesis and Critique…………………………………………………………………..25

Conclusion………………………………………………………………………………28

CHAPTER 3……………………………………………………………………………………..35

RESEARCH METHODOLOGY…………………………………………………………….35

Introduction………………………………………………………………………………35

Research Design………………………………………………………………………….35

Research Setting and Participants………………………………………………………..36

Research Procedure………………………………………………………………………37

Research Instrument……………………………………………………………………..45

Data Collection Technique………………………………………………………………46

Data Analysis Technique………………………………………………………………..47

Research Validity and Reliability……………………………………………………….48

CHAPTER 4…………………………………………………………………………………….51

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA……………………51

Introduction………………………………………………………………………………51

Demographic Data of the Respondents…………………………………………………..51

Presentation of the Respondents’ Age…………………………………………………...53

Presentation of the Respondents’ Gender………………………………………………..54

Presentation of the Respondents’ Academic Program…………………………………..54

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 Data Presentation………………………………………………………………………55

Presentation of the Summary Results from Research Survey Questionnaire for

Research Question no. 1……………………………………………………………….56

Presentation of the Summary Results from Research Survey Questionnaire for

Research Question no. 2……………………………………………………………….58

Presentation of the Summary Results from Research Survey Questionnaire for

Research Question no. 3………………………………………………………………..61

Analysis of Data………………………………………………………………………..64

Interpretation of Findings……………………………………………………………….66

Conclusion………………………………………………………………………………69

CHAPTER 5…………………………………………………………………………………….70

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS………....70

Introduction……………………………………………………………………………..70

Recommendations………………………………………………………………………74

Conclusion………………………………………………………………………………77

REFERENCES………………………………………………………………………………….78

APPENDIX A…………………………………………………………………………………..79

APPENDIX B…………………………………………………………………………………..80

APPENDIX C…………………………………………………………………………………..84

APPENDIX D………………………………………………………………………………….93

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Online learning platforms have completely changed the way people receive an education

by providing them with easily accessible and adaptable ways to improve their English language

proficiency. With the advancement of technology and the widespread availability of the internet,

learners now have access to a large range of online courses, interactive tools, and materials that

are specifically customized to meet their language learning objectives.

Students studying language proficiency can engage with research and best practices,

broaden their knowledge, get hands-on experience, and collaborate with classmates by using

online platforms. These encounters allow learners to develop professionally, get ready to teach

languages effectively, and promote language competence instruction as a whole.

Through the use of technology, online language learning platforms transform traditional

education by increasing accessibility, personalization, and interactivity. Online language learning

platforms can offer each learner the chance to grow as individuals, gain new skills, and

participate in lifelong learning in a convenient and adaptable way. Technology, teaching and

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learning methodologies, and user experience innovations are all being incorporated into online

learning systems as they continue to develop. Any type of online platform enhancing language

learning provides participation and teamwork, offers learners a variety of learning opportunities,

and stimulates lifelong learning across a range of fields.

As technology continues to advance, online language learning platforms will likely play

an even more significant role in supporting students' language learning needs. This study will

explore the effectiveness of online language learning platforms, pedagogical approaches, and the

integration of emerging technologies to enhance language learning outcomes.

This study aims to investigate the effectiveness of online learning platforms in enhancing

language skills among first-year students of Navotas Polytechnic College. By utilizing these

platforms, students have the opportunity to engage with interactive learning materials, access

virtual classrooms, and receive feedback from instructors in real-time.

The findings of this research will contribute to the existing body of literature on online

learning platforms and their impact on language learning. Moreover, the results of this study can

inform educators and policymakers on the potential benefits of integrating online learning

platforms in language education curriculum.

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 Overall, this study seeks to understand how online learning platforms can support first-

year education students in improving their language skills.

Background of the Study

In the field of education, online learning platforms are becoming increasingly prevalent

since they give students a simple and adaptable option to improve their knowledge and abilities.

These platforms include a wide range of resources that accommodate various learning

preferences and methods, such as interactive quizzes, films, as well as virtual classrooms. Online

learning platforms have shown potential in the field of language education by offering students

dynamic and engaging materials to practice and advance their language skills. The purpose of

this study is to find out how well online educational settings may improve the language

proficiency of a selection of first-year students attending in Navotas Polytechnic College.

According to Aloraini & Cardoso (2020), students’ attitudes towards using social media

platforms for language learning varied depending on their proficiency level. Beginner students

were more positive about the usefulness of social media platforms for language learning, while

advanced students were more reluctant. Additionally, their choices of social media platforms for

language learning varied depending on the specific language skills they were looking to improve.

In the context of language education, online learning platforms have shown potential in

providing students with dynamic and engaging materials to practice and advance their language
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skills. However, there is a gap in the use of online learning platforms for language instruction in

resource-constrained settings like Navotas Polytechnic College.

The aim of this study is to offer educators and policymakers valuable insights on how to

integrate technology into language education in resource-constrained settings, by identifying the

advantages and challenges of using online learning platforms for language instruction in crowded

classrooms the field of education, online learning platforms are becoming increasingly prevalent

since they give students a simple and adaptable option to improve their knowledge and abilities.

These platforms include a wide range of resources that accommodate various learning

preferences and methods, such as interactive quizzes, films, as well as virtual classrooms.

Online learning platforms have shown potential in the field of language education by

offering students dynamic and engaging materials to practice and advance their language skills.

The purpose of this study is to find out how well online educational settings may improve the

language proficiency of a selection of first-year students attending in Navotas Polytechnic

College.

Overall, incorporating online learning platforms into language education programs can

offer students a flexible and effective way to enhance their language skills. By understanding

students’ attitudes, proficiency levels, and language learning goals, educators can tailor their use

of online learning tools to better support students’ language learning needs.

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Statement of the Problem

Generally, this research study aims to determine the Effectiveness of Online Language Learning

Platforms for Enhancing the Language Skills of First-Year Students at Navotas Polytechnic

College.

Specifically, it will seek to answer the following questions:

What are the demographics of the student respondents in terms of age, gender, and

academic program?

How do the students perceive the impact of online language learning platforms on

developing their language skills?

What are the students' perspectives on the benefits they experience from using online

language learning platforms?

Why do the students consider online language learning platforms to be important in

enhancing their language skills?

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Theoretical Framework

The theoretical framework for studying the effectiveness of online language learning

platforms in enhancing language skills of first-year students at Navotas Polytechnic College can

be examined through the lens of Social Cognitive Theory (SCT) and Technology Acceptance

Model (TAM). According to the Social Cognitive Theory, learning takes place through

modeling, reinforcement, and observation in a social setting. Using online language learning

platforms gives students the chance to act as models by observing and interacting with language

resources and native speakers. Students can also get feedback and reinforcement by actively

using these platforms, which helps improve their language proficiency.

Furthermore, according to the Technology Acceptance Model, individuals' views and

opinions about technology have significant effects on how they use and accept it. Regarding

online language learning systems, students' opinions about how easy it is to use, how useful it is,

and how useful it is will affect how engaged they are with the platform and, in the end, how well

they learn the language.

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Conceptual Framework

INPUT PROCESS OUTPUT

 Students’ perception of the
Demographics of the impact of the online language Improved language
learning platforms on
student respondents developing their language skills of first-year
skills
(age, gender, year  Students’ perspective on the respondents
benefits they experience
from using online language
level, academic learning platform
 Students’ views on the
program) importance of online
language learning platforms
in enhancing their language
skills

Figure 1. Paradigm of the Study

Figure 1 shows the illustration or the conceptual framework of the study. It describes the

process of the research study on how the research problem will be resolved by means of input,

process, and output.

The input part shows the respondents' demographics, it provides a helpful context for

interpreting the survey results and understanding characteristics of the student population as well

as the age, gender, and academic program. This part helps the process and limitations of the

study to come up with the output.

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 Next is the process part where the students' perception of the impact of online language

learning platforms on developing their language skills and the benefits they experienced from

using online language learning platforms. It describes the ultimate focus of the study particularly

the effectiveness of online language learning platforms on the students. This is the problem that

the researchers want to focus on, and in order for them to accomplish this, the researchers will

find related studies and articles that can support the perceived effectiveness of the language

learning platforms through the help of the particular respondents' demographics.

Lastly, is the output, the researchers expected the improvements of language skills of the

first year education students through the use of online language learning platforms. Researchers

think that this will be a great intervention for the improvement of language skills.

Scope and Limitations of the Study

This study will primarily focus on finding out the effectiveness of online language

learning platforms in enhancing the language skills of the learners. The participants for this study

are randomly first year students. The researchers aim to find out the efficiency of using online

language learning platforms and its effect on the language skills of the learners. This study will

be conducted at Navotas Polytechnic College during the Academic Year 2023-2024.

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Significance of the Study

The main objective of this study is to identify the perception of the first-year students of

Navotas Polytechnic College about the effectiveness of online language learning platforms for

enhancing their language skills. This study has significant benefits to a wide range of

stakeholders that are involved.

1. Students - For students, particularly those who are first-year students, the findings of this

study would discover if the online language learning platforms are effective and can contribute to

the enhancement of their language learning. By identifying the effectiveness of online language

learning platforms, the research may contribute to the improvement of different educational

outcomes.

2. Teachers and other school administrators - Educators and school leaders will also benefit

from this study. Understanding the influence of online language-learning platforms can guide

and inform educators about the significant effects of integrating online language-learning

platforms into teaching practice.

3. Curriculum Developer and Policymakers - The Commission on Higher Education (CHED)

and policymakers, would find great significance in the findings of this research. It will help them

make policy decisions and training programs for educators about the use of online language

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learning platforms. It will inform them through the study's enlightenment of the opportunities

and problems that come with the use of online language learning platforms. The findings of this

study can also be used by supervisors and administrators to create more plans about the

integration and use of online language learning platforms in the curriculum.

4. Researchers - This study will allow researchers to understand different perspectives on the

effectiveness of online language learning platforms. The findings of this study will also serve as

a guide for future researchers who will study the same case and contribute to existing gaps in

language learning and the enhancement of language skills.

Definition of Terms

Effectiveness - the capability of producing a desired result or the ability to produce desired

output.

Online Learning - refers to instruction that is delivered electronically through various

multimedia and Internet platforms and applications. It is used interchangeably with other terms

such as web-based learning, e-learning, computer-assisted instruction, and Internet-based

learning.

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Online Language Learning Platforms - a webspace or portal for educational content and

resources that offers a student everything they need in one place

Virtual Classroom - an online learning environment that allows teachers and students to

communicate, interact, collaborate, and explain ideas.

Language Skills - a person's ability to produce and understand a particular language.

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 CHAPTER II

REVIEW RELATED LITERATURE

Introduction

This literature review examines the current state of utilization of online platforms in

enhancing language skills and learning that has gained significant traction in recent years,

offering promising opportunities to enhance English language skills. As technology continues to

advance, online platforms provide a versatile and accessible medium for language instruction,

allowing students to engage with diverse resources, collaborate with peers, and explore

innovative teaching methods. This literature review aims to show related topics regarding the

effectiveness of online platforms in enhancing English language skills among first-year students

at Navotas Polytechnic College. By examining the impact of these platforms, valuable insights

can be gained to inform instructional practices and optimize language learning outcomes.

In recent years, online learning platforms have emerged as powerful tools for enhancing

language skills among education students. These platforms leverage technology to provide a

flexible and accessible learning environment that caters to the diverse needs of learners. Online

platforms offer a wide range of resources, including interactive lessons, authentic materials, and

language learning tools, which can support the enhancement of English language skills. With the

advancements in technology and the increasing availability of internet connectivity, these

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platforms have gained popularity in educational institutions worldwide, including Navotas

Polytechnic College.

The use of online learning platforms in language instruction offers several advantages.

Firstly, it provides education students with access to a wide variety of learning materials and

resources. From multimedia content to virtual simulations, these platforms offer a rich repository

of resources that can engage students and cater to different learning styles. By exposing students

to authentic materials and interactive activities, online platforms create a dynamic learning

experience that enhances language skills, such as listening, speaking, reading, and writing.

Online learning platforms also foster collaboration and networking among education

students. Through discussion forums, group projects, and peer feedback mechanisms, students

can engage in meaningful interactions with their peers. This collaborative environment not only

encourages knowledge sharing but also provides opportunities for students to practice language

skills in a social context. By engaging in collaborative activities, students can develop their

communication and interpersonal skills, which are essential for effective language use.

Furthermore, online learning platforms offer a personalized and self-paced learning

experience. Students can access resources and complete activities at their own convenience,

allowing them to tailor their learning journey according to their individual needs and preferences.

This flexibility empowers students to take ownership of their language learning process and
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engage in self-directed learning. As a result, first-year students at Navotas Polytechnic College

can develop autonomy and motivation, leading to more effective language skill development.

This literature review is essential in providing a comprehensive understanding of the

current state of knowledge, identifying research gaps, informing research questions and

objectives, guiding the research methodology, validating findings, and providing theoretical

frameworks. It ensures that the research on the effectiveness of online platforms in enhancing

English language skills among education students at Navotas Polytechnic College is grounded in

existing literature and contributes to the advancement of knowledge in the field.

The purpose of the literature review in this research on the effectiveness of online

platforms in enhancing English language skills among education students at Navotas Polytechnic

College is twofold.

This literature review provides a comprehensive understanding of the effectiveness of

online platforms in enhancing English language skills among first-year students. By reviewing

relevant studies, researchers can identify key findings, trends, and theories related to online

platforms. This knowledge helps identify gaps and areas for further exploration, and provides

insights into methodologies, data collection techniques, and analysis procedures used in previous

studies. The review also informs and shapes the research questions and objectives, identifying

unanswered questions and identifying theoretical frameworks used in previous studies. By

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aligning the research questions, objectives, and theoretical frameworks with existing literature,

the researchers contribute to the advancement of knowledge and fill important gaps in the current

understanding of online platforms' effectiveness in enhancing English language skills among

students.

The significance of the literature review in this research on the effectiveness of online

platforms in enhancing English language skills among first-year students at Navotas Polytechnic

College is threefold.

It provides a comprehensive understanding of the current state of knowledge, allowing

researchers to build upon existing knowledge and identify inconsistencies, gaps, or limitations.

This foundation ensures the study is informed, relevant, and contributes to the advancement of

the field. Additionally, the review identifies research gaps and opportunities for further

exploration, helping researchers frame research questions and objectives that address these gaps.

This comprehensive literature review ensures the study adds value and provides new insights to

the existing body of literature, contributing to the advancement of the field.

The literature review is a crucial tool in research design and methodology, providing

insights into the strengths and limitations of different approaches. It helps researchers select

appropriate research methods and design a robust methodology for their current study. The

15
review also helps identify potential challenges or issues that may arise during data collection and

analysis, allowing researchers to anticipate and address them effectively.

This research project includes a broad scope of scholarly sources and studies, including

peer-reviewed journal articles and reports on the use of online platforms in language instruction

and their impact on English language skill enhancement. The review will be structured

thematically to address various aspects related to the research topic, starting with an introduction

that provides an overview of theoretical frameworks and conceptual models applied in online

language learning.

Thematic organization allows for a systematic examination of the effectiveness of online

platforms in enhancing different language skills among first-year students. The review will

synthesize and compare findings from the reviewed studies to identify common trends, patterns,

and best practices in using online platforms for language skill enhancement. It will critically

analyze the strengths and limitations of the studies, highlighting any gaps or inconsistencies in

the literature.

The literature review will provide a critical reflection on existing knowledge and suggest

potential directions for the current research at Navotas Polytechnic College. This could include

exploring specific instructional strategies, evaluating the impact of different types of online

platforms, or considering the role of learner characteristics in the effectiveness of online

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language learning. By organizing the literature review thematically and critically analyzing the

findings, the research aims to contribute to the field by identifying areas that require further

investigation and informing the design of the study at Navotas Polytechnic College.

Defining the Research Question

To provide context for the current review, it is important to first consider the foundational

research and theories related to online learning platforms in enhancing English skills. This

research will investigate the extent contribution of online platforms to the improvement of

English language skills among first-year students at Navotas Polytechnic College. This research

investigation directly addresses the central focus of the study, which is to examine the

effectiveness of online platforms in enhancing English language skills. It seeks to understand the

specific impact of integrating online platforms into language instruction for education students at

Navotas Polytechnic College. The research question implies an investigation into the outcomes

and effects of using online platforms on language skill development, encompassing various

aspects such as listening, speaking, reading, and writing. By exploring this research question, the

study aims to contribute to the understanding of how online platforms can be utilized to

effectively enhance English language skills among first-year students.

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 The research involves several variables of interest that are crucial to understanding the

effectiveness of online platforms in enhancing English language skills. The independent variable

in this study is the utilization of online platforms for language instruction. This variable refers to

the integration and use of digital tools and resources, such as learning management systems,

language learning apps, and virtual classrooms, in the language learning process. The dependent

variable, on the other hand, is the improvement in English language skills among education

students. This variable encompasses various language skills, including listening, speaking,

reading, and writing, and it measures the level of language proficiency attained by students

through the use of online platforms.

The population of interest in this research consists of first-year students at Navotas

Polytechnic College. These students are pursuing degrees or certifications in the field of

education, with the goal of becoming educators or teachers. The research focuses specifically on

this population due to their unique characteristics and educational needs. By targeting first-year

students, the study aims to investigate the effectiveness of online platforms in enhancing English

language skills in a relevant and practical context. The research seeks to understand how online

platforms can support the language learning process for this specific group of students and

contribute to their overall language proficiency development.

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 The literature review in this research establishes the boundaries and parameters by

focusing on scholarly articles, academic publications, and relevant research studies published

within a specific timeframe. The review primarily includes studies conducted from the last

decade (2020-2021) to ensure the most up-to-date and relevant findings. The search encompasses

databases such as Google Scholar and educational research repositories to gather a

comprehensive range of literature. The review primarily focuses on English language

acquisition, online platforms, and language instruction in the context of education students.

Furthermore, it examines the effectiveness of online platforms in enhancing English language

skills, including listening, speaking, reading, and writing. The literature review aims to identify

key themes, research gaps, and methodological approaches in the existing body of knowledge,

providing a foundation for the current research and informing the research design and

methodology for investigating the effectiveness of online platforms at Navotas Polytechnic

College.

Searching and Evaluating the Literature

The use of online language learning platforms has become increasingly popular in recent

years, offering students the opportunity to enhance their language skills in a flexible and

convenient manner. This research aims to explore the perceived effectiveness of online language

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learning platforms for enhancing the language skills of first-year students, with a focus on the

role of social media in language learning.

According to the study of Nouf Aloraini & Walcir Cardoso (2020), beginner students

were more positive about its usefulness compared to advanced students. The study also revealed

that students' choice of social media platforms for language learning varied based on the specific

language skills they wanted to improve. These findings provide valuable insights for educators

looking to incorporate social media into language learning programs. The study utilized a mixed-

methods approach, including surveys and interviews with 99 adult English learners in Saudi

Arabia. It identified proficiency level as a factor influencing students' attitudes towards using

social media for academic purposes. The study emphasizes the importance of considering

students' diverse preferences and attitudes towards using social media for language learning,

highlighting the need to tailor approaches based on proficiency levels and language learning

goals.

Another study by Alshumaimeri (2021), focused on students' perceptions of virtual

classrooms in improving their communication skills, particularly during the COVID-19

restrictions of the 2020 or 2021 academic year. Female English majors at a Saudi Arabian

university participated in the study, which used both qualitative and quantitative methods to

gather data. The study found that students identified lack of confidence, anxiety, and vocabulary

20
as challenges in virtual classrooms but also had positive views on their potential to enhance

communication skills. While virtual classrooms were seen as beneficial for communication,

students expressed concerns about the lack of face-to-face interaction as a barrier. The study's

strengths include the mixed methods approach and relevance to the rise of online learning

platforms, while limitations include potential bias due to the limited number of respondents.

Moreover, a study by Iman Al-Khalidi, Ouarda Khouni (2021), exploring the benefits of

incorporating social media platforms in language teaching focused on English language skills

such as speaking and pronunciation. The study highlighted the importance of integrating social

media platforms into classroom and online lessons to provide students with authentic language

exposure and interactive learning experiences.

Additionally, the study of Marni Manegre & Kashif Ali Sabiri (2020), emphasized the

need for teachers to be flexible and competent in integrating social media platforms into English

lessons to enhance students' language skills. Findings suggested that students generally view

social media platforms positively in English as a Foreign Language context, highlighting the

benefits of interaction, motivation, collaboration, and engagement in language learning. The

study's findings align with constructivist teaching techniques and underscore the potential of

social media platforms to enhance students' English language skills and competencies. Further

research is needed to explore the integration of social media platforms into formal lessons and

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their impact on other language skills, emphasizing the pedagogical benefits of using social media

in language instruction. Teachers expressed interest in seeing more subjects offered in virtual

classrooms and believed that they could eventually replace traditional instruction methods. The

study highlighted the potential benefits and biases of virtual classrooms as a learning

environment, providing valuable insights for educators and potential guidance for future research

on online language learning platforms.

While the studies acknowledge limitations such as potential bias in data collection and

the need for further research to explore effective ways to support language learning for students

of varying proficiency levels, they offer valuable insights for educators seeking to enhance

language instruction through online platforms. By considering students' diverse preferences and

attitudes towards using social media, virtual classrooms, and social media platforms, educators

can tailor their approaches to effectively support students' language learning goals and enhance

their language skills.

Thematic Analysis

Emerging research has begun to challenge traditional assumptions about Social media in

language learning by demonstrating that there are different perceptions towards the use and

effectiveness of social media in language learning. According to Aloraini & Cardoso (2020), the

aid of using social media in language learning is undeniable. Although, some students prefer to

22
use a separate social media account for the purpose of education. The findings of the said study

had been helpful for educators and other faculty members to understand different perspectives of

using social media as an online platform for language learning. Same study also suggests that the

level of a student's proficiency can affect how students feel about social media in their language

learning.

The study utilized a mixed-method approach, using a survey questionnaire and an

interview to collect the data from the participants. A two-way analysis of variance was used to

find out the differences between beginner and advanced students in their perceptions about the

use of social media applications for language learning. Frequency counts were utilized to analyze

choices for purposes of social media depending on what language skills are developed. Lastly,

qualitative analysis was done to explore various insights into students' attitudes towards using

social media for academic purposes.

With the utilization of a mixed-methods approach, the study was able to analyze data

from different research instruments. Creating a category of social media applications and

analyzing valuable insights for language instructors. Although, the study has been limited

generalizability, lack of a control group, potential bias in data collection, and limited exploration

of factors influencing the students' attitudes towards using social media for language learning.

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 This study is relevant to our research as it provides ideas about the impact of social media

as an online learning platform to the development of student’s language skills. It also gives an

overview about how students perceived the advantages and importance of an online learning

platform to their language learning.

A distinct line of inquiry has explored the influence of online language learning on

teacher’s perception in the context of using virtual classrooms in language learning. According to

Manegre & Sabiri’s study (2020), the teachers are satisfied with the use of virtual classrooms in

teaching and learning language. The environment of the virtual classroom is positive for the

teacher and students in the perception of educators. They are looking forward to many courses to

be available and offered to be taught in virtual classrooms. They also believe that virtual

classrooms are comparable with, and sooner can be considered as a replacement to the traditional

classrooms and homeschool.

This study utilized a quantitative research method. It used a survey questionnaire to

gather the data from online language teachers about their views on virtual classrooms as a

learning environment. Thirty-five (35) online language teachers who teach the subject English

using virtual classrooms about their views on the integration of virtual classrooms and it being

their working in this environment. More than fifty (50) percent of the online teachers who are

participants of the said study are discovered to have also been a student.

24
 The exploration of virtual classrooms as a new environment is significant and has

provided a fresh perspective for educators about a new platform that can be used to effectively

teach language. The study also showed a potential bias to virtual classrooms as a learning

environment.

Overall, the study is relevant to our research because of the same problem being

analyzed, which is about online language learning platforms. It gives ideas about how to conduct

our own study and fill any discovered research gap.

Synthesis and Critique

The research on the efficiency of online language learning platforms, particularly in

connection to social media, provides an ample amount of information about students' perceptions

and experiences in language learning settings. The literature emphasizes the significance of

taking into account students' different choices and attitudes towards using social media for

language learning. According to studies conducted by Nouf Aloraini and Walcir Cardoso, as well

as Alshumaimeri et al., competence levels and individual language learning goals influence

students' assessments of the utility of online platforms and social media. This emphasizes the

25
importance of instructors tailoring their ways to incorporate social media into language learning

programs to their students' requirements as individuals.

Another significant subject emerging from the research is the possible benefits and

disadvantages of virtual classrooms for improving students' communication abilities. While

virtual classes have been found to increase communication skills, students are concerned about

the lack of face to face interaction as a barrier. This emphasizes the significance of striking a

balance between the advantages of online learning platforms and the requirement for

interpersonal communication experiences in order to properly improve language skills.

The studies by Iman Al-Khalidi, Ouarda Khouni, and Marni Manegre & Kashif Ali Sabiri

emphasize the importance of integrating social media platforms into language teaching to

provide students with authentic language exposure and interactive learning experiences. These

studies advocate for the need for teachers to be flexible and competent in utilizing social media

platforms to enhance students' language skills and competencies. The findings suggest that social

media platforms can positively impact students' motivation, collaboration, engagement, and

overall language learning experience.

In evaluating the overall state of understanding on the research question, it is clear that

there is an expanding body of literature on the efficacy of online language learning platforms and

the role of social media in language education. The existing study has several strengths,

26
including the use of mixed methods approaches, relevance to current online learning trends, and

significant insights for educators. Limitations include potential biases due to small sample sizes

and the need for additional study into the impact of social media integration on other language

skills.

When critiquing the literature, it is crucial to analyze methodological, conceptual, and

contextual variables that may have influenced the study' findings and conclusions. These aspects

include the participants' cultural environment, the specific language skills under study, and the

students' degrees of proficiency. It is also critical to acknowledge the potential biases of the

researchers and the limits of the methodology used.

Overall, the research on online language learning platforms and the role of social media

in language teaching provides valuable insights for educators looking to enhance students'

language skills in a flexible and engaging manner. By considering students' diverse preferences

and goals, integrating social media platforms effectively, and balancing the benefits and

challenges of virtual classrooms, educators can create more effective language learning

experiences for their students. Further research is needed to explore the impact of social media

integration on other language skills and to address the limitations and gaps in the existing

literature.

27
Conclusion

This literature review explores the utilization of online platforms in enhancing English

language skills among first-year students at Navotas Polytechnic College. Online platforms have

become a powerful tool for language instruction, providing a flexible and accessible learning

environment that caters to diverse needs of learners. These platforms offer a wide range of

resources, including interactive lessons, authentic materials, and language learning tools, which

can support the enhancement of English language skills.

Online learning platforms offer several advantages, such as access to a wide variety of

learning materials and resources, fostering collaboration and networking among students, and

offering a personalized and self-paced learning experience. This flexibility empowers students to

take ownership of their language learning process and engage in self-directed learning, leading to

more effective language skill development.

The purpose of this literature review is twofold: to provide a comprehensive

understanding of the current state of knowledge, identify research gaps, inform research

questions and objectives, guide the research methodology, validate findings, and provide

theoretical frameworks. It ensures that the research on the effectiveness of online platforms in

enhancing English language skills among first-year students at Navotas Polytechnic College is

grounded in existing literature and contributes to the advancement of knowledge in the field.

28
 The purpose of the literature review in this research on the effectiveness of online

platforms in enhancing English language skills among education students at Navotas Polytechnic

College is threefold. First, it provides a comprehensive understanding of the current state of

knowledge, allowing researchers to build upon existing knowledge and identify inconsistencies,

gaps, or limitations. Second, it identifies research gaps and opportunities for further exploration,

helping researchers frame research questions and objectives that address these gaps. Third, the

literature review is a crucial tool in research design and methodology, providing insights into the

strengths and limitations of different approaches.

This research project includes a broad scope of scholarly sources and studies, including

peer-reviewed journal articles and reports on the use of online platforms in language instruction

and their impact on English language skill enhancement. Thematic organization allows for a

systematic examination of the effectiveness of online platforms in enhancing different language

skills among first-year students. Thematic analysis will synthesize and compare findings from

the reviewed studies to identify common trends, patterns, and best practices in using online

platforms for language skill enhancement.

The literature review will provide a critical reflection on existing knowledge and suggest

potential directions for the current research at Navotas Polytechnic College. This could include

exploring specific instructional strategies, evaluating the impact of different types of online

29
platforms, or considering the role of learner characteristics in the effectiveness of online

language learning. By organizing the literature review thematically and critically analyzing the

findings, the research aims to contribute to the field by identifying areas that require further

investigation and informing the design of the study at Navotas Polytechnic College.

This research investigates the effectiveness of online learning platforms in enhancing

English language skills among first-year students at Navotas Polytechnic College. The study

focuses on the specific impact of integrating online platforms into language instruction and the

outcomes and effects of using these platforms on language skill development, including

listening, speaking, reading, and writing. The population of interest is education students at

Navotas Polytechnic College, who are pursuing degrees or certifications in education with the

goal of becoming educators or teachers.

The literature review focuses on scholarly articles, academic publications, and relevant

research studies published within the last decade (2020-2021) to establish the boundaries and

parameters for the current research. The review encompasses databases such as Google Scholar

and educational research repositories to gather a comprehensive range of literature.

30
 The use of online language learning platforms has become increasingly popular in recent

years, offering students the opportunity to enhance their language skills in a flexible and

convenient manner. This research aims to explore the perceived effectiveness of online language

learning platforms for enhancing the language skills of first-year students, with a focus on the

role of social media in language learning.

Several studies have been conducted to evaluate the effectiveness of online platforms in

enhancing English language skills among first-year students. Nouf Aloraini & Walcir Cardoso

(2020) found that beginner students were more positive about its usefulness compared to

advanced students, and that students' choice of social media platforms for language learning

varied based on the specific language skills they wanted to improve. Another study by

Alshumaimeri (2021) focused on students' perceptions of virtual classrooms in improving their

communication skills, particularly during the COVID-19 restrictions of the 2020 or 2021

academic year.

Another study by Iman Al-Khalidi, Ouarda Khouni (2021) explored the benefits of

incorporating social media platforms in language teaching, focusing on English language skills

such as speaking and pronunciation. Marni Manegre & Kashif Ali Sabiri (2020) emphasized the

need for teachers to be flexible and competent in integrating social media platforms into English

lessons to enhance students' language skills.

31
 While the studies acknowledge limitations such as potential bias in data collection and

the need for further research to explore effective ways to support language learning for students

of varying proficiency levels, they offer valuable insights for educators seeking to enhance

language instruction through online platforms. By considering students' diverse preferences and

attitudes towards using social media, virtual classrooms, and social media platforms, educators

can tailor their approaches to effectively support students' language learning goals and enhance

their language skills.

Emerging research challenges traditional assumptions about social media in language

learning by demonstrating different perceptions of its use and effectiveness. Aloraini & Cardoso

(2020) found that the aid of using social media in language learning is undeniable, but some

students prefer to use a separate account for education purposes. The study used a mixed-method

approach, using a survey questionnaire and an interview to collect data from participants. A two-

way analysis of variance was used to find out the differences between beginner and advanced

students in their perceptions about the use of social media applications for language learning.

Frequency counts were used to analyze choices for purposes of social media depending on what

language skills are developed.

The study provides ideas about the impact of social media as an online learning platform

to the development of student's language skills and gives an overview about how students

32
perceive the advantages and importance of an online learning platform to their language learning.

Manegre & Sabiri’s study (2020) explored the influence of online language learning on teacher’s

perception in the context of using virtual classrooms in language learning. They found that

teachers are satisfied with the use of virtual classrooms in teaching and learning language, and

they are looking forward to many courses being available and offered to be taught in virtual

classrooms.

This study utilized a quantitative research method, using a survey questionnaire to gather

data from online language teachers about their views on virtual classrooms as a learning

environment. Over fifty (50%) of the online teachers who were participants of the study were

also students. The exploration of virtual classrooms as a new environment is significant and has

provided a fresh perspective for educators about a new platform that can be used to effectively

teach language.

The research on the efficiency of online language learning platforms, particularly in

connection to social media, provides ample information about students' perceptions and

experiences in language learning settings. The literature emphasizes the significance of taking

into account students' different choices and attitudes towards using social media for language

learning. The findings suggest that social media platforms can positively impact students'

motivation, collaboration, engagement, and overall language learning experience.

33
 In conclusion, the research on online language learning platforms and the role of social

media in language teaching provides valuable insights for educators looking to enhance students'

language skills in a flexible and engaging manner. By considering students' diverse preferences

and goals, integrating social media platforms effectively, and balancing the benefits and

challenges of virtual classrooms, educators can create more effective language learning

experiences for their students.

34
 CHAPTER 3

RESEARCH METHODOLOGY

Introduction

This chapter describes the research methods used in this study, which seeks to determine

how well online language learning resources can improve the language proficiency of Navotas

Polytechnic College first-year students. The research methodology consists of seven sections

namely the research design, research setting and participant, research procedure, research

instrument, data collection technique, and research validity and reliability. Below are the

following discussions for each part of this chapter.

Research Design

The researchers' research design using a quantitative approach involved the use of survey

forms to collect data from participants. They utilized survey forms as their primary data

collection tool to gather numerical data and analyze it statistically. The survey forms were

carefully constructed to include a variety of questions that would provide the researchers with

relevant information for their study. The survey forms were likely distributed to a sample of

35
participants, which could have been done through various methods such as online surveys and

paper surveys.

This approach allowed the researchers to measure variables and establish relationships

between them, providing valuable insights into the research questions at hand. Once the data was

collected, the researchers likely used statistical analysis techniques to analyze the data and draw

conclusions. This may have involved analyzing frequencies, means, correlations, and other

statistical tests to determine relationships within the data.

Overall, the researchers' research design was carefully planned and executed in order to

gather valid and reliable data that would allow them to answer their research questions and

contribute to the existing body of knowledge in their field.

Research Setting and Participant

The research study was specifically conducted at Navotas Polytechnic College, as the

chosen location was strategically selected by the researchers in order to provide them with the

necessary information and resources needed for the study.

The target participants for the study were First-Year students who had previous exposure

and experience with online learning platforms. A total of 100 participants were selected for the

36
study, comprising 66 females and 34 males, with ages ranging from 17 to 23 years old. These

participants also represented a diverse range of academic programs within the college.

For the research study, the proponent utilized a quantitative approach to examine and

evaluate the effectiveness of online language learning platforms in enhancing the language skills

of the participants. Through this approach, the researchers aimed to gather comprehensive data

and insights on the impact of online language learning platforms on the language proficiency of

the respondents.

Research Procedure

1. Identify the Problem

Identifying the problem is a significant first step to a research study. This step includes

defining the issue and identifying the researchers' aims to investigate. The research problem is

the specific concern of the researchers to explore and to highlight the practical and theoretical

relevance of the Perceived Effectiveness of Online Language Learning Platforms in the First

Years Students of Navotas Polytechnic College. The researchers provided background

information about the online language learning platform to discuss the relevant theories, previous

research findings from other case studies, and the educational and organizational context in

37
which the problem is situated. The researchers articulated a specific objective that is aligned with

the research problem to be their guide and overall direction of the study. Based on the research

problem and objectives, the researchers provided a concrete research question that the study aims

to investigate. The researchers clearly defined the boundaries and limitations of the research

study, such as the specific population, geographical area, and the variables of interest.

2. Conduct a Literature Review

Conducting a literature review is the second step of the researchers in order to investigate

their study. This step is an essential component of the researchers' procedure in their

investigation. The researchers reviewed existing research and case studies on the effectiveness of

online language learning platforms, particularly in the context of higher education. The

researchers conducted a literature review and explored the perceptions and experiences of first

year students using various online language learning platforms. Through this procedure, the

researchers were able to ensure that the literature review is comprehensive and is able to support

the current rationale for the current investigation.

3. Develop the Research Methodology

38
 The third step in the researchers' procedure is Developing Research Methodology. The

researchers used a quantitative component using a likert scale survey to collect data on students'

perceptions and experiences. The researchers had to provide a request letter to ask for the

administrator's permission to conduct a survey question inside the Navotas Polytechnic College.

After asking for the permission, the researchers distributed their survey both online and paper-

based format to the selected first year students of Navotas Polytechnic College. The researchers

ensure the confidentiality and the anonymity of the participants' response and summarize the

survey responses and the significant differences in perceptions based on demographic and other

variables.

4. Collect the Data

The researchers distributed the survey paper-based question to first year students at

Navotas Polytechnic College. The researchers' developed a comprehensive survey questionnaire

to measure the students' perceptions of the effectiveness of online language learning platforms.

They utilized Likert-scale items (e.g., 5-point scale from "strongly disagree" to "strongly agree")

questions. The test survey instrument with a small group of students is to ensure clarity,

reliability, and validity. The researchers considered the most appropriate method for survey

distribution, considering factors such as accessibility, response rates, and data collection

logistics. During the distribution of survey questionnaires, the researchers were monitoring the

39
survey responses and addressing any issues or concerns that arise during the data collection

process. By employing a quantitative survey the research team can gather a comprehensive data

set that provides both breadth and depth of information on the perceived effectiveness of online

language learning platforms among first-year students at Navotas Polytechnic College.

5. Analyze the Data

This step in research procedure obtains a reliable understanding of the first year

education students at Navotas Polytechnic College of online language learning platforms

perception. The researchers reviewed the survey responses to identify and address the

unintentional issues during the distribution of the survey questionnaire. In this step of the

research procedure, the researchers had to consider the descriptive statistics such as calculating

the mean, median, and standard deviation for the Likert scale items to understand central

tendencies and dispersions of the students' perceptions. They also determine the frequencies and

percentages for the various response categories from strongly disagree to strongly agree to get an

overview of the distribution of responses. They also provided a concise representation of the

findings and examined differences in perceptions based on demographic variables such as male

versus female and age differences. The researchers evaluated the internal consistency reliability

of the survey instrument and lastly in this procedure interpreted the findings in the context of the

research objectives and the practical implications of the quantitative results and their potential

40
impact on the college's language learning strategies and support for students, teachers, and

researchers.

6. Draw Conclusions

This sixth step of the research procedure is about data collection and analysis, and

Identification of key findings. The researchers gathered quantitative data through a survey

instrument that assesses the students' perceptions of the effectiveness of the online language

learning platforms. Their survey includes questions that measure factors such as user-

friendliness, instructional content quality, student support, satisfaction, and engagement. The

researchers analyzed the quantitative survey data using statistical methods to identify patterns,

trends, and relationships in the students' responses.

It includes calculating descriptive statistics to summarize the overall perceptions to

explore the relationships between the various factors. In this step, the researchers examined the

analyzed data to identify the key findings related to the perceived effectiveness of the online

language learning platforms; and this includes the overall levels of perceived effectiveness, as

well as the factors that were found to influence the students' perceptions. And lastly for this step,

the researchers interpreted the findings through drawing logical and well-supported conclusions

about the perceived effectiveness of the online language learning platforms.

41
7. Communicate Findings

Communicating the findings of research is a crucial step in the research process, as it

allows researchers to share their work with the wider academic and professional community. The

researchers will provide an executive summary or abstract, this serves as a quick reference for

readers to understand the essence of the research. The researchers will as well as present the

background, context, and rationale for the study, highlighting the importance and relevance of

the research topic. They will also clearly state the research objectives or questions that guide the

investigation. Most importantly is to describe the research design, data collection methods, and

analytical techniques used in the study.

8. Evaluate the Research

This serves as the last part of the researchers' procedure. Evaluating research involves a

critical assessment of the quality, validity, and significance of a research study. This process is

important for ensuring the integrity and credibility of the research findings. Finally, the

researchers will assess whether the research objectives or questions are clearly stated and aligned

with the overall purpose of the study. They will as well as evaluate the scope of the research and

42
ensure it is appropriate for the stated objectives. The researchers will examine the research

design, data collection methods, and analytical techniques used in the study.

Assess the appropriateness and rigor of the methodological approach in relation to the

research objectives. The evaluation of the validity and reliability of the measures or instruments

used is crucial in this part. The researchers will evaluate the significance and importance of the

research findings in the context of the existing literature and the field of the study and assess the

potential theoretical, practical, or policy implications of the research. Importantly, they will have

to determine the uniqueness or originality of the research and its contribution to the field and

examine the ethical principles and practices followed in the research, such as informed consent,

participant protection, and data management. And lastly is the evaluation of the limitations of the

study, as identified by the researchers, and their potential impact on the findings, and assess the

appropriateness and feasibility of the recommendations for future research.

43
 STAGES ACTIVITIES TIMELINE

1. Conducted an online search

for the problem or challenge

and innovation.
Month of April and First

Pre-Implementation 2.Refer to the professor about week of May

the research title

3.Revised the research

proposal

4.Undertake Review Related

Literature

5.Defining the Research

Question

6.Draft of Request Letter

7.Draft of Survey

Questionnaire

8.Refine the action plan

9. Final Review of the survey

instrument

44
 Second and Third week of
Implementation Proper 10.Submission of permission
May
letter to relevant

authorities/school

11.Implement the action plan

12. Begin actual survey

administration
Last week of May and First
Post-Implementation
13. Monitor ongoing survey Week of June

administration

14. Computation of results

15. Finalize the research

Research Instrument

To gather information for the study, the researchers' main research tool was a survey

questionnaire. The questionnaire was composed of a number of thoughtfully constructed

questions intended to elicit data from respondents regarding their attitudes, actions, and

experiences pertaining to the subject of the study. The questionnaire consisted of thirty (30)

45
items. The first part of the questionnaire consisted of ten (10) questions about how the students

perceive the impact of online language learning platforms on developing their language skills.

The second part also consisted of ten (10) questions about the students' perspectives on the

benefits they experienced from using online language learning platforms. Finally, the last part of

the questionnaire also consisted of ten (10) questions about why students consider online

language learning platforms to be important in enhancing their language skills. The respondents

answered these questions using the following 5-point scale: 1-Strongly disagree, 2-Disagree, 3-

Neutral, 4-Agree and 5-Strongly agree.

With the help of this technique, the researchers were able to collect a sizable amount of

data from a wide range of participants in a timely and efficient way. The survey's questionnaire

was thoughtfully created to guarantee that the information gathered was accurate and

trustworthy, and it was an essential resource for the researchers as they examined and interpreted

their results.

Data Collection Technique

The researchers employed a rigorous data collection technique for their study, utilizing a

quantitative approach to gather information. The primary research tool used by the researchers

was a survey questionnaire, carefully designed to elicit specific and detailed responses from

participants.

46
 The survey questionnaire consisted of a series of structured questions, carefully crafted to

address the research objectives and hypotheses. The questions were designed to collect

quantitative data, in the form of numerical responses or Likert scale selections, which could be

easily analyzed using statistical methods.

Throughout the data collection process, the researchers maintained strict protocols to

protect the confidentiality and anonymity of participants. They obtained informed consent from

all participants, clearly explaining the purpose of the study and reassuring them of the

confidentiality of their responses.

Overall, the researchers' data collection technique was thorough, systematic, and

methodical, allowing them to gather high-quality data that could be analyzed effectively to

answer their research questions and contribute valuable insights to the field.

Data Analysis Technique

The researchers employed a survey methodology to collect quantitative data from 100

first-year students at Navotas Polytechnic College. The survey instrument included questions to

assess the students' demographics (age, gender, academic program) as well as their perceptions,

experiences, and perspectives regarding the use of online language learning platforms.

47
 The survey utilized a 5-point Likert scale to measure the students' responses, ranging

from "Strongly Disagree" to "Strongly Agree". This allowed for quantitative analysis of the

students' attitudes and perceptions towards the effectiveness of online language learning

platforms in enhancing their language skills.

The data analysis involved calculating descriptive statistics, such as frequencies,

percentages, and mean scores, to provide an overview of the students' responses. The researchers

likely also conducted correlation analyses to examine the relationships between variables like

demographics, perceptions, and self-reported language proficiency.

By interpreting and discussing these quantitative findings, the researchers aimed to better

understand how online language learning platforms can be leveraged to improve the language

skills of first-year students at the college. The survey-based, Likert scale approach enabled a

systematic evaluation of the students' perspectives on the benefits and importance of using these

online platforms for language learning.

Research Validity and Reliability

Ensuring that a research study is valid and reliable is an important part of any study. Two

essential characteristics of the measuring instrument are validity and reliability. Results from a

study with a tool for measurement without one or both of these characteristics will be

48
unfavorable. Because of this, the study's measurement instrument needs to be both reliable and

valid (Sürücü, L., & Maslakçı, A., 2020).

In finding out the validity of this quantitative research, the researchers used two (2) criteria,

which are construct validity and face validity.

Construct Validity:

Construct validity analyzes how research instruments are able to apply the theoretical

components of the study. In this study, the application of construct validity is achieved by

ensuring that the crafted survey questionnaires are appropriate and are able to reflect the different

views and ideas of the first-year students about the effectiveness of online language learning for

the enhancement of their language skills.

Face Validity:

Face validity is all about making sure that the research instrument is able to measure the

appropriate data that it is intended to measure. In this study, the application of face validity is

through making relevant questions for the survey questionnaire to be able to get the views of

first-year students about the effectiveness of online language learning platforms for the

enhancement of their language skills, which is what the study aims to identify.
49
 In determining the reliability of this study, the researchers carefully examined the data and

the process of collecting it. The Internal Consistency Reliability is the criteria used to show the

consistency and stability of this study.

Internal Consistency Reliability:

Internal consistency reliability identifies the consistency of the measurements of the

variables in a study. The application of these criteria in this research is through the use of a

statistical method, which is descriptive statistics. It was used to analyze the survey responses of

the first-year students about their perceptions of the effectiveness of online language learning

platforms for the enhancement of their language skills.

50
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Introduction

This chapter includes the presentation, analysis, and interpretation of the data from our

research study, “Perceived Effectiveness of Online Language Learning Platforms for Enhancing

the Language Skills of First-Year Students at Navotas Polytechnic College”

A total of 100 first-year students at Navotas Polytechnic College are the respondents of this

study. Since the study utilized a quantitative approach, a survey questionnaire was used to gather

and collect the data, the questionnaire was given out to first-year students at Navotas Polytechnic

College.

The following are the question that are included in the questionnaire:

What are the demographics of the student respondents in terms of age, gender, and

academic program?

51
 How do the students perceive the impact of online language learning platforms on

developing their language skills?

What are the students' perspectives on the benefits they experience from using online

language learning platforms?

Why do the students consider online language learning platforms to be important in

enhancing their language skills?

The findings from this study aims to contribute and provide valuable insights about the

effectiveness of online language learning platforms for enhancing the language skills of students.

It will help inform different relevant and affected sectors to make plans as well as strategies to

integrate new methods that are effective for enhancing language skills.

Demographic Data of the Respondents

This part presents the respondents’ demographic profile. It includes the age, gender, and

academic program of the respondents. This will help researchers to gain more information and

understanding about the respondent which is also essential for developing new education

strategies and approach.

52
Demographic Profile of First-Year College students at Navotas Polytechnic College.

Age
100 responses

AGE FREQUENCY PERCENTAGE

17 4 4%

18 40 40%

19 46 46%

20 5 5%

21 1 1%

22 2 2%

23 2 2%

The data above presents the respondents' ages range from 17 to 23 years old. Students

who were 19 years old had the highest number of respondents, with a total of 46%. It was then

followed by the 18-year-olds, for a total of 40%. While the low percentages are in the 20-year-

olds who have 5%, the 17-year-olds who have %, the 22- and 23-year-olds with an equal

percentage of 2%, and the 21-year-olds that have 1%.

53
Gender
100 responses

GENDER FREQUENCY PERCENTAGE

Male 66 66%

Female 34 34%

Total 100 100%

The data above presents the identified gender of the first-year students who have been the

respondents to this study. Male students have a total of 66 responses, which is equivalent to 66%

out of 100 respondents. While female students have a total of 34%, that is equivalent to 34% out

of 100 respondents.

Academic Program

100 responses

ACADEMIC PROGRAM FREQUENCY PERCENTAGE

Bachelor of Elementary 27 27%

Education (BEEd)

Bachelor of Secondary 4 4%
Education (BSEd)

Bachelor of Science in 69 69%

Business Administration
(BSBA)

54
 The data above presents the academic program to which the respondents, the first-year

students, belonged. The highest number of respondents are from the Bachelor of Science in

Business Administration (BSBA), which has a total of 69%. It was then followed by the students

from the Bachelor of Elementary Education (BEEd), who had a total of 27% of respondents. The

lowest percentage, with a total of 4%, are students from the Bachelor of Secondary Education

(BSEd).

Data Presentation

The results of the researchers' data collection, including the results of their data analysis,

are presented in this section. There are ten (10) research statement questionnaires for each

research question; the answers to these are to be tabulated and given as a percentage and

frequency.

Research Question 1: How do the students perceive the impact of online language

learning platforms on developing their language skills?

55
 Presentation of the Summary of Results from Research Survey Questionnaires for Research
Question No. 1

Likert-Scale

Strongly Disagree Neutral Agree Strongly

Disagree Agree

Statement f % f % f % f % f % Range Interpretation

Statement 1 1% 3 3% 26 26% 48 48% 22 22% 3.87 Agree

1

Statement 2 2% 3 3% 21 21% 49 49% 25 25% 3.92 Agree

2

Statement 4 4% 1 1% 23 23% 50 50% 22 22% 3.85 Agree

3

Statement 2 2% 1 1% 39 39% 40 40% 18 18% 3.71 Agree

4

Statement 1 1% 1 1% 24 24% 55 55% 19 19% 3.90 Agree

5

Statement 3 3% 0% 8 8% 62 62% 27 27% 4.01 Agree

6

Statement 2 2% 2 2% 26 26% 46 46% 24 24% 3.88 Agree

7

Statement 2 2% 2 2% 13 13% 58 58% 25 25% 4.02 Agree

8

Statement 1 1% 1 1% 15 15% 56 56% 27 27% 4.07 Agree

9

Statement 2 2% 3 3% 12 12% 62 62% 21 21% 3.97 Agree

10

This table summarizes the responses from the first-year students regarding their

perceived impact of online language learning platforms on developing their language skills,

56
which is observed in the Research Question No. 1. The survey used a Likert-Scale ranging from

Strongly Disagree to Strongly Agree. The table details the frequency (f) and percentage (%) of

responses for each statement, along with an average score (range) and overall interpretation.

According to this table’s results, most of the respondents have perceived the use of online

language learning platforms as an effective tool that helped them improve their language skills.

In Statement 1, a combined 70% of first-year students have agreed and strongly agreed that

online language learning platforms have helped them improve their language skills, compared to

the 30% who are neutral, disagree, and strongly disagree. The positive result is higher in

Statement 2, which had a combined 74% of agree and strongly agree; the gap is higher compared

to those who have an opposite opinion. In Statement 3, 72% agreed or strongly agreed, while the

other responses only had the remaining 28%. In Statement 4, the high percentage of agrees and

strongly agrees has been toned down a little to 58%, but still higher than the 48% for other

responses. The unanimous take of most students has been continuously shown in Statement 5,

74% agree and strongly agree responses. A dominant take about Statement 6, which has a total of

89% agree and strongly agree responses, is also shown in the table. There is also a 0%

disagreement in this statement. In Statement 7, 26% of students were neutral, while disagree and

strongly disagree only had 2% responses each, resulting in 70% agree and strongly agree

57
responses. Statement 8 has a similar number of 2% responses, each for disagree and strongly

disagree, 13% for neutral, and a combined 83% for agree and strongly agree. Statement 9 has the

highest result of agree and strongly agree responses, which in total is 83%. It created a big gap

between other responses that only had a total of 17% combined numbers. The last, Statement 10,

revealed a total of 21% for strongly agree and 62% for agree, while 17% combined numbers for

the rest of the responses. In conclusion, the data have revealed that the first-year students have

mostly agreed that there is a significant impact of using online language learning platforms on

enhancing their language skills.

Research Question 2: What are the students' perspectives on the benefits they

experience from using online language learning platforms?

Presentation of the Summary of Results from Research Survey Questionnaires for Research
Question No. 2
Likert-Scale

Strongly Disagree Neutral Agree Strongly

Disagree Agree

Statement f % f % f % f % f % Range Interpretation

Statement 1 1% 0% 23 23% 57 57% 19 19% 3.93 Agree

1

Statement 3 3% 1 1% 15 15% 62 62% 19 19% 3.93 Agree

2

58
 Statement 3 3% 1 1% 4 4% 64 64% 28 28% 4.13 Agree
3

Statement 2 2% 2 2% 6 6% 67 67% 23 23% 4.07 Agree

4

Statement 5 5% 0% 9 9% 58 58% 28 28% 4.04 Agree

5

Statement 2 2% 4 4% 15 15% 60 60% 19 19% 3.90 Agree

6

Statement 2 2% 2 2% 9 9% 55 55% 32 32% 4.13 Agree

7

Statement 2 2% 3 3% 8 8% 65 65% 22 22% 4.02 Agree

8

Statement 3 3% 2 2% 5 5% 68 68% 22 22% 4.04 Agree

9

Statement 3 3% 0% 10 10% 59 59% 28 28% 4.09 Agree

10

This table summarizes the responses from students regarding the benefits they perceive

from using online language learning platforms, addressing Research Question No. 2. The survey

used a Likert-Scale ranging from Strongly Disagree to Strongly Agree. The table details the

frequency (f) and percentage (%) of responses for each statement, along with an average score

(range) and overall interpretation.

According to this table’s results, students strongly believe that using online language

learning platforms has many advantages. Regarding Statement 1, 76% of students expressed

59
agreement or strong agreement, compared to 1% who strongly disagreed and 23% who remained

neutral, suggesting a positive perception. Similar results were obtained for Statement 2, which

received 81% agreement or strong agreement, 4% disagree or strongly disagree, and 15% remain

neutral. With only 4% being neutral and another 4% disagreeing, Statement 3 garnered an

overwhelming 92% positive response. Statement 4 showed a similar pattern, with 90% of

students expressing agreement and only 4% disagreeing and 6% neutral. 86% of students agreed

with statement 5, 5% strongly disagreed, and 9% were neutral, illustrating a significant number

of people in support of the idea. Statement 6 revealed somewhat more ambivalent sentiments

with 6% disagreement and 15% neutrality, however it was still positive with 79% agreement.

Eighty-seven percent of the students agreed with statement seven, with only four percent

disagreeing and nine percent neutral. With 87% agreement, 5% dissent, and 8% neutrality, the

eighth statement reflected this feeling as well. Ninety percent of students agreed with statement

9, while five percent were undecided or disagreed. Statement 10, with 87% agreement, 3%

strong disagreement, and 10% neutrality, concluded this encouraging trend. Overall, the statistics

show that students are mostly in agreement with the advantages of online language learning

platforms, highlighting a generally positive student perspective on this topic.

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 Research Question 3: Why do the students consider online language learning platforms

to be important in enhancing their language skills?

Presentation of the Summary of Results from Research Survey Questionnaires for Research
Question No. 3
Likert-Scale

Strongly Disagre Neutral Agree Strongl

e y Agree
Disagree

Statement f % f % f % f % f % Range Interpretatio

n

Statement 1 1% 1 1% 1 17 5 54 2 27 4.03 Agree

1 7 % 4 % 7 %

Statement 3 3% 1 1% 4 4% 6 66 2 26 4.11 Agree

2 6 % 6 %

Statement 2 2% 1 1% 5 5% 6 67 2 25 4.12 Agree

3 7 % 5 %

Statement 1 1% 1 1% 9 9% 5 57 3 32 4.18 Agree

4 7 % 2 %

Statement 1 1% 2 2% 1 10 6 68 1 19 4.02 Agree

5 0 % 8 % 9 %

Statement 2 2% 2 2% 1 16 5 54 2 26 4.00 Agree

6 6 % 4 % 6 %

Statement 2 2% 1 1% 1 19 5 54 2 24 3.97 Agree

7 9 % 4 % 4 %

Statement 2 2% 0% 2 21 5 59 1 18 3.91 Agree

8 1 % 9 % 8 %

Statement 2 2% 3 3% 1 19 5 51 2 25 3.94 Agree

9 9 % 1 % 5 %

Statement 2 2% 2 2% 1 12 6 60 2 24 4.02 Agree

10 2 % 0 % 4 %

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 This table summarizes the students' responses regarding why do students consider online

language learning platforms in perceiving and enhancing their language skills. The survey

questionnaire used Likert-Scale ranging from Strongly Disagree to Strongly Agree. The table

details the frequency (f) and percentage (%) of responses for each statement, along with an

average score (range) and overall interpretation.

In Statement 1, a combined 81% of the first-year students have agreed and strongly

agreed that they consider online language learning platforms as helpful tools to improve their

language skills, compared to the 19% who are neutral, disagree, and strongly disagree. While

statement 2 declares that 92% of the first-year research participants have agreed and strongly

agreed that online language learning platforms allow them to learn at their own pace and

schedule, compared to the 8% who are neutral, disagree, and strongly disagree. Statement 3

emphasizes the online language learning platforms as a provider of resources and materials that

improve the language skills of first-year students, and a total of 92% have agreed and strongly

agreed, while 8% of the research participants answered neutral, disagree, and strongly disagree.

As per the total results of statement 4, 89% of the research participants agreed and strongly

disagreed that online language learning platforms allow them to practice their language skills

through interactive exercises and activities, while the other 11% of the research participants were

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neutral, disagree, and strongly disagree. Moving on with statement 5 is a total of 87% that says

they agree and strongly agree that the integration of multimedia in online language learning

platforms was able to make language learning interesting and 13% of the research participants

were neutral, disagree, and strongly disagree in the given statement. The given 6th statement of

table 3's question states that 80% of the research participant strongly agree and agree that they

feel that online language learning platforms have improved their ability to communicate

effectively in the language, while the other 20% answered neutral, disagree, and strongly

disagree. Next is statement 7, and it shows in the total results that 78% of the research

participants answered agree and strongly agree that Online language learning platforms provided

them with a variety of resources to support their language learning and 22% of the research

participants were neutral, disagree, and strongly disagree regarding the statement. For statement

8, it states that 77% of the research participants agreed and strongly agreed that the online

language learning platforms have helped them enhance their grammar skills and about 23% were

neutral, disagree, and strongly disagree. Constantly, the result of statement 9 declares that 76%

of the research participants were in agreement and strongly agree that online language learning

platforms have helped them to form connections with other language learners. And finally, the

statement 10 states 84% of the research participants were agree and strongly agree, while the

other 16% were neutral, disagree, and strongly disagree regarding online language learning

platforms that have helped them to better understand the cultural aspects of the language.
63
In summary, the table of question 3 illustrates that the preponderance of students agreed that they

are considering online language learning platforms to be important in enhancing their language

skills. Each statement from question number 3 received an average score within the "Agree"

range, reflecting a general agreement in considering online language learning platforms to be

important in enhancing the students' language skills.

Analysis of Data

The research findings show that first-year students at Navotas Polytechnic

College find online language learning platforms to be effective in improving their language

skills. The majority of respondents agreed with the survey statements, indicating a general

agreement among participants. This consistency across all three research questions suggests that

students view online language learning platforms positively and see them as beneficial for their

language development. The convenience and accessibility of these platforms in today's digital

age may explain the high level of agreement, as students can study at their own pace and on their

own schedule with online resources.

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 Furthermore, the interactive and engaging nature of online language learning platforms

likely contributes to their perceived effectiveness. Many platforms incorporate multimedia

elements, gamification, and real-time feedback to keep students motivated and engaged in their

learning. This interactivity can make the language learning process more enjoyable and effective,

leading to improved language skills and overall satisfaction with the platform.

These findings have important implications for educators and administrators at Navotas

Polytechnic College. Recognizing the perceived effectiveness of online language learning

platforms among first-year students, the college can consider integrating these tools more

prominently into their curriculum. Providing students with access to high-quality online language

learning platforms can enhance their language skills, improve their learning outcomes, and better

prepare them for future academic and professional endeavors. Researchers may also want to

explore the specific features and characteristics of online language learning platforms that

contribute to their perceived effectiveness among students in future studies.

65
Interpretation of Findings

The findings of this research suggest that online language learning platforms are

perceived by first-year students at Navotas Polytechnic College as effective tools for enhancing

their language skills. The majority of respondents agree with the statements provided in the

survey, indicating a general consensus among participants. This consistency in responses across

all three research questions reinforces the idea that online language learning platforms are

viewed positively by students and are seen as beneficial for their language development.

How do the students perceive the impact of online language learning platforms on

developing their language skills?

Summary of results from research survey questionnaires for research question no. 1

shows that 70% of first-year students perceived the impact of online language learning platforms

on developing their language skills. The majority of students agree, with 74% agreeing and 72%

strongly agreeing. The majority of students also have a moderate agreement, with 58% agreeing

and 58% strongly agreeing. The majority of students have a strong agreement, with 89%

agreeing and 89% strongly agreeing. The data suggests that online language learning platforms

have a significant impact on enhancing language skills, with a significant gap between the

responses. Overall, the data suggests that online language learning platforms are a valuable tool

for improving language skills.

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 What are the students' perspectives on the benefits they experience from using online

language learning platforms?

Summary of results from research survey questionnaires for research question no. 2

reveals the students’ perspectives on the benefits they experience from using online language

learning platforms. Statements 1, 2, 3, 4, 5, 6, 7, 7, 8, 9, and 10, all received strong agreement or

strong agreement from students. Statement 1 received 76% agreement, while Statement 2

received 81% agreement, and Statement 3 received 92% positive response. Statements 5, 7, and

9 were largely in agreement, with 5% strongly disagreed and 9% neutral. Statement 6 had a

slightly ambivalent sentiment, but still had 79% agreement. Statements 7 and 9 were in

agreement, while Statement 10 had a mixed trend. Overall, the statistics indicate that students

generally agree with the advantages of online language learning platforms, indicating a generally

positive student perspective on this topic.

Why do the students consider online language learning platforms to be important in

enhancing their language skills?

Summary of results from research survey questionnaires for research question no. 3

reveals that 81% of first-year students consider online language learning platforms as helpful

tools for improving their language skills. 92% agree that these platforms allow them to learn at

their own pace and schedule, while 92% emphasize the platform as a provider of resources and
67
materials that improve language skills. 89% agree that online platforms allow them to practice

their language skills through interactive exercises and activities, while 87% agree that the

integration of multimedia in online language learning platforms makes learning interesting. 80%

of the participants strongly agree that online language learning platforms have improved their

ability to communicate effectively in the language, while 22% are neutral, disagree, and strongly

disagree. 78% agree that online language learning platforms provide a variety of resources to

support language learning, while 23% are neutral, disagree, and strongly disagree. 76% agree

that online language learning platforms help them form connections with other language

learners, and 84% agree that online language learning platforms help them better understand the

cultural aspects of the language. Overall, the study shows that the majority of students consider

online language learning platforms important for enhancing their language skills.

These findings have important implications for educators and administrators at Navotas

Polytechnic College. By recognizing the perceived effectiveness of online language learning

platforms among first-year students, the college can consider incorporating these tools more

prominently into their curriculum. Providing students with access to high-quality online language

learning platforms can enhance their language skills, improve their learning outcomes, and better

prepare them for future academic and professional endeavors. Researchers may also consider

conducting further studies to explore the specific features and characteristics of online language

learning platforms that contribute to their perceived effectiveness among students.

68
Conclusion

The research study, "Perceived Effectiveness of Online Language Learning Platforms for

Enhancing the Language Skills of First-Year Students at Navotas Polytechnic College," surveyed

100 first-year students using a survey questionnaire. The results suggest that online language

learning platforms are perceived as effective tools for enhancing language skills. The

convenience and accessibility of these platforms, as well as their interactive and engaging nature,

contribute to their positive perception. The findings have implications for educators and

administrators at Navotas Polytechnic College, who can incorporate these tools more

prominently into their curriculum to enhance language skills, improve learning outcomes, and

better prepare students for future academic and professional endeavors. Further studies may be

conducted to explore these specific features.

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 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Introduction

In this chapter, the perceived effectiveness of an online language learning platform for

enhancing the language skills of first-year Navotas Polytechnic College students is summarized,

findings are interpreted, conclusions are drawn, and recommendations are made. A summary of

the detailed findings would be written. At the end of this chapter, the researchers' conclusion and

recommendation to the beneficiaries would contain generalizations and other interferences. In

general, the goal of this chapter is to discuss the study's overall conclusion.

Summary of Findings

The findings from the data that was collected by the researchers are carefully analyzed and

interpreted according to the statements of the problem that this study aims to answer.

The data presented in the table indicates the responses of the first-year students to the ten

statements. The researcher used a Likert scale ranging from "Strongly Disagree" to "Strongly

Agree” to measure their perception about the use of online language learning platforms in

70
enhancing their language skill. The frequency (f) and percentage (%) of responses for each

statement in each category, as well as the computed range and interpretation, are provided.

(Research Question 1: How do the students perceive the impact of online language learning

platforms on developing their language skills?)

The data presented showed that the respondents, which are the first-year students at Navotas

Polytechnic College, mostly agreed with all statements about how online language platforms

have successfully and effectively helped them improve their overall language skills. Most

reasons have fallen within the "Agree" range. The range for each statement falls within the

"Agree" category, showing a consistent trend of agreement across all statements.

The statement with the highest range of agreed responses is in statement number 9, indicating

that the first-year students were aided by online language learning platforms in improving and

developing their reading comprehension skills. A combined number of only 2% of the responses

was in the “strongly disagree” and “disagree”, while 15% in the “neutral". Most of the responses

in the statement also showed a low percentage of “strongly disagree”, “disagree”, and “neutral”

71
responses. This strengthens the result of the data that implies the dominance of “agree” and

“strongly agree” responses to the given statements.

(Research Question 2: What are the students' perspectives on the benefits they experience from

using online language learning platforms?)

Aside from helping them enhance their language skills, there are also various benefits that

students can enjoy and experience while using online language learning platforms. From being

able to provide a communication platform to giving convenience and offering a wide variety of

learning resources to students, such benefits not only give students ease but can also significantly

affect their language learning.

The findings of this study showed that the overall trend shows that respondents generally

agree with all of the statements, with the "agree" category representing the majority of the range

for each statement for research question number 2. Most of the responses to the statements for

this research question have a high range of 4.13 to 3.90. This implies that there was unanimous

support among participants for the statements given. The students perceived the benefits of

72
online language learning platforms as effective, easy to use, offering a wide variety of resources,

accessible, convenient, flexible, and enjoyable to use.

(Research Question 3: Why do the students consider online language learning platforms to be

important in enhancing their language skills?)

There are also reasons why students consider online language learning platforms to be

important in enhancing their language skills that were investigated in this study.

The respondents exhibit a continuous pattern of agreement with all of the claims, with the

majority of the range falling into the "agree" group for each statement for research question

number 3. The answer in the statements for this research question also showed a high range of

“agree” responses from 4.18 to 3.91. This suggests that there is a significant agreement among

participants about the claims made. The reason learners consider the use of online language

learning platforms to enhance their language skills is because it has allowed them to practice

their language skills through interactive exercises and activities.

73
Recommendations

Based on the findings and conclusions of the study, the following recommendations are

suggested for educators, administrators, and policymakers at Navotas Polytechnic College:

Integration of Online Language Learning Platforms: In order to improve student

learning outcomes and language proficiency, educators may want to think about giving online

language learning platforms an increased prominence in their curricula. Giving students access to

highly qualified internet resources can help them acquire languages and participate in engaging

and productive language-learning activities.

Professional Development: To successfully integrate online language learning platforms

into their teaching practices, educators require complete professional development courses.

Training programs may help educators in acquiring the knowledge and techniques required to

use online resources to improve students' language proficiency and create dynamic, engaging

lessons.

74
 Further Research: To better understand the aspects and characteristics of online

language learning platforms that make them effective at improving language proficiency, further

investigation is recommended. To improve language education programs even more, additional

studies can look into how online platforms affect learners' preferences, various language abilities,

and student involvement.

Student Support: Administrators should make sure that students have enough tools and

assistance to use online language learning platforms safely and efficiently. Students can optimize

the advantages of these platforms and improve their language learning experience with the aid of

support services, tutorials, and instructional advice from instructors.

Evaluation and Assessment: To guarantee the efficacy and effectiveness of online

language learning platforms on students' language proficiency, it is advised that these platforms

undergo periodic evaluation and assessment. To continuously enhance language education

programs, educators and administrators should keep an eye on student progress, solicit feedback,

and assess the results of implementing online platforms.

75
 Teachers, administrators, and legislators at Navotas Polytechnic College can effectively

use online language learning platforms to increase language proficiency outcomes, support

students' language learning requirements, and enrich language education programs through

implementing these ideas into practice.

Conclusion

The study on the perceived efficiency of online language learning platforms in enhancing

the language abilities of first-year students at Navotas Polytechnic College provides additional

light on both the advantages and disadvantages of using online platforms in language instruction.

The findings imply that students value online language learning platforms because they provide

convenience, accessibility, interactivity, and involvement in language learning activities. The

majority of respondents agreed with the assertions concerning the impact, benefits, and

importance of online language learning platforms, demonstrating widespread agreement among

participants.

Based on the data analysis findings, recommendations have been given to Navotas

Polytechnic College professors, administrators, and lawmakers. These recommendations include

incorporating online language learning platforms into the curriculum, providing professional

76
development to educators, conducting additional research on the effectiveness of online

platforms, providing student support services, and implementing evaluation and assessment

measures to ensure the efficacy of online language learning platforms.

Overall, the study highlights the potential of online language learning platforms for

helping students improve their language abilities, engage in meaningful learning activities, and

prepare for academic and professional success. By applying the study's recommendations and

findings, Navotas Polytechnic College can improve its language education programs and

successfully assist students in enhancing their language skills.

77
 REFERENCES

Lai, C., Shum, M. S. K., & Yan, T. (2014, March 14). Enhancing learners’ self-directed use of

technology for language learning: the effectiveness of an online training platform. Computer

Assisted Language Learning. https://doi.org/10.1080/09588221.2014.889714

Alshumaimeri, Y. A., & Alhumud, A. M. (n.d.). EFL Students’ Perceptions of the Effectiveness

of Virtual Classrooms in Enhancing Communication Skills. https://eric.ed.gov/?id=EJ1318109

Manegre, M., & Sabiri, K. A. (2020, May 27). Online language learning using virtual

classrooms: an analysis of teacher perceptions. Computer Assisted Language Learning.

https://doi.org/10.1080/09588221.2020.1770290

Surucu, L. and Maslakci, A. (2020) Validity and Reliability in Quantitative Research. Business

and Management Studies An International Journal, 8, 2694-2726. - References - Scientific

Research Publishing. (n.d.)

https://www.scirp.org/reference/referencespapers?referenceid=3503969

78
 APPENDIX A

Letter of Permission

May 13, 2024

Dr. Maria Cristina A. Robles

Academic Affairs Coordinator
Navotas Polytechnic College

Dear Dr. Robles,

Good day!

We, the second year BSED students of Navotas Polytechnic College, would like to request a
permission to administer our survey for our research entitled "Perceived Effectiveness of Online
Language Learning Platforms for Enhancing the Language Skills of First-Year Students at
Navotas Polytechnic College" This is the partial fulfillment requirement in the Language
Education Research course under our professor, Mr. Marco Meduranda.

The purpose of our survey is to gather valuable insights and data that can help in improving
language education and learning methods for students. Each participant may dedicate
approximately 15-20 minutes to complete the survey.

We assure you that all information gathered from the survey will be kept confidential and will
only be used for academic purposes.

We are looking forward to your approval and support in conducting our research study at
Navotas Polytechnic College.

HAZEL A. MERENCILLO CRIZELLE JANE M. PAGUIA YASMIEN M. RELOS

Researcher Researcher Researcher

RICHBELLE N. SENTILLECES
Researcher

Noted by:
DR. MARCO MEDURANDA
Professor

Approved by:
Dr. Maria Cristina A. Robles
Academic Affairs Coordinator

79
 APPENDIX B

PERCEIVED EFFECTIVENESS OF ONLINE LANGUAGE LEARNING PLATFORMS

FOR ENHANCING THE LANGUAGE SKILLS OF FIRST-YEAR STUDENTS AT
NAVOTAS POLYTECHNIC COLLEGE
______________________________________________________________________________
SURVEY QUESTIONNAIRE

Introduction: Dear respondents,

Thank you for participating in this survey regarding perceiving the effectiveness of online
language learning platforms at Navotas Polytechnic College. Your valuable insights will help us
to perceive the effectiveness of online language learning platforms within Navotas Polytechnic
College.

Please rate the following statements based on your perception using the Likert scale provided (1
= strongly disagree (SD), 2 = disagree (D), 3 = neutral (N), 4 = agree (A), 5 = strongly agree
(SA).

Demographic Profile:
Name (Optional): _____________________ Age: _______ Gender: _______ Grade Level:
_________

How do the students perceive the impact of online language learning platforms on
developing their language skills?

Item Statement SD D N A SA

1 Online language learning platforms have helped me improve my

English language skills.

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 2 Online language learning platforms have provided me with
opportunities to practice my language skills.

3 Engaging on online language learning platforms has improved

my communication and interpersonal skills.

4 Peer feedback mechanisms on online language learning platforms

have helped me receive constructive input on my language
proficiency.

5 I feel more confident in my language abilities after using online

language platforms for language learning.

6 Online language learning has helped me in expanding my

vocabulary.

7 Online language learning has improved my grammatical

accuracy.

8 I find online language learning platforms effective in enhancing

my listening skills.

9 Online language learning platforms have helped me develop my

reading comprehension skills.

10 Online language learning platforms offer personalized learning

experiences tailored to my needs and preferences.

What are the students' perspectives on the benefits they experience from using online
language learning platforms?

Item Statement SD D N A SA

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 1 Online language learning platforms have helped me to
communicate more effectively in the target language.

2 I find online language learning platforms user-friendly and easy

to navigate.

3 Online language learning platforms offer a wide variety of

resources and materials for learning.

4 I find online language learning platforms accessible.

5 I appreciate the convenience of being able to access online

language learning platforms anytime, anywhere.

6 I find that online language learning platforms offer a more

flexible learning schedule compared to traditional classroom
instruction.

7 Online language learning allows me to learn at my own pace.

8 I appreciate the convenience of being able to learn languages

anywhere and anytime through online language learning
platforms.

9 I find that online language learning platforms offer a variety of

multimedia resources (such as videos, audio clips, and interactive
games) that make language learning more enjoyable.

10 Using online language learning platforms has increased my

motivation to learn and practice the language.

Why do the students consider online language learning platforms to be important in

enhancing their language skills?

82
Item Statement SD D N A SA

1 Online language learning platforms provide me with

opportunities to engage with native speakers and practice
speaking skills.

2 Online language learning platforms allow me to learn at my own

pace and schedule.

3 Online language learning platforms provide resources and

materials that improve my language skills.

4 Online language learning platforms allow me to practice my

language skills through interactive exercises and activities.

5 The integration of multimedia in online language learning

platforms was able to make language learning interesting.

6 I feel that online language learning platforms have improved my

ability to communicate effectively in the language.

7 Online language learning platforms provide me with a variety of

resources to support my language learning.

8 Online language learning platforms help me enhance my

grammar skills.

9 Online language learning platforms have helped me to form

connections with other language learners.

10 Online language learning platforms have helped me to better

understand the cultural aspects of the language.

83
 APPENDIX C

REVIEW OF RELATED LITERATURE NOTE CARDS

TITLE Social media in language learning: a mixed-methods

investigation of students’ perceptions

AUTHOR Nouf Aloraini & Walcir Cardoso

YEAR OF 28 October 2020

PUBLICATION

SUMMARY OF THE The study found that students’ attitudes towards using social
STUDY media for language learning varied depending on their
proficiency level. Beginner students were more positive about the
usefulness of social media applications for language learning,
while advanced students were more reluctant. Additionally, the
study found that students’ choices of social media platforms for
language learning varied depending on the specific language
skills they were looking to improve. These findings provide
valuable insights for educators looking to incorporate social
media into language learning programs.

METHODOLOGY The methodology used in this research involved a mixed-

methods approach, utilizing both individual surveys and
interviews to gather data from 99 adult English learners at a
university in Saudi Arabia. A two-way analysis of variance was
employed to compare differences between beginner and
advanced students in their perceptions of the usefulness of SM
applications for language learning. Frequency counts were also
used to analyze the groups' choices of SM applications for
various language purposes and skills. Additionally, qualitative
analysis was conducted to explore more in-depth insights into

84
 students' attitudes towards using Social Media for academic
purposes.

RESULTS AND The findings suggest that students have varied attitudes towards
FINDINGS using Social Media for language learning, with proficiency
playing a role in their perceptions. While some students see the
value in using SM for language learning, others may prefer to
keep their personal and educational SM use separate. The choice
of SM application also varies depending on the language learning
purpose and the skills to be developed.

These results have implications for language educators and

curriculum developers, as they suggest that students may have
different preferences and attitudes towards using SM for
language learning. It is important to consider students'
proficiency levels and language learning goals when integrating
SM into language education. Further research is needed to
explore how SM can be effectively used to support language
learning for students of varying proficiency levels.

STRENGTHS AND The study’s strengths include a comprehensive mixed-methods

WEAKNESS OF THE approach with a large sample size, clear categorization of SM
STUDY applications, and valuable insights for language instructors.
Weaknesses include limitations in generalizability, lack of a
control group, potential bias in data collection, and limited
exploration of factors influencing students' attitudes towards
using SM for language learning.

HOW IS THE STUDY The study of social media in language learning and the
RELEVANT TO YOUR effectiveness of online language learning platforms for first-year
TOPIC? students are both crucial research areas in language education.

85
 The first study likely explored students' views on using social
media for language learning through surveys, interviews, and
observations. This study would help educators understand how
social media can be effectively integrated into language
education. The second study likely assessed the impact of
specific online language learning platforms on students' language
skills, providing insights into which platforms are most effective.
Both studies contribute to our understanding of innovative
language learning approaches and highlight the potential of
technology in enhancing language education. By using a
combination of qualitative and quantitative research methods,
researchers can gain a comprehensive understanding of students'
experiences with social media and online language learning
platforms.

TITLE EFL Students' Perceptions of the Effectiveness of Virtual

Classrooms in Enhancing Communication Skills

AUTHOR Alshumaimeri, Yousif A and Alhumud, Abeer M.

YEAR OF 2021
PUBLICATION

SUMMARY OF THE This study aimed to examine students' perceptions of the

STUDY effectiveness of virtual classrooms in enhancing their
communication skills. Study participants were 43 female English
majors at the College of Education at a Saudi Arabian university.
This study was conducted during the first semester of the
2020/2021 academic year when COVID-19 restrictions
necessitated online learning. The study implemented a mixed

86
 methodology approach in which qualitative and quantitative tools
were used to collect data. Two data collection instruments were
used: a questionnaire and observations. In the questionnaire
findings, students identified lack of confidence, anxiety
surrounding making mistakes, and lack of vocabulary as their
greatest challenges when communicating in English. The
questionnaire also revealed that students held positive attitudes
towards the effectiveness of virtual classrooms in enhancing their
oral communication skills. The observation data revealed that
virtual classrooms can play a significant role in enhancing
students' communication skills. However, despite their positive
views of virtual classrooms, students agreed that the lack of face-
to-face communication was a major obstacle in online learning.

METHODOLOGY The study implemented a mixed methodology approach in which

qualitative and quantitative tools were used to collect data. Two
data collection instruments were used: a questionnaire and
observations. In the questionnaire findings, students identified
lack of confidence, anxiety surrounding making mistakes, and
lack of vocabulary as their greatest challenges when
communicating in English. The questionnaire also revealed that
students held positive attitudes towards the effectiveness of
virtual classrooms in enhancing their oral communication skills

RESULTS AND The result and the findings of this article is in the observation
FINDINGS data that revealed that virtual classrooms can significantly
improve students' communication skills. Despite their positive
views of virtual classrooms, students agreed that the absence of
face-to-face communication was a significant barrier to online
learning.

87
STRENGTH AND This study demonstrates a strong hold that determines factual
WEAKNESS OF THE information through observation. Undoubtedly, the strength of
STUDY this study is the mixed method of quantitative and qualitative
research they provided, and it was conducted in the midst of the
growth and domination of online platforms as a result of the
experienced start of online classes during a pandemic. On the
other hand, the study's weakness is the possibility of biased
information and results due to the limited number of respondents.

HOW IS THE STUDY This study provides us with useful and current information.
RELEVANT TO YOUR Students' perceptions of the effectiveness of virtual classrooms in
TOPIC? enhancing communication skills play an important role in
determining whether online platforms for language enhancement,
also known as "virtual classrooms," are effective for students. We
are currently present in a modern world where everything can be
dominated by online platforms, including learning and improving
language skills.

TITLE Investigating the Effectiveness of Social Media Platforms

(SMPs) in English Language Teaching and Learning from
EFL Students' Perspectives

AUTHOR Iman Al-Khalidi, Ouarda Khouni

YEAR OF 2021
PUBLICATION

SUMMARY OF THE This study highlights the benefits of social media (SMPs) in
STUDY language teaching and learning, particularly in English language
skills like speaking and pronunciation. Teachers should

88
 incorporate SMPs into classroom and online lessons for their
sophisticated delivery and interactivity, exposing students to
authentic language. Teachers should be flexible and have the
necessary competency to integrate SMPs into English lessons.
Further research is needed to explore SMPs' integration into
formal lessons and their impact on other language skills.

METHODOLOGY The research aims to understand students' perspectives and

attitudes towards the role of Social Media Partners (SMPs) in
EFL/EAP learning and their role in supporting teaching practices.
A quantitative questionnaire survey was used to collect data from
students in a teacher's class, providing reliable and valid results.

RESULTS AND The survey questionnaire revealed that students are generally in
FINDINGS favor of social media (SMPs) in English as a Foreign Language
(EFL) contexts. The high rates of students' responses were
centered on pedagogical features such as interaction, motivation,
collaboration, and engagement. These features are crucial for
facilitating and expanding learning the target language in a
foreign environment. SMPs play a vital role in supporting
teaching and learning in an EFL context through motivation,
interaction, engagement, and interaction. This aligns with the
theoretical concepts of cognitive and sociocultural
constructivism, which emphasize the importance of shared
activity, community engagement, dialogue, and communication
in a community of shared activity. SMPs can be used as a
constructivist technique to help students increase their language
skills more than traditional teaching methods. The overall
outcome showed a positive indication of SMPs in enhancing
students' English language skills and competencies. The study
also found that SMPs can provide authentic speaking practices,

89
 as reported by several research studies. In terms of writing skills,
students learned new sentences or structures through sharing,
reading comments, and responding to classmates' feedback.

STRENGTH AND The study "Investigating the Effectiveness of Social Media

WEAKNESS OF THE Platforms (SMPs) in English Language Teaching and Learning
STUDY from EFL Students' Perspectives" aims to evaluate the
effectiveness of SMPs in EFL teaching and learning from the
perspectives of EFL students. The study's strengths include its
research question, appropriate methodology, representative
sample, valuable findings, and theoretical and practical
implications. Its weaknesses include limitations, generalizability,
validity and reliability, and conclusions. The study's conclusions
should be supported by data and adequately address the research
question. Recommendations for future research should be
considered to deepen our understanding of SMPs' effectiveness
in EFL teaching and learning.

HOW IS THE STUDY This study will help us researchers by providing insights into our
RELEVANT TO YOUR topic that are related to it. Based on the findings presented in this
TOPIC? study, it is evident that the use of social media in language
instruction provides several pedagogical benefits by offering
useful platforms and resources.

TITLE Online language learning using virtual classrooms: an

analysis of teacher perceptions

AUTHOR Marni Manegre & Kashif Ali Sabiri

YEAR OF 2020
PUBLICATION

90
SUMMARY OF THE The study is all about the emergence of virtual classrooms as an
STUDY online language learning (OLL) instruction method. It discusses
how virtual classroom systems operate and its benefits of
learning.

METHODOLOGY This study utilized a quantitative research method. It used a

survey questionnaire to gather the data from online language
teachers about their views on virtual classrooms as a learning
environment.

RESULTS AND According to the results of the study, the teachers believe that
FINDINGS teaching English online in virtual classrooms makes the
environment positive for both the teacher and the student. The
teachers feel that they get to know the students better in virtual
classrooms than in other teaching environments. Teachers are
additionally convinced that students learn in virtual classrooms at
a rate that is greater than or closer to that of traditional
classrooms, and they would like to see more subjects offered in
virtual classrooms. Additionally, most teachers think that online
learning in virtual classrooms could eventually replace traditional
classroom instruction and homeschooling in most subjects.

STRENGTH AND The strength of the study explored a new learning environment,
WEAKNESS OF THE which is the virtual classroom. It provides a new perspective for
STUDY the educators about a new effective learning environment that
can be utilized in language teaching and learning. While, it also
showed a potential bias to virtual classrooms as a learning
environment.

91
HOW IS THE STUDY This study is relevant to our topic because it is also about online
RELATED TO YOUR language learning platforms. It will be very helpful for our study
TOPIC? to serve as a guide. It can give us ideas about how to conduct our
own study and fill any research gap.

92
 APPENDIX D

DOCUMENTATION

DATE DESCRIPTION DOCUMENTATION

April 4, Distribution of parts for the research

2024 proposal.

April 6, Conducted a research meeting to make a

2024 draft of the research proposal while one
of the researchers is communicating
through messenger chats.

93
April 8, Submission of first module and draft
2024 proposal for language education research.

April 12, Conducted a group meeting through an

2024 online platform (google meet) to discuss
the next step for research.

April 12, Searching and inclusions of review

2024 related literature.

94
April 13- Searching and inclusions of review
17, 2024 related literature.

April 22, Submission of Module 4 Group task.

2024

95
April 28, Draft of Likert scale/survey
2024 questionnaire.

April 29, Draft of request letter for Dr. Robles and

2024 the NPC administrator.

May 13, Consultation with prof. Marco

2024 Meduranda.

96
May 14, Revision of SOP questions.
2024

May 15, Revise and finalize the request letter

2024 permission

97
May 17- Begin actual survey administration.
22 2024

98
99
May 23- Monitor ongoing survey administration.
24, 2024

May 24, Timeline of research progress.

2024

100
June 1, Draft of research tally from the survey
2024 questionnaire, edited by the researchers.

101
June 2, Parts distribution for the final revision of
2024 group research.

102
June 3, Conducted a group meeting at Monday
2024 Morning’s cafe and finalized the results.

June 6, Draft of Acknowledgement

2024

103
June 7, Submission of final chapter 4 and 5
2024

June 10, Online meeting for finalization of

2024 research/thesis

June 11, Final distribution and revision of the whole

2024 research chapters

104