Language Diversity and Language Identity as Predictors of English Language Learning

of BSED English Students of Davao de Oro State College

___________________________________________________

A Thesis
Presented to the College of Arts, Sciences, and Education
_________________________________________________

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

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Fernandez, Jad Ashly T.

Jaboneta, Joana Belen C.
Trinidad, Novie Mae
December, 2023

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 TABLE OF CONTENTS

Page

Title Page i

Table of Contents ii

CHAPTER 1

INTRODUCTION

Rationale 1-3

Theoretical Framework/Conceptual Framework 3-8

Statement of the Problem 8-9

Hypothesis 9-10

Review of Related Literature 10-32

CHAPTER 2

METHOD

Research Design 33-34

Research Locale 34-35

Research Respondents 36

Research Instruments 36-39

Data Gathering Procedure 39-41

Data Analysis 41-42

Ethical Consideration 42-45

REFERENCES 46-55
APPENDICES 56-72

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 Chapter I

The Problem and Its Scope

Rationale of the Study

The importance of language diversity and language identity in educational settings

cannot be overstated in a world that is becoming more multicultural and interconnected. Since

English is the universal language, it is essential for students pursuing degrees in education,

particularly those specializing in English teaching, to be able to communicate effectively in the

language. Understanding the intricate relationship between language diversity, language identity,

and English Language Learning is crucial for educators, policy-makers, and researchers alike.

Lack of linguistic skills in a specific language, mainly the official language adopted within a

given group or organization, may lead to misunderstandings and incapacity to share knowledge

(Canestrino, Magliocca, and Li, 2022). Moreover, according to Kanno (2018) ELLs lag far

behind both English-proficient linguistic minority students and monolingual English-speaking

students in college access and attainment.

The relationship between language diversity, language identity, and English language

learning has been explored in various studies. Language diversity can pose challenges in

English language learning, particularly in international university research teams namely,

University of Naples Parthenope, University of Foggia, that are both in Italy, and University of

Zhejiang, Hangzhou, China. Language differences have been found to cause dysfunctional

group formations, social fragmentation, and lower individuals’ rhetorical capacities in diverse

settings (Canestrino, et. al. 2022). Additionally, a research conducted by Klingner, 2019 in the

University of Colorado in classrooms, linguistic diversity is common, with one in five students

in the United States speaking a language other than English at home or speaking English with

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difficulty. It has also shown that English language learners perform better when information is

scaffolded in their first language. Moreover, Seger and Verhoeven (2018) state that Linguistic

diversity has been associated with reading comprehension, with second language (L2) readers

generally falling behind their native language counterparts. Furthermore, Canestrino et. al.

(2022) states that language identity can also pose challenges in English language learning,

particularly for students who are learning English as a second language. Weak language

proficiency can lead to communication breakdowns and misunderstandings, making it difficult

for students to share knowledge.

In the national context, language diversity and language identity can pose challenges in

English language learning. Filipino indigenous learners continuously experience difficulty

while English is being utilized as a language medium, which can lead to struggles during

classroom interactions. Indigenous learners who are confronted with language complications in

English may have problems in processing information, difficulty in sustaining one's span of

attention, and struggles in focusing during instructions. Moreover, difficulty in acquiring

vocabulary: Learners' inadequacies may generate troubles with understanding, acquiring

vocabulary, and interactions using the English language (Leaño, Rabi, and Piragasam, 2019).

In the local context, Filipino indigenous learners in the Davao de Oro region

continuously experience difficulty while English is being utilized as a language medium, which

can lead to struggles during classroom interactions. Indigenous learners who are confronted

with language complications in English may have problems in processing information,

difficulty in sustaining one's span of attention, and struggles in focusing during instructions

(Leaño et. al., 2019). In addition, a study by Miranda and Gervacio (2023) on translanguaging

beliefs and practices of tertiary EFL teachers in bilingual language classrooms across Davao de

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Oro revealed that the participants have a positive translanguaging belief but still encourage their

students to use the target language.

Furthermore, a study from Dadi (2018) stated that most students are reluctant and

inefficient in their academic performance, which suggests that their motivation and attitude

towards the target language may be in question. This study found that English major students at

Dire Dawa University have a positive attitude towards English language in general and English

language learning in particular. The study also found that the students agreed that learning

English provides them with the intended knowledge, builds their confidence, and changes their

future life. However, apart from the study mentioned, there are no other published studies that

states about language diversity, language identity as predictors of English language learning

among BSED English students. Therefore, the researchers want to conduct and investigate the

current study, certainly its relationship between Language Diversity, Language Identity, and

English Language Learning among the BSED Major in English students of Davao de Oro State

College. Whilst, it is imperative and urgent to bridge the identified gap.

Theoretical Framework

This study will present three theories and views that will serve as the foundation for this

research as an anchor point – Language Acquisition Device Theory, Contextual Interaction

Theory, and Constructivism theory.

The main theory of this study is anchored on the Sociocultural theory by Lev Vygotsky.

SCT argues that human mental functioning is fundamentally a mediated process that is

organized by cultural artifacts, activities, and concepts (Ratner, 2002). This study suggests that

humans are understood to utilize existing cultural artifacts and to create new ones that allow

them to regulate their biological and behavioral activity. Language use, organization, and

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structure are the primary means of mediation. Practically speaking, developmental processes

take place through participation in cultural, linguistic, and historically formed settings such as

family life and peer group interaction, and in institutional contexts like schooling, organized

sports activities, and workplaces, to name only a few Lantolf, J. P. (Ed.). (2000)

In the study context, Sociocultural Theory will serve as a basis if there is a relationship

between Language Diversity, Language Identity and English Language Learning among the

BSED Major in English students of Davao de Oro State College. This theory emphasizes the

importance of social and cultural factors in language learning and development. This highlights

the relationship between language minority and majority groups, language status, immigration,

economics, language planning, and policies, which add to the complexity of language-learning

situations Lavadenz, M. (2011).

The second theory of this study is anchored on Noam Chomsky’s Language Acquisition

(LAD). claims that the human brain stores rudimentary forms of language. Language is a skill

that is unique to humans. We think of language as the ability to understand and express ideas.

Even when two people have the same knowledge, there is a discernible difference in their

ability to convey that knowledge. Chomsky asserts unequivocally that the mind has a

distinguishing factor known as "the language factor," which has a well-defined structure and

system Nath, B. K. (2010).

In the study context, language acquisition device theory will serve as a basis for the

study of language diversity and language identity as predictors of English language learning

among the BSED Major in English students of Davao de Oro State College. One of the

fundamental aspects of human language according to Chomsky is its creative nature. LAD

theory could suggest that language diversity and language identity could impact the LAD's

ability to acquire English.

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 The third theoretical basis is Contextual Interaction Theory by Cummins (1996), (as

cited by Almaguer & Esquierdo, 2013) influenced by Skutnabb-Kangas, have provided

educators with a framework for understanding the complex relationship between the

development of the primary language and the second language from the standpoint of language

status (Lavadenz, 2011).

In the study context, contextual interaction theory contains five principles. The fifth

principle refers to issues of status, not only of the language of immigrant students, but status as

embedded in the daily interactions between teachers and students, and between students and

students. This study suggests that effective language learning for English learners is not only a

matter of quality instruction, teacher expertise, and appropriate instructional programs; it also

must address the microlevel contacts that English learners have with others in schools every day

Lavadenz, M. (2011).

Another theory that supports this study is the Constructivism Theory of Jean Piaget. "

The study focuses on how students learn English as a second language, and constructivism is a

learning theory that emphasizes the active construction of knowledge by the learner Ubeda, E.

R. (2017).

In the study context, Piaget stressed the significance of social interaction in intellectual

development. Piaget saw interaction as the key to overcoming the instability of the symbols we

build independently. Piaget linked the importance of language to the role of social interaction.

Piaget linked language's role in the development of conceptual and logical understandings. The

study also highlights the importance of considering learners' cultural backgrounds and personal

voices to express their thinking, beliefs, and knowledge with their class/social peers Nath, B. K.

(2010).

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 To summarize, these theories support the current study, certainly, if there is a

relationship between Language Diversity, Language Identity, and English Language Learning

among the BSED Major in English students of Davao de Oro State College. The theories will be

used in the study context to collect data if language diversity and language identity affect their

English language learning. Thus, it helps the researcher allocate how this study's independent

and dependent variables correlate.

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Conceptual Framework

INDEPENDENT VARIABLE

Language Diversity
 Multilingualism in
Context
 Multilingualism in
Practice
 Linguistic Diversity
Promotion
DEPENDENT VARIABLE

INDEPENDENT VARIABLE English Language Learning

 Improving General level

of English
 Vocabulary Learning
 Studying Grammar
Language Identity
 Reading in English
 Attachment to Filipino  Writing in English
language  Speaking in English
 Pronunciation Attitude
 Language and Social
Status
 Exposure in the society
 Language Knowledge
 Script/Alphabet

Figure 1. Conceptual Framework of the Study

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Figure 1 shows the conceptual framework of the study. There are two independent variables

namely, Language Diversity which branch-out the indicators: Multilingualism in Context,

Multilingualism in Practice, and Linguistic Diversity Promotion.

The other independent variable is Language Identity which branch-out the indicators:

Attachment to Filipino language, Pronunciation Attitude, Language and Social Status,

Exposure in the society, Language Knowledge, and Script/Alphabet.

The dependent variable is English language learning which branch-out the indicators:

Improving General level of English, Vocabulary Learning, Studying Grammar, Reading in

English, Writing in English, and Speaking in English.

Statement of the Problem

This study will aim to determine the relationship of Language Diversity and Language

Identity on the English Language Learning of BSED English Students in Davao de Oro State

College. Specifically, it will aim to attain answers to the following questions:

1. What is the level of language diversity among BSED English students in terms of:

1.1 Multilingualism in Context

1.2 Multilingualism in Practice

1.3 Linguistic Diversity Promotion

2. What is the level of language identity among BSED English students in terms of:

1.1 Attachment to Filipino language

1.2 Pronunciation Attitude

1.3 Language and Social Status

1.4 Exposure in the society

1.5 Language Knowledge

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 1.6 Script/Alphabet

3. What is the level of English language learning among the BSED English students in

terms of:

1.1 Improving General level of English

1.2 Vocabulary Learning

1.3 Studying Grammar

1.4 Reading in English

1.5 Writing in English

1.6 Speaking in English

4. Is there a significant relationship between language diversity and English language

learning among BSED English students?

5. Is there a significant relationship between language identity and English language

learning among BSED English students?

6. Which domain of the language diversity significantly influences the English language

learning of the BSED English students?

7. Which domain of the language identity significantly influences the English language

learning of the BSED English students?

Hypothesis

This study will employ null hypothesis in answering the research objectives of the study.

This study tested the hypotheses with relationship of significance:

Ho1: There is no significant relationship between Language Diversity and English Language

Learning among the BSED English students in Davao de Oro State College-main campus.

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Ho2: There is no significant relationship between Language Identity and English Language

Learning among the BSED English students in Davao de Oro State College-main campus.

Review of Related Literature

In this part, theories, concepts, and opinions from various authors in this research are

discussed to provide the necessary factors and indicators included in the study. The independent

variables of the study are language diversity and language identity. Language Diversity has

three indicators, namely: multilingualism in context, multilingualism in practice, and linguistic

diversity promotion. Language identity has six indicators: Attachment to Filipino language,

Pronunciation Attitude, Language and Social Status, Exposure in the society, Language

Knowledge, and Script/Alphabet.

On the other hand, the dependent variable of this study is English language learning:

Improving General level of English, Vocabulary Learning, Studying Grammar, Reading in

English, Writing in English, and Speaking in English.

Language Diversity

Language diversity is defined as the presence of a multitude of speakers of different

native languages” (Lauring and Selmer, 2018). According to Canestrino, R., Magliocca, F., & Li,

Y. (2022) Language diversity can pose challenges for communication and knowledge sharing

within international university research teams, particularly when team members have weak

language proficiency in the official language adopted within the team or organization. However,

the study also identified some strategies that can help overcome these barriers, such as using a

common language, providing language training, and promoting cultural awareness. The study

suggested that language diversity is an important factor to consider when promoting knowledge

sharing within international university research teams. The findings have practical implications

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for organizations and individuals seeking to improve their knowledge sharing practices in a

globalized world.

According to Diacuno (2022), notes that language diversity is a common

phenomenon in multilingual societies, where people speak more than one language. The study

highlights the linguistic consequences of language diversity, including the development of a

lingua franca, creation of mixed languages within a linguistic milieu, and enhancement of cross-

cultural communication strategies and skills. It also notes that language diversity has political

consequences, which rely on the economic and political order of the society, creating majority

and minority languages. The study highlights the importance of including indigenous languages

in education to realize the benefits of synthesizing and clearly expressing knowledge. Further

notes that speaking only one language can be equated to a holophrastic stage of language

development, which means that a monolingual can be regarded as one who is still in the process

of language acquisition and development and should learn other languages to effectuate multi-

communication. Thus, multilingualism opens doors for quicker and easy communication,

removing the notion of 'fixity of reference' and enabling one to avoid restrictions in

communication, thus enabling him to move to another stage of communication.

In addition, according to Kubota, Aoyama, Kajigaya, and Deschambault (2022),

language diversity refers to the recognition and celebration of the diverse linguistic resources

and language users in language education. The study argues that language diversity is not only

about recognizing and including diverse linguistic forms and practices but also about

recognizing the unequal and unjust relations of power that influence diverse language users to

communicate in certain ways. The authors propose an antiracist justice-informed contextualized

approach to teaching about linguistic diversity that illuminates how diversity and power among

language users as well as broader structures impact the nature of communication.

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 Moreover, Fang, Zhang, & Sah (2022) stated that language diversity refers to the

recognition of the various linguistic, cultural, and multimodal practices that learners bring to the

language learning process. It emphasizes the importance of incorporating learners' first

languages (L1s) and multilingual and multimodal practices as valuable assets in learning for

inclusive education. The sociolinguistic nature of English language has recognized the linguistic

diversity of communication through the use of English as a global language. This study also

emphasized the importance of language diversity in English language learning. It argues that

English language should be viewed as a global language with multifaceted linguistic, cultural,

and multimodal practices. The study emphasizes the need to move beyond the traditional,

monolingual perspective towards multi/translingualism, recognizing the linguistic diversity of

communication through the use of English as a global language. The study also highlights the

fact that non-native speakers of English have come to outnumber its native speakers, which

leads scholars, educators, and policy-makers to rethink English language education. The study

suggests that the focus of education should be on the realistic language use for dynamic needs

and goals of language learners, and for communication in situ where people adopt various

multimodal and semiotic resources. Therefore, the study argues that language diversity should

be recognized and valued in English language learning, and that learners' first languages (L1s)

and multilingual and multimodal practices should be incorporated as valuable assets in learning

for inclusive education. This approach to English language learning is known as

translanguaging, which recognizes the importance of using all available linguistic and cultural

resources to support language learning and communication.

Multilingualism in Context. Multilingualism, defined as the ability to use and

understand multiple languages, is a common phenomenon globally (Kroll, J. F., & Dussias, P. E.

2017). In the United States, where interactions across languages are prevalent, challenges arise,

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necessitating the regulation of competition among known languages. While this may incur

initial costs during learning, it is viewed as an integral aspect of a process that yields significant

benefits for cognitive control development. Researchers propose new language learning

approaches that expose learners to language variation, encouraging language mixing and

effortful processing, ultimately contributing to long-term positive outcomes.

A documentary, "Speaking in Tongues," aligns with scientific evidence, showcasing the

experiences of children in dual-language classrooms with diverse backgrounds. This includes

heritage speakers and monolingual English learners without exposure to other languages at

home. The documentary advocates for embracing multilingualism, emphasizing the need for

social action rooted in cross-disciplinary sciences to achieve this goal (Kroll, J. F., & Dussias, P.

E. 2017).

Ali F.'s study (2023) delves into the phenomenon of code-switching among heritage

learners of Spanish, exploring the complexities of multilingualism. The study reveals that code-

switching is common among heritage learners, serving socio-pragmatic functions like

expressing identity and negotiating meaning. Importantly, heritage learners exhibit positive

attitudes toward code-switching, considering it a valuable resource for language learning and

communication.

The study also establishes a connection between multilingualism in context and

language learning. Code-switching and translanguaging practices among heritage learners

contribute to a better understanding of content, utilizing their dominant language to support the

development of their weaker language. This suggests that multilingualism enhances language

learning by providing additional linguistic resources and practice opportunities.

Furthermore, Ali's study underscores the importance of inclusive pedagogical

approaches responsive to the needs of multilingual learners. Recognizing and valuing the

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linguistic resources that heritage learners bring to the classroom and providing opportunities for

utilizing their full linguistic repertoire are vital components of effective language education.

In conclusion, Ali's study suggests that multilingualism is a valuable resource for

language learning, especially for heritage learners with varying proficiency levels in each

language. This aligns with the notion that language diversity may predict language learning

success, as individuals experienced with multiple languages are likely better equipped to

acquire additional languages.

Multilingualism in Practice. A study by Dr. Lid King (2018) underscores the

significance of understanding the interplay between multilingualism in practice and English

language learning. In an era of increasing global and multilingual dynamics, citizens of the 21st

century must cultivate a new set of skills to navigate linguistic and cultural diversity. This

includes the imperative ability to code-switch and engage in translanguaging, which becomes

vital for traversing the complex linguistic landscapes of communities and workplaces.

However, the study also emphasizes the importance of recognizing and valuing the

linguistic and cultural diversity of learners. It advocates for instructional approaches that

scaffold learners' understanding, connect to their lives outside of school, and enable them to

showcase their literacy achievements in both their home language and the language of schooling.

This approach aims to empower learners, fostering a sense of agency and ownership over their

language learning, ultimately leading to more positive and effective outcomes.

Moreover, the study sheds light on the necessity for changes in governmental policy and

educational approaches to accommodate the emergence of new multilingual cities attracting

people from around the world. It calls for the provision of adequate resources and teacher

competence in areas characterized by high linguistic and cultural diversity. Additionally, the

study discussed the adoption of a bilingual approach in institutions, especially for those who are

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non-native speakers of the national language. By reframing the "bilingual problem" as an asset,

learners can develop the skills and competencies required to thrive in a globalized and

multilingual world.

In a complementary study, Diacuno (2022) delves into multilingualism in practice on a

global scale. Multilingualism, as the study reveals, manifests itself either officially or

unofficially in many societies and countries. Official multilingualism, enshrined in a country's

constitution, plays a practical role in various sectors, including education, parliamentary

proceedings, judicial activities, and international engagements. The study argues that having

many languages embedded in an education system is beneficial for building a robust human

capital. It emphasizes how multilingualism contributes to national unity, especially when

individuals learn national languages alongside their indigenous languages and lingua franca.

Furthermore, Diacuno's study emphasizes the intrinsic relationship between

multilingualism in practice and language learning, including English language learning. The

study elucidates that language skills are not only productive but also cost-effective for

individuals in their roles as consumers and producers. It advocates for the incorporation of

multilingualism in education, calling for the integration of language education communication

skills. This involves employing communicative language teaching with a focus on linguistic,

sociolinguistic, discourse, socio-cultural, social, and strategic competences, as well as drama.

Van Viegen's study (2020) adds depth to the discourse by proposing a three-dimensional

matrix for teachers to reflect on language teaching and learning. The matrix includes axes such

as teacher- and student-initiated translanguaging, planned and spontaneous engagements with

translanguaging, and translanguaging as either a scaffold or a resource for learning. The study

provides practical examples and teacher reflections, emphasizing the critical importance of

these approaches, particularly in circumstances of forced migration and resettlement of

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vulnerable populations. It also discusses how teachers and students engaged in translanguaging

practices to support teaching and learning, including language and literacy development.

In conclusion, the multifaceted exploration of multilingualism in practice underscores its

profound implications for language learning and education. The evolving global landscape

requires adaptive strategies that recognize diversity, empower learners, and integrate effective

pedagogical approaches to navigate the complexities of multilingual societies.

Linguistic Diversity Promotion. According to Bowker (2021), linguistic diversity

promotion entails efforts to support and encourage the use of multiple languages, ensuring

access to information in languages beyond one's own. This includes advocating for

multilingualism, supporting language learning, and providing translation and interpretation

services. In addition, the goal is to foster an inclusive and equitable society, allowing

individuals of diverse linguistic backgrounds to fully participate in social, cultural, and

economic activities. The study emphasizes the role of language in communication, identity, and

cultural expression, positioning linguistic diversity as a valuable resource for societal

development. It suggests that activities promoting machine translation literacy can be a

beneficial strategy, enabling individuals to engage with information in languages beyond their

own and contributing to a more diverse and inclusive scholarly community.

In the study by Kubota et. al. (2022), linguistic diversity promotion is viewed as the

encouragement of linguistic heterogeneity and the recognition of diverse linguistic resources

and language users in language education. The study advocates for a comprehensive approach

that acknowledges the unequal power dynamics influencing how diverse language users

communicate. It proposes an antiracist justice-informed contextualized approach to teaching

linguistic diversity, shedding light on the impact of power relations on communication. The

study contends that linguistic diversity promotion in English language education should extend

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beyond celebrating linguistic resources to include a focus on language user diversity. The

relevance of linguistic diversity promotion to English language learning is underscored,

emphasizing its potential to increase awareness of linguistic heterogeneity among students and

teachers.

Wolfram's study (2021) highlights the imperative of promoting linguistic diversity and

addressing linguistic inequality in higher education. The author argues that linguists and

sociolinguists can play a pivotal role in this effort by actively engaging in activities that

promote linguistic diversity and confront linguistic inequality. Proposed strategies include the

implementation of linguistic diversity programs, workshops, and the creation of online

repositories by Language Diversity Ambassadors. The study contends that linguistic

subordination is pervasive in higher education and needs to be challenged. Linguists and

sociolinguists, equipped with expertise in justice and equality issues, are urged to actively

contribute to raising awareness of language diversity on campuses. The study further discusses

the connection between promoting linguistic diversity and language learning, emphasizing the

positive impact it can have on students' understanding of language use and communication.

Courses and workshops designed to enhance awareness of linguistic diversity are considered

instrumental in fostering a more just and equitable society.

In conclusion, these studies collectively advocate for linguistic diversity promotion as a

means to create inclusive societies, recognizing the value of diverse languages and language

users. The implications of linguistic diversity promotion extend to language learning, including

English language education, emphasizing the need for a comprehensive and inclusive approach

in educational settings and beyond.

Language Identity

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 The term "identity" refers to a psychological phenomenon described by Erikson: "A

personal identity is based on two simultaneous observations: the perception of self-sameness

and continuity of one's existence in time and space, and the perception of the fact that others

recognize one's sameness and continuity" (Erickson: 2006, as cited in Ashrapova, A.,

Litvinenko, E., and Shakirova, D. (2019).

Moreover, this study shows that identity is created in human awareness through the

accumulation of social experience, which is expressed through speech. It is worth noting that

the idea of "identity" refers to effectiveness, whereas the concept of "identification" refers to

processualization. To emphasize, this study identified that language is both a connecting and

distinguishing factor between groups, and in fact, language is the core of group identity.

However, the study suggests the problem of the relationship between language and identity

(ethnic national) is one of the most pressing in the modern world, and it is becoming an

increasingly important category of humanitarian science: it reflects the most important

processes of man's and society's self-determination, and it determines the ability to self-

preservation and the maintenance of one's own integrity in the modern globalization conditions

(Ashrapova, A., Litvinenko, E., and Shakirova, D. 2019)

Attachment to Filipino Language. A study by Basiloy, A. (2019) stated that the

Filipino language is the country's national language and an integral part of its culture and

identity. Teaching the Filipino language is crucial in preserving and promoting the language and

culture of the Philippines. It also helps in promoting national unity and identity among Filipinos,

especially those who come from different regions and speak different dialects.

However, Filipino language is the official language of the government, education, and

media. The use of Filipino as a medium of instruction in schools and universities has been

mandated by the government to promote its use and recognition as a language of instruction. To

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summarize, the Filipino language is extremely important in the social, cultural, and political life

of the Philippines (Bernal Jr et. al, (2020).

Moreover, according to the findings of the study by Napil et.al, (2020) participants believed

that learning a language, specifically the Filipino language, could help them gain identity in

their society. This conclusion supports the notion that language is an important part of one's

identity and that learning a language can help people connect with their cultural history and

community. The study also found that gaining identity through language learning is associated

with success in language learning. Therefore, the study suggests that attachment to the Filipino

language is an important aspect of language identity for indigenous students, and that this

attachment can help improve their academic performance in the language.

Pronunciation Attitude. Roberts, G. (2020) asserted that the stance towards pronunciation

holds significance in molding language identity, serving as a crucial element that communicates

a speaker's social and cultural origins. The manner in which an individual speaks, including

their accent, can be linked to specific geographic areas, ethnicities, or social class. Furthermore,

the outlook on pronunciation can influence the results of language learning.

Learners who are driven to acquire and embrace a specific accent or dialect may find greater

success in attaining their objectives. On the contrary, those who face discouragement or

stigmatization regarding their pronunciation may encounter difficulties in enhancing their

language skills, and some might even abandon the pursuit of learning the language entirely

(Roberts, 2020).

Moreover, pronunciation is an important aspect of English learning. It is however one of the

most abandoned or half-taught. It holds a crucial function in effective communication,

presenting a challenge for both English language learners and instructors (Ameen, Akeem.,

Noor, Zainab, Bt., Abdul, Rasak. 2019). In addition, Morley 1998, as cited in Akeem et. al,

19
(2019) also argues that pronunciation plays an important role in helping learners to become

more intelligible speakers. She adds that limited pronunciation skills can make learners lose

their self-confidence and may have a negative influence on them when estimating their

credibility and abilities.

Language and Social Status. Khan, et.al, (2021), examines how language and status

relate to the process of establishing identity. According to Bourdieu's theory of the symbolic

power of language, the importance of speech is influenced by the speaker's place within the

larger social context. A social group's identity formation and negotiation are shaped by social

class, sex, gender, race, ethnicity, and other social positions, all of which are involved in power

negotiations within the social structure.

Moreover, Der Nederlanden et.al (2023), investigated individual's language identity can

be significantly shaped by their social rank in language. The way a person perceives and

identifies with a specific language or language is referred to as their language identity. Social

status can affect a person's language use and attitudes toward other languages. It can be

ascertained by criteria including education, occupation, income, and cultural background.

Sodah (2019), studied the connection between linguistic identity and socioeconomic

standing. It illustrates how a person's social standing affects their choice of prestigious language

varieties within their family domain in Lembar and how they identify with their language. The

study discovered that people's preference for a prestigious linguistic variation is influenced by

their desire to belong to the upper class.

On the other hand, Sun et.al,(2023), discovered that mother tongue languages (Tamil,

Mandarin, and Malay) in Singapore have a lower social status than English, which has led to

English's increasing dominance in more homes. Because English is used so often, bilingual kids

20
from higher-SES homes have superior English input environments, which improves their

learning outcomes in both languages.

However, children from households with lower socioeconomic status have less access to

literacy and language resources, which may hinder the development of their language skills.

Furthermore, the study discovered that families with higher socioeconomic status were more

inclined to allocate funds and time towards traditional materials and activities, but were hesitant

to utilize digital media resources.

Indeed, these studies explore the connection between language, social status, and

identity. Bourdieu's theory is applied to show how factors like social class, gender, and ethnicity

influence the significance of speech. Studies examine how an individual's language identity is

shaped by their social rank, and socioeconomic standing affects language choices. In Singapore,

English dominance over mother tongue languages is noted, impacting language development.

Higher socioeconomic status correlates with better language resources, while lower-status

households may face challenges. The texts collectively emphasize the complex interplay of

language, identity, and socioeconomic factors.

L1 Use/Exposure in the society. Language exposure in society serves as a symbol of

status and identity in addition to being a tool for communication. People may alter their

language use to blend in or stand out from specific social groups or geographical areas, for

instance, if their dialect or accent is linked to these groups. Additionally, characteristics like age,

gender, and ethnicity can have an impact on language use (Rymes,2022).

The language outcomes of bilingual children, particularly those in Montreal aged 4-31

months from middle-class SES and European ancestry, are influenced by their exposure to

different languages. In this study, the language use of individual mothers was found to be a

more significant predictor of language exposure than the language methods employed by the

21
family. Gendered differences were observed, with mothers' roles having at least twice the

impact on language exposure compared to fathers' roles in caregiving. Sander-Montant (2023).

Moreover, Mooney, A., & Evans, B. (2018), examined the interplay among language,

cognition, and depiction, the chapter delves into the question of whether language actively

molds and sustains our perspectives on the world. Within its study, there is an exploration of

how language serves as a tool for constructing and fortifying social identities, encompassing

linguistic affiliations. This study delves into the repercussions of this phenomenon on language

exposure and usage within a given society. Moreover, it scrutinizes the role of language in

perpetuating power dynamics and upholding societal hierarchies.

To sum up, Language exposure in society is not just a means of communication; it's also

a symbol of status and identity. People adjust their language use based on factors like dialect,

accent, age, gender, and ethnicity. A study in Montreal finds that mothers' language use

significantly influences language exposure for bilingual children, surpassing the impact of

family language techniques, likely due to gendered caregiving roles (Sander-Montant, 2023).

Additionally, Mooney and Evans (2018) explore how language shapes social identities and

perpetuates power dynamics, emphasizing its role in influencing perspectives through language

exposure and usage in society.

Language Knowledge. The educational curriculum in the Philippines mandates the

delivery of foundational education in a language comprehensible to the students. Specifically,

from kindergarten through the first three grades of elementary school, instruction, teaching

materials, and assessments are conducted in the student's mother tongue or regional language.

This approach is believed to enhance concept mastery and establish a solid foundation for

acquiring additional languages. The program aims to ensure that by the end of Grade 1, students

22
are literate in their native language, by the end of Grade 2 in Filipino, and by the end of Grade 3

in English ( Esteron, J. J. 2020).

In addition, IPEd teachers face challenges in enhancing language literacy due to a lack

of specialization in teaching fundamental language components. Their preference for local

dialects over English suggests a reliance on translation strategies for teaching indigenous

learners. Indigenous students in the Philippines also encounter difficulties in language learning

due to insufficient instructional support and the influence of their cultural practices and dialects,

affecting their recall and focus on language acquisition. (Saysi, J., & Batuctoc, L. V. 2023).

As shown above, The Philippines' education curriculum focuses on foundational

education in the native language until Grade 3, aiming for literacy in Filipino by Grade 2 and

English by Grade 3. Despite the country's multilingualism, English is crucial in the national

system. However, Indigenous Peoples Education (IPEd) teachers face challenges teaching

English to indigenous learners. A specific classroom scenario illustrates potential tensions in

how English is received, particularly among individuals with diverse linguistic backgrounds and

ideologies.

Script/Alphabet. Camba (2021), studied the significance of written language in

Baybayin when translated to English, it's crucial to recognize that Baybayin serves as a script

for various Philippine languages like Tagalog, Kapampangan, and Bikol, among others.

Translating Baybayin to English entails interpreting these characters and sounds and expressing

them in English words and phrases. However, it's essential to acknowledge that Baybayin is an

intricate script with its distinct features and subtleties, making accurate translation reliant on a

profound understanding of both the script and the language it represents.

Parmisana and Grageda (2021) investigate the crucial role of language identity and

alphabet proficiency in early reading literacy. The study emphasizes the importance of a child's

23
mastery of foundational literacy elements, such as alphabet knowledge, and the application of

these skills within a sociocultural comfortable environment. The research includes a letter

identification assessment on Higaunon women, revealing challenges in recognizing and reading

specific letters in both upper and lower case.

The choice of script or alphabet significantly influences a language's identity. Various

scripts, like Cyrillic for Russian and Arabic for Islamic languages, are closely associated with

specific linguistic and cultural contexts. The use of the Latin alphabet is closely linked to many

European languages, and such a choice can have political and cultural implications, as

demonstrated by the adoption of the Latin alphabet for the Turkish language in the 1920s,

reflecting a broader modernization initiative. (Pagels 2021).

All in all, this study discusses the importance of translating Baybayin to English,

emphasizing the script's role in various Philippine languages and the need for a deep

understanding of both the script and language. It also explores the link between language

identity, alphabet proficiency, and early reading success, highlighting challenges faced by

Higaunon women. The study underscores the necessity of tailored literacy programs considering

sociocultural contexts. Additionally, it briefly touches on the broader implications of script

selection in defining language identity, citing examples like Cyrillic, Arabic, and Latin,

including the political and cultural impact, such as the adoption of the Latin alphabet in 1920s

Turkey for modernization.

English Language Learning

Learning a language that is not one's native tongue is considered to be one of the most

intricate procedures. It is an exceedingly nuanced and protracted encounter that is contingent

upon the entirety of an individual's being, encompassing their physical, cognitive, and

24
emotional aspects (Mashhadi et al., 2021). However, according to Yunan (2020), English serves

as a global language facilitating communication among nations. The significance of English has

led every country to incorporate it into their educational curriculum, spanning from primary

schools to tertiary institutions. In fact, numerous countries have even adopted English as the

language of instruction in their educational system. This decision was made to familiarize

students with the language itself, as English proves essential not only as a means of

communication, but also in the realms of knowledge books, modules, literature, technology,

magazines, and newspapers. Furthermore, a research study conducted by Mohamad et al. (2023)

highlighted the crucial role of English language learning in enhancing job opportunities in

Turkey. However, the primary hurdles identified by learners include a lack of confidence,

teaching methods, the presence of peers speaking the same mother tongue, limited learning

environments, excessive use of the native language in classrooms, and insufficient learning

materials. Interestingly, participants ranked time and cost as the least challenging aspects of

learning English. Proposed solutions to address these challenges emphasize a greater focus on

motivation, speaking skills, vocabulary acquisition, the application of communicative language

teaching, improved teaching methods, social networks, reading, and school involvement.

Conversely, living abroad, free and private courses, grammar, university programs, online

platforms, and family environments were considered the least effective forms of support in

overcoming these challenges.

Improving General level of English. Improving one's general level of English has

advantages for personal, educational, and professional development. The study outlines diverse

strategies used by non-native English speakers to improve their language skills. Some focus on

refining speaking skills through regular practice, recording, and engaging in global online

25
communities. Additionally, some learners improve their reading and writing abilities by reading

various materials and practicing English composition on social media (Arianti, 2021).

Moreover, students can boost their English proficiency and independent learning skills

by utilizing platforms like WeChat, and apps, and engaging in general college English courses

on MOOC platforms. Active participation in these courses helps enhance fundamental language

skills, laying a robust foundation for learning English for Specific Purposes (ESP) theory and

practice (Li, 2023).

According to Sari & Aminatun (2021) educators can incorporate movies into English

classes by selecting films that match students' language proficiency and interests. Movies can be

utilized to teach listening, speaking, reading, and writing skills, and they also provide a platform

to introduce cultural aspects of the English-speaking world. Instructors should guide and

support students throughout the movie-watching process to ensure active engagement and

meaningful learning.

All in all, the study explores various strategies employed by non-native English speakers

to enhance language skills, including focusing on speaking, listening, and reading/writing

abilities. Additionally, students can improve proficiency through platforms like WeChat and

MOOC courses. Furthermore, educators can integrate movies into English classes to teach

language skills and cultural aspects, emphasizing the importance of guidance for active

engagement and meaningful learning.

Vocabulary Learning. Vocabulary learning is important to language proficiency,

providing for effective conversation, comprehension, and expression in many parts of life being

of a student. Yudha & Mandasari (2021), stated that the process of learning English vocabulary

is enhances by incorporating enjoyable activities such as games, which create a relaxed and

pleasant learning atmosphere.

26
 Moreover, this approach fosters a natural learning experience, and the memorable

moments from these games assist students in easily memorizing and retaining the acquired

vocabulary for the long term.

In addition, the Contextual Teaching and Learning (CTL) approach to increase student

engagement and motivation in learning English. To achieve this, researchers connected songs to

students' real-life experiences and incorporated diverse activities in teaching sessions, aiming to

improve listening skills and enhance vocabulary proficiency (Ghonivita, 2021).

Herlisya and Wiratno (2022), suggests that TikTok has the potential to be a valuable

platform for sharing information on various subjects, from education to beauty products. It also

highlights the app's ability to inspire creativity in students and improve their comprehension

skills. While TikTok seems promising for expanding English vocabulary through its diverse

content and interactive nature, further research is needed to thoroughly assess its effectiveness

in vocabulary learning.

In conclusion, English vocabulary learning is improved through enjoyable activities like

games, fostering a relaxed atmosphere. The Contextual Teaching and Learning (CTL) approach

enhances student engagement by linking songs to real-life experiences and incorporating

diverse activities for improved listening skills and vocabulary. TikTok holds the potential for

sharing information, fostering creativity, and enhancing comprehension in various subjects, but

further research is needed to thoroughly assess its effectiveness in expanding English

vocabulary.

Studying Grammar. Grammar is based on a language's structure and plays a role in the

production of sentences. The ability to conduct correct sentence order as part of basic writing

skills is important in the English instruction process. As a result, grammar learning must begin

with a very easy lesson and the most appropriate technique. Grammar studies should be

27
prioritized so that lecturers can identify the sorts of grammar-learning techniques that students

use to understand lectures during the teaching and learning process, which is often overlooked

by both lecturers and learners (Prasetyaningrum et al., 2023). According to Pawlak (2020),

grammar is a framework that specifies the target language's structures and communicative

functions. (Djurayeva et al., 2020) emphasized that language would be meaningless without

grammar because it is needed to form words and construct sentences based on its rules.

When people hear the word "grammar," they frequently have negative thoughts. Based

on its rules, grammar is used to produce words and construct sentences. (Larsen-Freeman &

DeCarrico, 2019). In addition, (Larsen-Freeman & DeCarrico, 2019) stated that grammar is

important in all languages, not only English. Another research conducted by Harmer (2001; as

cited in Juniar & Carissa, 2020) asserted that grammar is about word constructions and how

they are employed to produce sentences. He underlined that grammar is about how simple

sentences are put together and how different word selections can keep the same structure.

However, grammar is more than merely following rules. Grammar instruction's primary purpose

is to improve linguistic and communicational alignment.

Grammar is a vital part of all languages. Furthermore, grammar is not just about spelling

or punctuation since it is a part of language element with various rules which need to be cope by

applying proper strategy. Appropriate use of grammar is an integral part of a language because

it allows them to construct sentences and write coherently. Moreover, it can also help learners in

other areas such as speaking or understanding what others are trying to communicate. The better

they get with the hold of grammar the more confident they will feel when speaking or writing in

English. It will also help to avoid common mistakes that may cause confusion or annoyance for

others listening or reading what they say (Prasetyaningrum et al., 2023).) Grammar is an

essential component of learning English as a second language. It is necessary to understand the

28
structure of English sentences to communicate effectively in both spoken and written forms. A

knowledge of English grammar is particularly important for those who want to teach or learn a

foreign language. In addition, a detailed study of English grammar is required for people

working in fields where common terminology is necessary (Börjars et al., 2019).

Reading in English. Reading is essential for establishing linguistic competency and

overall learning achievement in English language learning (Jürgen, 2022). However, according

to Albatti (2023), deep reading can facilitate in-depth learning, including cross-curricular

learning and relevance to students' lives. Blended learning, which blends face-to-face

instruction with technology-mediated activities, can help students improve their vocabulary and

reading skills in English (Aliah et al., 2023).

Cho et al., (2021) recognizes that reading is a key skill in modern life, and ELLs

experience specific problems due to linguistic and cultural issues, according to the study. As a

result, the study's goal is to find the most effective and efficient interventions for ELLs to

improve their English reading skills. Overall, the study emphasizes the significance of English

language reading as a predictor of English language learning and academic performance for

ELLs. Reading is known to function as an important predictor of success not only in English

language art itself but also in overall school life (Guo et al., 2015; as cited in Cho et al., 2021).

Furthermore, reading in English is a necessary ability for English language learners

since it aids in developing other associated abilities such as grammar, vocabulary, and writing.

Reading also allows students to investigate topics they are interested in and stories that they

enjoy, which can boost their understanding of the world and their capacity to compose fresh and

fascinating sentences, according to Bostock (2023). Moreover, according to Williams (2021)

reading in English is required for success in any English-speaking country, as it is required for

communicating and signing important documents. However, Qunayeer (2021) stated that

29
reading comprehension and vocabulary growth are the most significant and helpful tasks in any

language lesson, and vocabulary knowledge has been shown as an important element

influencing reading ability.

Writing in English. In the study of Thuy, Anh, Ngan, Vy, and Anh (2022), students may

find it challenging to write in English for a variety of reasons, including a lack of ideas, written

assignments, and written vocabulary. Students also have difficulty with language skills in

writing, including vocabulary, grammar, spelling, punctuation, and other areas. According to the

study, the four primary writing-related problems that students face are inadequate structure, a

lack of vocabulary, how to write, and what to write. It was discovered that students perceived

language use and vocabulary to be the most challenging aspects of writing. According to the

study, students should write in English more frequently to increase their vocabulary and pay

special attention to the tense, vocabulary, and punctuation. The study suggests utilizing a

learner's dictionary to confirm if a term is appropriate for the genre in question.

Additionally, it is possible to argue that writing in English can be a way for individuals

to express their language identity. Language identity refers to the way individuals perceive

themselves in relation to the languages they speak and the communities they belong to. Writing

in English can be a way for individuals to assert their identity as English speakers or members

of English-speaking communities. On the other hand, writing in English can also be a way for

individuals to negotiate their language identity, especially if they are multilingual or belong to

communities where English is not the dominant language. In this sense, writing in English can

be a way for individuals to navigate their linguistic and cultural identities and express

themselves in different contexts.

Moreover, in the study of Mustafa (2018), it explores how fifteen English language

major undergraduate students in the University of Prishtina in Kosovo learned how to write in

30
English for Academic Purposes courses, the challenges they encountered in learning how to

write in a new discourse community and the changes that occurred in their views and practices

as writers. The results of this study suggest that writing is a dynamic and complex process that

is influenced by both task-specific factors and the writer's personal background and

characteristics. The study concludes by providing theoretical and pedagogical implications for

teachers in the context of EFL/ESL based on its findings.

Speaking in English. Speaking in English is an important skill for anyone who wants to

communicate effectively in the language. In speaking courses, students learn not only how to

pronounce words correctly, but also how to use them in context and how to communicate their

ideas clearly and effectively. (Yagcioglu, 2022).

In addition to Yagcioglu’s study, the article in the European Journal of English Language

Teaching, speaking courses typically cover topics such as pronunciation, intonation, vocabulary,

and communication competence skills. Teachers may use a variety of classroom activities to

help students practice these skills, such as role-playing, debates, and discussions. One challenge

that many English language learners face when speaking is feeling nervous or self-conscious.

To overcome this, teachers may use techniques such as creating a supportive classroom

environment, providing positive feedback, and encouraging students to practice speaking in a

low-pressure setting.

In the study of Humaira (2023), it is clear that speaking proficiency in English is a

crucial skill for academic and professional success, particularly in countries where English is

considered a foreign language. The study found that developing convergent thinking ability can

enhance English speaking proficiency among university students.

The study also revealed that speaking proficiency in English involves more than just

fluency, but also accuracy in the use of vocabulary, grammar, sentence structure, listening, and

31
pronunciation. The research participants in this study were found to be at a high level of both

accuracy and fluency in English speaking, but it is important to note that they were a selective

group of students enrolled in a prestigious university in Bangladesh.

This study found that there is a positive relationship between convergent thinking ability

and English-speaking proficiency among university students. Specifically, the study found that

students with higher convergent thinking ability had better English-speaking proficiency in

terms of both accuracy and fluency. The study concludes that developing convergent thinking

ability is important for enhancing English speaking proficiency among university students.

Furthermore, Burns (2019) stated in her study that speaking in English is a vital part of

any language education classroom. It is not only the main communicative medium of the

classroom but also an important component of syllabus content and learning outcomes.

However, teaching speaking remains challenging for many English teachers. The study in

LEARN Journal's Volume 12, Issue 1, January 2019 emphasizes that being a competent teacher

of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the

linguistic and discoursal features of speech, the core speaking skills that enable speakers to

process and produce speech, and the communication strategies for managing and maintaining

spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ that

teachers can use to plan tasks and activities that explicitly address these aspects of speaking and

that scaffold student learning. Therefore, teaching speaking should be done explicitly in

language classrooms, and teachers should plan tasks and activities that address the core

speaking skills and communication strategies to help students learn the knowledge, skills, and

strategies of speaking.

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 Chapter II

Methods

This chapter presents the methods used in acquiring the data and information found in

the study. The chapter includes the research design, research locale, research respondents,

research instruments, data gathering procedures, data analysis, and ethical considerations used

in the study.

Research Design

This study is quantitative in nature. Analyzing and collecting numerical data in order to

find patterns, calculate averages, assess correlations, and extract general conclusions are all part

of quantitative research. It is used across numerous fields of study, including the natural and

social sciences (Fleetwood, 2023). Since the study aims to ascertain the relationship between

language diversity, language identity, and the English language learning, a quantitative approach

is the most suitable research design.

The researchers of this study will use the descriptive-correlational research design. This

design will use a survey questionnaire in gathering the data and a purposive sampling. Askinglot

(2020) states that a descriptive correlational study is used when researchers are concerned with

describing correlation variables, which means that it describes the variables of the study and the

relationships that occur between them. Moreover, the purpose of this study is to quantitatively

determine the relationship between Language Diversity, Language Identity, and English

Language Learning. Therefore, a descriptive correlational research design will be needed in this

study.

Furthermore, since there are two independent variables and one dependent variable,

multiple linear regression method will be used in this study to estimate the relationship between

33
the two independent variables and a dependent variable. Beers (2023) defined regression as a

statistical method that attempts to determine the strength and character of the relationship

between one dependent variable and a series of other variables known as independent variables.

Additionally, multiple linear regression uses two or more independent variables to predict an

outcome. Therefore, the independent variables are the language diversity and language identity

and the dependent variable is the English language learning.

Research Locale

The research will be conducted at Davao de Oro State College, which offers

baccalaureate degrees. It is one of the best-performing schools in the country, with a high

percentage of board passers and top-notchers. It has received acclaim in various sectors,

including academia, sports, and the demonstration of talent potential. Davao De Oro State

College is located in Purok 10, Barangay Poblacion, in the heart of the municipality.

34
Figure 2. Vicinity Map of the Municipality of Compostela, Davao de Oro State College- Main

Campus: Region XI

35
Research Respondents

The study will involve a targeted sample comprising one hundred and fifty BSED

English students, spanning from the 1st to the 3rd year, at the Davao de Oro State College-Main

Campus. The selection of English major students as respondents is intentional, because it aligns

with the research's focus on investigating the potential correlation between language diversity,

language identity, and English language learning. This deliberate choice is in accordance with

Creswell's (2018) concept of "purposive sampling," a non-random selection strategy where

participants are chosen based on specific traits or qualities deemed relevant to the research

problems at hand. The rationale behind this sampling technique is to ensure that the selected

sample is not only representative of the broader population but also capable of providing

insights into particular characteristics of interest.

Moreover, the use of purposive sampling is deemed the most appropriate method for this

study. The researchers intend to exclusively involve currently enrolled respondents for the first

semester of the Academic Year 2023-2024. This approach ensures a focused and timely

collection of data from the specific demographic of interest.

Research Instrument

This study will use survey questionnaires in which the main instrument in gathering the

data is an adapted questionnaire. Adapting an instrument is a process that involves making

substantial changes to an existing instrument, such as adding or removing items, or substantially

changing the content of each item (Korb, 2012). The adapted survey questionnaire is modified

to revise the construct as well as the setting of the certain study. The research survey

questionnaire will be conducted via online to reach the students as the respondents of the study,

36
which will be the 1st to 3rd year BSED English students of Davao de Oro State College-Main

Campus.

The research survey questionnaire of the first independent variable, which is language

diversity, is adapted from Wigdorowitz, Pérez, and Tsimpili’s (2020), contextual and individual

linguistic diversity questionnaire. It is an 17-item tool with three indicators: multilingualism in

context, multilingualism in practice, and linguistic diversity promotion.

Table 1. The table of the scale as a basis of respondents’ response in language diversity

Scale Description Interpretation

4.20-5.00 Very This means that the level of

High language diversity is very
high
3.40-4.19 High This means that the
level of language
diversity is high
2.60-3.39 Moderate This means that the
level of language
diversity is moderate.
1.80-2.59 Low This means that the
level of language
diversity is low.
1.0-1.79 Very Low This means that the
level of language
diversity is very low.

Table 1 presents the corresponding level language diversity of BSED English students at

Davao de Oro State College-Main Campus. The researchers of this study modified the survey

questionnaire into frequency levels of every indicator, in which (4.20-5.00) very high; (3.40-

4.19) high; (2.60-3.39) moderate; (21.80-2.59) low; and (1.0-1.79) very low.

The research survey questionnaire of the second independent variable, which is

language identity is adapted from Khatib and Rezaei’s (2013) work. It is a 19-item tool with six

37
indicators: attachment to Filipino language, pronunciation attitude, language and social status,

L1 use/ exposure in society, language knowledge, and script/alphabet.

Table 2. The table of the scale as a basis of respondents’ response in language identity

Scale Description Interpretation

4.20-5.00 Very This means that the level of

High language identity is very
high.
3.40-4.19 High This means that the
level of language
identity is high.
2.60-3.39 Moderate This means that the
level of language
identity is moderate.
1.80-2.59 Low This means that the
level of language
identity is low.
1.0-1.79 Very Low This means that the
level of language
identity is very low.

Table 2 presents the corresponding level language identity of BSED English students at

Davao de Oro State College-Main Campus. The researchers of this study also modified the

survey questionnaire into frequency levels of every indicator, in which (4.20-5.00) very high;

(3.40-4.19) high; (2.60-3.39) moderate; (21.80-2.59) low; and (1.0-1.79) very low.

On the other hand, the research survey questionnaire of the dependent variable which is

English language learning, is adapted from Learning English Division of Humanities and Social

Sciences Faculty of Philology, Gran Via de les Corts Catalanes, 585 08007 Barcelona. It is a 72-

item tool with six indicators namely: Improving General level of English, Vocabulary Learning,

Studying Grammar, Reading in English, Writing in English, Speaking in English.

Table 3. The table of the scale as a basis of respondents’ response in language diversity

Scale Description Interpretation

38
 4.20-5.00 Very This means that the level of
High English language learning is
very high.
3.40-4.19 High This means that the
level of English
language learning is
high.
2.60-3.39 Moderate This means that the
level of English
language learning is
moderate.
1.80-2.59 Low This means that the
level of English
language learning is
low.
1.0-1.79 Very Low This means that the
level of English
language learning is
very low.

Table 3 presents the corresponding level of English language learning of BSED English

students at Davao de Oro State College-Main Campus. The researchers of this study also

modified the survey questionnaire into frequency levels of every indicator, in which (4.20-5.00)

very high; (3.40-4.19) high; (2.60-3.39) moderate; (21.80-2.59) low; and (1.0-1.79) very low.

Data Gathering Procedure

The succeeding paragraph will discuss the data collection gathering procedures.

In the preliminary phase of our research endeavor, the researchers will diligently seek

the approval of the Research Ethics Committee (REC) to conduct the study, recognizing REC’s

crucial role in safeguarding the ethical dimensions of the research. By providing a

comprehensive overview of the study's objectives and ethical considerations, the researchers’

aim to secure REC's consent for our data-gathering efforts. Subsequently, with a commitment to

transparency and cooperation, the researchers sought permission from the College President of

Davao de Oro State College, the institution where the study will be conducted. Following this

39
institutional approval, the next step will involve obtaining permission from the Program Head

of the BSED-ENGLISH Department. This is to facilitate the compilation of a comprehensive

list of students from each year level, ensuring a representative sample for the data collection. As

an integral part of the ethical approach, the researchers will inform each mayor or adviser of the

respective sections about the upcoming data-gathering process. Prioritizing informed consent,

the researchers will actively engage with potential respondents, explaining the research and

providing an opportunity for individuals to voluntarily express their consent. Before initiating

the actual data collection, the survey questionnaires will undergo a thorough review and

approval process by the Research Ethics Committee, ensuring alignment with ethical standards

and research integrity.

During the conduct of the study, a concise introduction providing instructions on how to

complete the following instrument will be embedded in the questionnaire, ensuring that

respondents can easily navigate and respond to the survey. Given the diverse schedules of the

respondents, data gathering will be done online, specifically through Google Forms. Upon

selection, chosen respondents will promptly furnish with a Google Form link containing the

survey questionnaire. Simultaneously, a copy of the consent letter, sanctioned by the Research

Ethics Committee of their institution, will be transmitted to the respondents via their personal

emails. Emphasizing ethical considerations, the researchers sought explicit consent from

vulnerable participants before the survey's commencement, underscoring the commitment to

minimizing any potential risks associated with participation. Special care and additional

protective measures will be implemented to safeguard the well-being and confidentiality of

these vulnerable respondents throughout the study.

After the data collection, the result will be handed to the statistician for the tabulation

and calculation of the data. This crucial stage ensures precision and accuracy in handling the

40
data, laying the foundation for robust analysis. Subsequently, the researchers undertake a

comprehensive analysis of the gathered data, employing appropriate statistical methods and

tools to derive meaningful insights. Upon completion of this analytical phase, the researchers

draw well-founded conclusions based on their observations and insights gleaned from the data.

The researchers will formulate practical recommendations, providing valuable guidance for

decision-makers and stakeholders in relevant fields based on the study's outcomes.

Data Analysis

Researchers defined data analysis as a process of cleaning and refining the gathered data

to extract useful information for the subjected study. In analyzing the data, the researcher will

use the Mean, Standard Deviation, and Regression.

Mean. The mathematical term refers to the average set of value. This can be computed

in multiple ways, and this will determine the expected outcome when comparing all data points

together (Bhandari, 2022). Further, mean is the sum of all data points divided by the number of

the data points itself. To calculated mean, one must simply add all the values together. Then

individual must divide the resulting sum by the number of values itself. Consequently, the result

that arrives is the mean or average score.

Standard Deviation. According to McGraths (2020), the standard deviation will be

used to determine and measure the amount of variation or dispersion of a set of values from the

mean value. It is calculated as the square root of the variance, which is the average of the

squared differences from the mean. In statistics, the standard deviation is often used as a

measure of the spread of a distribution or the variability of a set of data.

Regression. A statistical method is employed in data analysis to depict the connection

between a dependent variable and one or more independent variables. The objective is to

41
comprehend and measure the influence of independent variables on the dependent variable

(Maulud, 2020). Put more simply, regression analysis facilitates the exploration of how

alterations in one or more variables correspond to changes in another variable.

Ethical Considerations

The respondents of the study will be the first-year, second-year, and third-year college

BSED English students in Davao de Oro State College-Main Campus. In conducting the study

there might be ethical issues and concerns that can arose. To ensure their safety and full

protection, the following ethical considerations will be followed:

Voluntary Participation. It is essential that students make their decision to participate

without any form of influence. Each student will be provided with an Informed Consent Form,

outlining the purpose of the research, serving as documentation of their voluntary participation.

Students will receive clear information about the research's nature, purpose, potential

risks, and safeguards. The details related to their personal data processing will be presented in a

straightforward manner, ensuring easy comprehension. Moreover, the data collection will be

limited to what is strictly necessary for the study's objectives. Notably, students have the right to

discontinue their participation at any point without facing any repercussions.

Informed Consent Process. The Informed Consent Forms were created in accordance

with the guidelines established by the Research Ethics Committee of Davao de Oro State

College. These forms are in harmony with the provisions of the Data Privacy Act of 2012 and

its Implementing Rules and Regulations. Informed consent encompasses furnishing participants

with thorough details about the research, such as its objectives, methodologies, possible risks,

and advantages. Prior to agreeing to participate, respondents will gain a comprehensive

understanding of the nature of their involvement in the study.

42
 Privacy and Confidentiality. During the phase of gathering the data, respondents will

be informed about the primary objective of their involvement in the study. The data collection

process involves obtaining personal information through questionnaires, specifically limited to

demographic details (gender and email address), and information related to their current course

or program. This collected data will be strictly utilized for research purposes and will not be

utilized for any commercial purposes. Consequently, the processing of personal data is

permitted, adhering to the principles of transparency, legitimate purpose, and proportionality.

This ensures that respondents are well-informed about the study's purpose, with data processing

aligned with a declared objective and consistent with moral laws. Importantly, information

processing is relevant, avoiding excessiveness in relation to the specified purpose.

Moreover, the collection, processing, and retention of data strictly adhere to the

principles outlined in the Data Privacy Act of 2012. According to Section 19 of Rule IV, the

collection of personal data must be: (a) clearly specified and have a legitimate purpose, with

prior consent from respondents and provision of specific information regarding the purpose and

extent of data processing; (b) processed fairly, respecting respondents' rights, including the right

to refuse, withdraw consent, or object, with information presented in an understandable, clear,

and plain language; (c) ensuring the accuracy of personal data, rectifying or discarding

inaccurate information; and (e) disposing of personal data securely, restricting further

processing and ensuring it remains unaffected.

Recruitment. The researchers will approach the selection or recruitment process

ethically, considering elements such as voluntariness, respect for privacy, and the provision of

accurate information. This involves: (a) ensuring voluntariness by allowing subjects ample time

to decide on their participation without pressure; (b) respecting respondents' privacy with due

consideration and utmost respect; and (c) providing subjects with clear, unbiased information

43
about the study. Researchers will refrain from offering misleading information to entice

participation and will sincerely address respondents' queries. In the recruitment phase,

respondents will receive clear information about the study, allowing them to comprehend its

significance. Throughout data gathering, respondents will be informed about the expected

duration, nature of the questionnaire, and the methodology for answering it.

Risks. During the conduct of the study, respondents may experience discomfort during

data gathering. In response, researchers will prioritize sensitivity to the respondents' feelings by

assuring them that all questions and queries can be addressed privately. This means that

respondents have the option to message the researchers privately, providing a confidential

avenue for communication. It is important to note that respondents will not be coerced or

pressured in any manner that could compromise their well-being.

Benefits. The participation of the respondents in this study will be beneficial to the

students because it contributes a better understanding of how language diversity and language

identity relate to English language learning among BSED English Students. The enhanced

understanding could inform educators, curriculum designers, and policymakers about the

factors influencing language acquisition. Moreover, the findings from the research could help in

designing more effective and tailored language learning programs for BSED English students.

By identifying predictors, educators may be able to develop targeted interventions to address

specific challenges or leverage particular strengths related to language diversity and identity.

Vulnerability. The idea of vulnerability is fundamental to both the theoretical

framework and practical implementation of ethical considerations in research involving human

subjects. It is crucial to minimize risks for individuals involved in research, ensuring their

protection. Extra safeguards are necessary for subjects who are particularly vulnerable (Gordon,

2020).

44
 In the study's context, the researchers took measures to protect participants from

potential dangers and risks, especially throughout the duration of the study.

Plagiarism. Plagiarism is the act of presenting someone else's language, thoughts, ideas,

or expressions as one's own original work. It involves stealing someone else's work and lying

about it afterward. Plagiarism can take various forms, such as turning in someone else's work as

your own, copying words or ideas without giving credit, failing to put a quotation in quotation

marks, and copying so many words or ideas from a source that it makes up the majority of your

work (Tupa, 2017).

This ethical concern in research communication arises from the potential harm to other

researchers, as one may gain benefits at the expense of others.

45
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55
Appendices

Language Diversity Questionnaire

Directions: Read each item and check how often is the situation applied to you. Choose only

one option for each item in the questionnaire. Do not leave any statements unanswered. Use

the scale below to answer the questionnaire items.

5-Strongly Agree 4-Agree 3-Somewhat Agree

2- Disagree 1-Strongly Disagree

LANGUAGE DIVERSITY

A. MULTILINGUALISM IN CONTEXT

45 3 2 1

1. As English-major college student, I think that most people

from the Philippines can communicate in more than one

language.

2. I notice that the local news is only available in English in

the country.

3. I observe that signs (e.g., public transport) are written in English

and at least one other language in the country

4. I observe that it is common in the country to mix words in a

56
sentence from different languages when talking.

5. I notice that it is common to mix words from different languages

when writing or messaging (e.g., Facebook, WhatsApp, Twitter,

Instagram).

6. I observe that people from the country tend to switch between

languages during a conversation.

7. I observe that people from the country tend to speak in the same

language throughout a conversation

B. MULTILINGUALISM IN PRACTICE 5 4 3 2 1

1. As English-major college student, I am not often exposed to

people speaking languages other than English.

57
 2. I can only understand conversations in English.

3. I cannot guess what language people are speaking when listening

to them speak in a language other than English.

4. I may change from one language to another without thinking about

it in a conversation.

5. I use the same language throughout in a conversation

6. I do not use words from different languages when speaking with

people I know.

C. LINGUISTIC DIVERSITY PROMOTION 5 4 3 2 1

1. As English-major college student, I observe that speaking multiple

languages is encouraged in the country.

2. I notice that speaking languages other than English is not

encouraged in the country.

58
 3. I observe that the government and the people in the country value

speaking more than one language.

4. I notice that the government and the people in the country do not

value speaking more than one language.

Language Identity Questionnaire

Directions: Read carefully the statements below and choose the appropriate choices that reflect

your language identity as English language learner. Do not leave any statements unanswered.

Use the scale below to answer the questionnaire items.

5-Strongly Agree 4-Agree 3-Somewhat Agree

2- Disagree 1-Strongly Disagree

LANGUAGE IDENTITY

A. ATTACHMENT TO FILIPINO LANGUAGE

45 3 2 1

1. As English-major college student, I wish all my courses at

school/university were taught in English rather than Filipino.

59
2. I like to attend Filipino classes more than English ones.

3. I love Filipino language and I do not like English to take its place.

B. PRONUNCIATION ATTITUDE 5 4 3 2 1

1. As English-major college student, I think speaking English

with a Filipino accent is not bad.

2. I feel proud of speaking Filipino with an English

pronunciation.

3. I like Filipino pronunciation more than English

pronunciation.

60
C. LANGUAGE AND SOCIAL STATUS 5 4 3 2 1

1. As English-major college student, I believe a person who can

speak English very well has a better social status and respect

in the society.

2. I believe that knowing English shows being respectful.

3. I feel superior to others when I speak English.

D. L1 USE/EXPOSURE IN THE SOCIETY 5 4 3 2 1

1. As English-major college student, I speak English a lot in my

daily life.

2. I use English words a lot when I speak Filipino 5 4 3 2 1

61
3. I like to speak English rather than Filipino with my Filipino

friends who know English.

E. LANGUAGE KNOWLEDGE 5 4 3 2 1

1. As English-major college student, I read English texts more

than Filipino texts.

2. I like to know more about the history of Filipino language

rather than of English language.

3. I like to know more about Filipino poets and writers rather

than English ones.

4. I read poetry and stories in Filipino a lot.

F. SCRIPT/ALPHABET 5 4 3 2 1

1. As English-major college student, I send text-messages and

e-mails in English.

2. I like Filipino alphabets more than English ones.

62
 3. I like that we will write Filipino in foreign alphabets.

English Language Learning Questionnaire

Directions: In this part, please rate yourself on your English language learning. The

researcher would like to determine the status and level of learning English language. Use the

following rating scale with its corresponding interpretation. Please check your rate base on the

equivalent rating of second language learning level.

5-Strongly Agree 4-Agree 3-Somewhat Agree

2- Disagree 1-Strongly Disagree

ENGLISH LANGAUGE LEARNING

A. Improving General level of English

In order to improve your level of English, how often do you

do any of the following? 45 3 2 1

As a student, I am..

1. Trying to understand songs in English.

2. Reviewing what we have done in class or I test myself on

my own

63
3. Paying attention to new words or structures when I read

or listen to English

4. Asking someone who knows more than me to correct me.

5. Trying to figure out what they mean when I see short texts

in English,

6. Seeking occasions to use English outside class like

talking to people, using Internet, and writing letters to

foreign friends, on my own initiative,

7. Trying to do homework or study English together

with

someone.

8. Using words and structures that we have recently learnt

when I write or speak in English,

9. Reading aloud to improve my pronunciation.

10. Trying to participate as much as I can when we

do

speaking activities in the English class

11. Making an effort to see what I can understand when I

hear someone speak in English

12. Looking up dictionaries and textbooks to learn

new

words and sentences on my own initiative,

13. Paying attention to the errors that I make when I write or

64
 speak in English.

14. Doing exercises, sentences or dictations to practice on

my own.

15. Doing other more creative things to practice English.

16. Trying to remember words, expressions and sentences

from songs, movies and readings.

B. Vocabulary Learning

When you want to learn or remember the vocabulary that has

been taught in class, how often do you do any of the following on

45 3 2 1
your own initiative?

As a student, I am..

17. Making lists of words at home and I study them.

18. Writing down the word as it sounds or make some sort

of noting to remember its pronunciation.

19. Writing the translation next to the word I would like

to

learn on my own initiative.

20. Relating the English word with other words that

are

written or sound in a similar way.

21. Writing down the word together with an example

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 sentence.

22. Creating my own dictionary.

23. Relating the word in English with an image, a drawing

or

a scheme.

24. Repeating the words out loud several times.

C. Studying Grammar

When you go over the grammar that you have studied in

45 3 2 1
class, how often do you do any of the following?

As a student, I am…

25. Writing summaries or outlines of the structures that we

are learning.

26. Reviewing the structures mentally or out loud.

27. Translating the text when the structures are similar to

English to learn them.

28. Writing down the structures that I would like to learn.

29. Memorizing example sentences in order to remember

some grammar points.

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 D. Reading in English

What do you usually do on your own initiative when you

45 3 2 1
read a text in English?

As a student, I am…

30. Looking at what the text is about before I start reading,

31. Translating text mentally while I read a them.

32. Trying hard to understand the text word by word.

33. Relating what I know about the topic with what the text

is

about.

And when you are reading and come up with something that

you do not understand, what do you do?

45 3 2 1

As a student, I am…

34. Trying to guess by drawing relationships with Bisaya,

Tagalog or other words in English.

35. Looking up the words of almost all new words in the

dictionary.

36. Paying attention to the words that appear next to what I

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 do not understand in a text.

37. Trying to understand the structure of the sentence.

38. Ignoring it and continue reading.

39. Asking someone the meaning of what I do not

understand.

40. Paying attention to the key words or the words that I

already know.

41. Using my intuition.

42. Analyzing the word segments (prefixes and suffixes) of

what I do not understand in order to find out the meaning

(example: police-man).

E. Writing in English

When you write compositions or other texts in English, what

do you usually do on your own initiative? 45 3 2 1

As a student, I am

43. Thinking first about what I want to say before I start

writing.

44. Writing the text in Bisaya and then I translate it.

45. Paying attention to the grammar when I write.

46. Writing new sentences based on structures or set

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 phrases that I have memorized.

47. Looking up the textbook and use sentences that are

similar to the ones there.

48. Using only easy words and structures, which I know for

sure that are correct.

49. Rereading what I have written before I go on writing.

50. Reviewing what I have written carefully.

And while writing, if you want to use words, expressions or

grammatical forms that you do not know or do not

remember at that moment, what do you do?

45 3 2 1

As a student, I am...

51. Using my intuition.

52. Making up a word that looks English.

53. Asking someone how to say in English what I do not

know.

54. Applying some rule that I know.

55. Using some book or the class notebook.

F. Speaking in English

45 3 2 1

When you speak English with foreigners, what do you

69
usually do to speak and communicate with

70
 them?

As a student, I am…

56. Thinking what I want to say in my mother tongue before

speaking and then I translate it

57. Thinking what I am going to say in English before

speaking,

58. Listening with attention.

59. Paying attention to intonation

60. Trying to translate what is being said to me at the very

moment

61. Using English words that I have heard in songs or in

class when I talk,

62. Speaking slowly to be better understood.

63. Paying attention to the grammar I use when I speak

And if you have problems when talking to foreigners to

understand them or express yourself? 45 3 2 1

As a student, I am..

64. Paying more attention to the gestures used by the

person who is speaking.

65. Trying to deduce what is being said from the context

66. Asking the person who is speaking to repeat or explain

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 to me.

67. Pretending I understand.

68. Asking the other person to speak more slowly.

69. Trying to guess what is being said to me from the key

words.

70. Saying the sentence in another way if I get stuck,

71. Saying it in Tagalog or Bisaya

72. Making it up.

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