Best Language Learning Practices of English Major Students at

Mabini Colleges

Denzel Kate Besinio Daño

John Francis Guzman Delos Santos

Giselle Casungcad Ebron

Frezan Buenconsejo Bibe

(Friday & Saturday 10:00 - 11:30 A.M.)

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

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

communication amongst diverse groups by overcoming national and cultural

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

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

viewpoint emphasizes how important effective language learning techniques are

becoming for both advancing personally and navigating our globalized society.

Several studies have proven the importance of effective language-learning

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

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

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

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

optimizing language learning globally.

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

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

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

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

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

educational system needs to be altered.

To understand that effective language learning strategies may not be generally

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

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

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

contextually relevant language learning strategies for Mabini students and possibly

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

English Major students.

For successful collaboration and knowledge sharing in international endeavors

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

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

resources is essential to increasing national competitiveness and encouraging

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

arena.

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

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

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

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

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

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

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

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

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

questions:

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

respondents?

2. What is the relationship between the success of the respondents in language

learning and the most effective language learning practices they use?

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

Scope and Delimitations

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

according to peer nominations and faculty recommendations, exhibit outstanding

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

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

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

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

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

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

presentations, competitions, international exchanges).

 Furthermore, the study investigates the difficulties these students face when

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

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

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

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

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

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

exploration of individual experiences.

Although the study acknowledges that student perceptions of their success may

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

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

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

socioeconomic backgrounds, learning environments outside of Mabini Colleges, and

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

these factors' effects.

Significance of the Study

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

benefit the following groups of people and organizations.

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

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

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

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

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

riddles surrounding exceptional grades and confident speech. It helps parents

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

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

Instructors. This study goes beyond grammar drills and rote learning

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

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

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

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

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

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

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

The Researchers Themselves. The field of English language pedagogy will

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

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

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

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

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

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

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

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

in language learning.

Notes

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

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

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

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