LANGUAGE AND MEDIA: A PHENOMENOLOGICAL EXPLORATION OF THE

CONSUMPTION OF DIGITAL MEDIA OF LUMAD SECOND LANGUAGE LEARNERS

A Research Proposal

ELT 217. Language Research

Harry Potter
Hermione Granger
Ron Weasley
Nevillie Longbottom
Luna Lovegod

BSEd English 2D

Ralph Jake T. Wabingga, MEd, MAMS

Instructor

December 2021
CHAPTER I

INTRODUCTION

Background of the Study

With the development of English around the world, it has become an important means of
communication among the people of different cultures and languages. The intersection between
language, culture, and media is an existing phenomenon continuously addressed by
researchers all over the world (Pierce, 2015; Livingstone, 2013; Klement et al, 2018). The
integration and utilization of digital media technology in language education has been utilized to
see the effectiveness of English language teaching.
According to Preston (2020) digital media is any form of media that uses electronic devices
for distribution. This form of media can be created, viewed, modified and distributed via
electronic devices. The accessibility of digital media technology is intertwined in the everyday
lives of most cultural groups, including indigenous people. In the consumption of this media form
in educational setting, students are able to experience different things in their daily lives.
The Philippines is home to between 4.5 to 10 million Indigenous Peoples (IPs) that
represent nearly 14% of the total population of the country, according to a report by De Vera
(2007). He also reported that there are more than 110 ethno-linguistic groups and 61% of them
are concentrated in cultural communities in the second largest island of the Philippines—
Mindanao.
There are many IPs living in different Indigenous Cultural Communities (ICCs) in the
Philippines and one of these are the Lumads. The Lumads are a group of non-Muslim IPs.
There are 15 Lumad groups in Mindandao, namely: B’laan, Bagobo, Banwaon, Dibabawon,
Higaonon, Mandaya, Manguangan, Manobo, Mansaka, Subanen, T’boli, Tagakaolo, Talaandig,
Tiruray and, Ubo (Ulindang, 2015). These Lumads are found in Cotabato, Tandag, Dipolog,
Kidapawan, Marbel, Tagum, Cagayan de Oro, Malaybalay, Pagadian, Butuan, Surigao, Ozamis,
Ipil, Mati, Dipolog, and Davao.

Rationale

With the intersection of language, media, and cultural identity, it is important to look at
how students utilize digital media as part of their English language learning. With the new
normal set-up, it is expected that digital media technology-driven language instruction will be
more utilized. But, digital media-driven language teaching has implications that lead to a less
appropriate implementation of technology for language learners. Furthermore, the convergence
of digital media to language teaching challenges the construction and development of cultural
identity of language learners.

Statement of the Problem and Objectives

It is important to examine current ways of utilizing digital media technology in English

language learning because issues related to culture, identity, and foreign language learning
arise.
Thus, the study will attempt to answer the following questions:
 1. How do Lumad second language learners utilize technology in language learning?
2. How does students’ digital media consumption affect their language learning
experiences?
Moreover, to answer the research questions, the general objective of this study is to find out
how Lumads make sense of digital media technology in English language learning. More
specifically, this study aims to:
1. Describe the daily digital media experiences of the Lumad students in their tribal
community;
2. Find out how they consume television; and
3. Determine the influence and impact of digital media usage to acquisition of second
language particularly English language.

Purpose

The purpose of this study is to investigate the sociocultural and pedagogical implications
of digital media technology in learning English as second language, by exploring how Lumad
students utilize digital media and how they reflexively construct meanings from their
experiences in language learning and digital media use.

Significance of the Study

This study will make a significant contribution to the future of language education. This
will benefit the following:
Second language learners. They will potentially benefit from the results of this study by
being the recipients of any programs designed to improve second language learning using
digital media technology.
English language teachers. This study will provide teachers with a wide spectrum of
views and perspectives into their capabilities, potentialities, skills, and training needs in teaching
English language using digital media as educational technology. Furthermore, the findings of
the study will provide them with in-depth concepts and insights into the condition of Lumad
learners in terms of their current language learning experiences.
Policymakers. This would serve as a basis for reviewing, preparing, enhancing, and
developing new approaches to teaching English to second language learners promoting both
national and cultural identity and English language competence.
Finally, the research outcomes of this study will fill a gap in the Indigenous Peoples language
education research and also provides new directions in the study of Lumad students in the
 realm of educational technology and language learning and language teaching.

Scope and Limitations

This study will be phenomenological in nature and is focused on examining the digital
media technology consumption of Lumad second language learners, and searching for meaning
of cultural norms and view of the students. This will involve Lumad students studying in Davao
del Sur State College located at Barangay Matti, Digos City, Davao del Sur; and who are
currently enrolled in the second semester, School Year 2021-2022. The duration of the conduct
of this study will be from January 2022 to June 2022.
Meanwhile, with the risks brought by the pandemic, the researchers will primarily use
phone interviews, either using social media or mobile phone, in conducting the in-depth
interview. Yet, when face-to-face encounters will be needed, strict adherence to health and
safety protocol will be observed.
CHAPTER II
REVIEW OF RELATED LITERATURE

In this section, the researchers reviewed articles relating to the topic and objectives of
this study. The first part briefly establishes the dynamics of integrating media technologies to
create more engaging learning experience to students. The second locates media consumption
in the everyday lives of people. And the third part explores on culturally-relevant teaching that
includes culturally responsive teaching styles, curriculum, and the advantage and
disadvantages of using digital media in learning.

Media Technology in English Classrooms

The intersection of media technology, language, and culture have been discussed and
researched extensively in the field of English language education. This literature review is
primarily divided into two parts. These researches established that media technology is being
utilized in English classrooms as a platform for information, instruction, communication and
collaboration (Peacock et al., 2020, Liaw, 2019 & Li et al, 2019). But, if not properly integrated, it
may have negative impact on students’ learning process and cultural identity that’s why
research on the cultural aspects of English language education shall be done to create and
implement appropriate policies to appropriately respond to this challenge (Miyashita, 2017;
Gunuc & Babacan, 2017 and Goharimehr, 2018).
 Media Consumption

In a study conducted by Takahashi (2002) on the engagement of the Japanese with

media and Information and Communication Technologies in their everyday lives, she was able
to describe the complexity and dynamism of audiences in the way that they “used television and
other media images in the creation of an 'imagined community’” (p. 302). After conducting an
ethnographic study with Japanese families, she found three significant dimensions of audience
engagement. These were parasocial interaction (both interpersonal interactivity), information
seeking activity depending on people’s needs and interests, and connectivity through interaction
with information, news, media images and messages, and with other individuals.
Meanwhile, in a study that investigated how rural communities in Kilosa District of
Morogoro region in Tanzania access and use information, Mtega (2012) found that people
accessed and used information primarily for solving day-to-day problems, and next for leisure
purposes. She also found that information-seeking is influenced by the respondents’ level of
education, income, sex, age, occupation, and the distance from the information seeker’s
location to the information sources.
On the other hand, one of the most accessible form of digital media technology that
students could use is their mobile phone. With this, the researchers reviewed researches
related to Mobile Assisted Language Learning (MALL) conducted by Wang and Shih (2015),
Ozer and Kilic (2018), and Gafni et al. (2017).
First, Wang and Shih (2015) find out that there are positive effects of self-paced
smartphone use on learners of English as foreign language in relation to vocabulary learning.
Furthermore, aside from the significant positive result of using mobile vocabulary learning
application program, the students under the experimental group also showed a positive attitude
towards mobile-assisted vocabulary learning as a form of MALL.
Second, Ozer and Kilic (2018) focused primarily on how English as foreign language
(EFL) university students’ language skills are affected in a mobile-assisted learning environment
specifically vis-à-vis their academic achievement, acceptance of mobile learning tools and
cognitive load. The research found out that the students had a high acceptance level of the
approach that led to their high level of academic achievement.
Third, Gafni et al. (2017) aims to examine the influence of using Doulingo applications in
mobile devices on the learners’ attitude and satisfaction towards the language learning process.
It was found out that Duolingo application enhanced the learning process of most of the
participants, both from first and second group of population. Furthermore, the gamification
feature of Doulingo application facilitates learning because of its stimulating effect on the
process of learning, and contributed to the willingness to continue using the application.
 Culturally-Relevant Teaching

Osborne (1989 in Ladson-Billings, 2016) surveyed ethnographic studies that confirm

assertions related to culturally responsive teaching. He found out that the curriculum should be
relevant to the students’ lives; students need to have the cultural assumptions under which the
classroom functions elaborated; and school language and communication structures should
contain links to students’ home/ community language and communication structures.
Meanwhile, Pun (2013) said that the use of multimedia technology leads to pros and
cons in English classrooms. He said that the positive effects of multimedia technology are the
following: motivates students to learn English; develops students' communicative competence;
widens students' knowledge about the culture of English; improves teaching efficiency;
enhances interaction among students and between teachers and students; creates a conducive
teaching environment in the classrooms; and provides opportunities for English teaching outside
the classrooms. Meanwhile, the disadvantages of the use of multimedia technology in the
English classroom are the following: emphasis on the supplementary of effective teaching, lack
of communication between teachers and students; lack of real-time teaching; loss of students'
logical thinking; and expensive way of conducting language classes.

Synthesis of Reviewed Articles

The first part summarizes the findings and claims that have emerged from previous research
on media technology in English classrooms and how integrating media technologies create
more engaging learning experience. In the second part, the studies of Wang and Shih
(2015), Ozer and Kilic (2018), and Gafni et al. (2017) provided the researchers a wider
viewpoint of digital media as an educational technology. Finally, the third part that deals on
culturally-relevant teaching provided pros and cons in English classrooms (Pun, 2013).
From the synthesis, it could implied that this study would extend knowledge in the field
by looking at the dynamics of technology-driven English language learning especially in the
post-COVID19 educational environment and by contributing and filling a gap in existing
theoretical frameworks related to sociocultural perspectives of digital media use in English
language education.

Study Framework

The lens of Technological Determinism Theory of Thorstein Veblen and a Theory of

Everyday Life proposed by Michel De Certeau will be integrated in order to give light to the
current inquiry of my study. These theories will be relevant to frame this study because they
linked the relationship of Lumad Students’ consumption of digital media technologies
(Technological Determinism Theory) in relation to their personal experiences in language
learning (Theory of Everyday Life).
Technological Determinism Theory is the belief that technology is the principal initiator of
the society’s transformation thus the society is influenced and shaped by technological
development (Hauer, 2017). The term is believed to be originated by American sociologist
Thorstein Veblen, who formulated the causal link between the technology and the society. The
theory is molded by a set of narratives that presume "new" technologies impact (positively or
negatively) directly upon society, replacing what has come before, and producing a predictable
set of effects regardless of the unique specificities of time and place (Bingham, Holloway, &
Valentine, 2001 in Colman, 2005).
Meanwhile, Michel De Certeau proposed a Theory of Everyday Life that came from the
original text he wrote in 1984--The Practice of Everyday Life, a translation of L' invention du
quotidien Vol.1, Arts de faire' (1980). The text explained that the everyday practices of ordinary
people are series of tactical evasions or resistances. De Certeau (1984) explained that
everyday practice is the "investigation of ways in which users operate, or doing things thus
everyday practice should not be concealed but to articulate everyday life” (p. 474). For De
Certeau, the modes of consumption as everyday practice constitute multiform resistances that
are capable of transforming a given unjust order. The strategies of the dominant order are
challenged and changed through the tactics of consumption.
CHAPTER III
METHODOLOGY

Research Design

This study will utilize a qualitative design using phenomenological approach. In general,
phenomenology believes that any attempt to understand social reality has to be grounded in
people’s experiences of that social reality (Gray, 2014). Hence, phenomenology became an
exploration, via personal experience, of prevailing cultural understandings. Gray (2014)
emphasized that “experience is a conscious process and the development of interpretations of
the essences of these experiences is the center of phenomenology” (p. 24).
Specifically, the researcher will subscribe to hermeneutic phenomenology which aims to
bring to light and reflect upon the lived meaning of basic experience and to describe
phenomena as they appear in everyday life before they have been theorized, interpreted,
explained, and otherwise abstracted (Goble & Yin, 2014). It is “focused on subjective
experience of individuals and groups. It was an attempt to unveil the world as experienced by
the subject through their life world stories” (Kafle, 2013, p. 186).

Unit of Analysis and Sampling

The Lumad’s everyday experiences on digital media consumption in relation to language

learning will be the unit of analysis for this research.
The participants of the study will be eight Lumad college students currently enrolled at
Davao del Sur State College. They will be chosen using purposive sampling, a type of non
probability sampling in which the units to be observed are selected on the basis of the
researcher’s judgment about which ones would be the most useful (Babbie, 2007). Gay et al.
(2012) explained that it is the process of selecting a sample that is believed to be
representative of a given population. Clear criteria shall provide a basis for describing and
defending purposive samples. Thus, sample selection is based on the researcher’s knowledge
and experience of the group to be sampled using clear criteria to guide the process. According
to Keyton (2011), purposive sampling is often used when a very specialized population are
sought.
Meanwhile, the researchers will be guided with the following criteria in determining the
participants: (1) he/she is a full-blooded or half-blooded Lumad who resides in Davao del Sur;
(2) he/she is a college student currently enrolled in an English language subject; (3) owns a
smartphone and/or laptop and with access to the internet, and (4) he/she is willing to participate
in the research with his/her parent’s consent. These criteria are being set because according to
Creswell (2013), participants must be individuals who have all experienced the phenomenon
being explored and can articulate their lived experiences especially in a phenomenological
study.

Research Instruments

The researchers will use a list of guide questions. In a qualitative interview, questions are
open-ended, general, and focused on understanding your central phenomenon in the study
(Creswell, 2013). Thus, the questions to be asked by the researcher during the interview
session will be relevant to participants’ digital media consumption and experiences in learning
English language. The interview guide will be used to collect detailed views from participants.

Data Gathering Procedure

 The qualitative data in this research will be collected with the following steps as suggested
by Creswell (2013):
1. Gaining access and making rapport. The researchers will seek permission from the
student-participants and their parents. This will done to ensure that access to the
community would be granted.
2. Collecting data. After gaining access and making rapport, the in-depth interview will be
conducted to collect data. According to Creswell (2013), interviews play a central role in
the data collection in a phenomenological study to describe the meaning of the
phenomenon for a small number of individuals who have experienced it.
3. Recording information. In recording information from the interview, an interview protocol
will be used. The interview protocol enables a person to take notes during the interview
about the responses of the interviewee. It also helps a researcher organize thoughts on
items such as headings, information about starting the interview, concluding ideas,
information on ending the interview, and thanking the respondent (Creswell, 2013). With
the consent of the participants, the interview session will be recorded.
Data Analysis Procedure

The collected data will be analyzed using Braun and Clarke’s Thematic Analysis of
Transcribed Data (2006).
After gathering “thick descriptions,” the next step in the research process will be data
analysis using the appropriate techniques. In order for this to be realized, the researchers will
transcribe first the voice recordings from all the interviews. Since the transcripts will be in
Binisaya (a local language in the community), the researchers will translate them to English
based on the context to assure functional and cultural equivalence.
Then, the transcriptions will be analyzed using thematic analysis. According to Braun
and Clarke (2006 in Barbour, 2008), thematic analysis is a method for identifying and analyzing
patterns (themes) within qualitative data. They stated further that a theme captures something
important about the data in relation to the research question and represents a level of patterned
response or meaning within the data. They also explained that a theme becomes important
when it captures something meaningful in relation to overall research questions.
In this study, the researchers will use the six phases of thematic analysis according to
Braun and Clarke (2006 in Barbour, 2008) namely:
Phase 1: Familiarization of the researcher with the data;
Phase 2: Generation of initial code;
Phase 3: Searching for themes;
 Phase 4: Reviewing the themes;
Phase 5: Defining and naming the themes; and
Phase 6: Producing the report.
Lastly, the variations and links within each theme were examined using the lens of the
Technological Determinism Theory and Theory of Everyday Life.

Data Presentation Procedure

Finally, after evaluating the findings, the researchers will present the result of their study
through narrative approach. According to Anderson (2012) everyday experiences can be
presented in different forms that correspond to the basic forms of phenomenological study and
one of this is through a narrative essay that presents the interpretation in the form of a narrative.
From these findings, the summary, conclusion and possibly recommendation will be drawn by
the researchers.
Research Validity

The trustworthiness of this study will be guided with the concept of trustworthiness of
Lincoln and Guba (1985) which include Credibility, Transferability, Dependability, Confirmability,
and Reflexivity.
According to Lincoln and Guba (1985), credibility establishes whether the research
findings represent plausible information drawn from the participants’ original data and is a
correct interpretation of the participants’ original views. Transferability is the degree to which the
results of qualitative research can be transferred to other contexts or settings with other
respondents. Meanwhile, dependability involves participants’ evaluation of the findings,
interpretation and recommendations of the study such that all are supported by the data as
received from participants of the study. Confirmability is the degree to which the findings of the
research study could be confirmed by other researchers. And reflexivity is the process of critical
self-reflection about oneself as researcher (own biases, preferences, preconceptions), and the
research relationship (relationship to the respondent, and how the relationship affects
participant’s answers to questions).
With this, the researchers will compare the current research findings with other findings
and be mindful with the findings and interpretation of the current findings to assure credibility,
reflexivity, and transferability. Furthermore, the researchers will also let the participants read the
reseach report and other researchers/research advisers to assure that the research has
dependability and confirmability.
 Ethical Consideration

Given the importance of ethics in conducting research and the challenges around
conducting research, several ethical considerations will be taken into account to ensure that the
study was conducted in an appropriate manner (Gray, 2009). To comply with ethical
considerations in conducting research, all participants will be provided with written consent to be
interviewed and to participate in the research. The purpose of the research will be explained to
the participants. Furthermore, the participants will be informed that should they wish to withdraw
at any point during the interview they could do so. Permission to record the interview will also
obtained from the participants. Furthermore, the researchers will also explain to the participants
that their information would remain confidential and their names wouldn’t be disclose in the
research report.
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