BEAUTIFUL MINDS: INVESTIGATING STUDENTS MISSPELLING THROUGH THE LENS OF TEACHERS

PERSPECTIVE

A Research Final

Presented to the

Faculty and Staff

NDC Tagum Foundation Inc.

Apokon Road, Tagum City

In Partial Fulfillment

of the Requirements in ELT7 Language Education Research

Bachelor in Secondary Education

Major in English

Santarin, Regine G.

Calapa, Lyzel Jean P.

Chaviz, Mayve C.

Researchers

Ms. Sunshine M. Caigoy, MAED

College Professor

June 2024
 Chapter 1

“Correct spelling is the bridge between a writer’s intentions and a reader’s understanding.”

– Doug Larson

INTRODUCTION

Spelling has always been considered an element of the English language. Spelling

remains characterized as the knowledge and application of the conventional written

representation of words in the process of writing, and the instruction necessary to develop

this knowledge stated by the majority of educators and the general public. English spelling is

a set of alphabetic system standards relating to speech and sound that make up the English

language, and a it is not almost optimal as stated by Chomsky. Considering that knowledge

of spelling rules facilitates comprehension between writers and readers. The minor conflict

that arises in today's children due to the digital age between the words, the sheet, and the

pencil or pen is one factor contributing to the spelling's decline (Da Costa et al., 2021).

Teachers in Saudi Arabia are battling in the widespread of spelling problem. Due to

insufficient learning, students often repeat the same spelling mistakes even after graduating

from high school, college, or starting their careers. This can limit their progress and

development. This is difficult for the teacher and student to avoid their mother-tongue.

Language learners have no way forget their mother tongue as they get greater proficiency in

it. Therefore, the goal for Saudi Arabian policymakers is to figure out how to minimize the

impact of this interference from the first language. English may be introduced as early as

possible by establishing a fundamental topic in early childhood education. Learners have

difficulties when they attempt to apply their mother tongue's linguistic abilities to a second

language since the grammatical structures of the second language are distinct from those in

their first language (Rashib et al., 2019)

 In the Philippines, particularly in Zamboanga Peninsula 2020, Language teachers

believe that there are five factors have contributed to students' poor writing abilities in

English. Writing difficulties can be attributed to a variety of things, including a lack of

vocabulary in the language being written, difficulties structuring and expressing ideas, the

perception that writing is a difficult task, discouragement, and challenges with grammar,

spelling, and sentence construction. Many students struggle with spelling, grammar, and

sentence building, which contributes to their poor writing abilities in English. These variables

can be related to the student’s native language, that English considered as a second

language. Teachers acknowledged that despite their best efforts, students' writing abilities

remained under of expectations. For this reason, they believe that following to the K–12

curricula will help students improve their writing abilities (Saavedra et al., 2020)

In NDC Tagum Foundation, student misspellings are observed by the teachers of the

school. The challenges of the teachers to teach students who have difficulties in learning

grammar and spelling have modified their modules and teaching strategies all the time and

make things to create a productive atmosphere in the classroom. Addressing the students

misspelling problem will take time and make the teacher’s best effort to conduct various

research for the effectiveness of their teaching methods. Teachers have a critical role for

making the students learn how to avoid committing misspelling and making them motivated

in order to make students learn how to learn various grammar rules to make the spelling of

the students accurate.

The research team's goal is to conduct a thorough analysis of this problem relates to

the importance of investigating spelling from a communicative and practical perspective. It

makes us mindful of the challenges related to writing correctly while also emphasizing the

close relationship between writing correctly and classroom improvement in particular

circumstances. Due to this, spelling becomes highly significant in educational environments.

It's essential to encourage students to write, help them see the value of written

communication, promote a progressive approach to conventional writing, and to encourage

them.

Purpose of the Study

The purpose of this study is to use a qualitative research design, specifically a

phenomenological approach, to address the misspelling problem as a determining factor in

the teaching of English grammar at NDC Tagum Foundation, in order to describe it, interpret

it and understand its nature and factors that constitute it, as well as explain its causes and

effects to find a possible solution to this problem. This study is a Qualitative Research that

examines phenomena in the natural environment in the classroom to make sense of or

analyze the terms and the meanings that people use to describe their experience as a teacher

who encounters students with misspelling.

Research Questions

With the aim of learning more about the Lived Experience of Teachers in handling

misspellings by students, the following questions will be investigated in this study.

1. What are the lived experiences of the teachers who encountered students

misspelling?

2. What are the challenges experienced by teachers who encountered students

misspelling?

3. What are the coping mechanism they encounter in teaching student’s misspelling?

4. What are the insights of the teachers who experienced student misspellings that can

be shared to others?
Theoretical Framework

This research was based on the Sociocultural theory of Lev Vygotsky (1978), which

states that language development is deeply intertwined with social interaction and cultural

context. By employing sociocultural theory, the opinions of teachers in this framework are

central because they form the linguistic environment in which students learn to spell.

In addition, this study was also anchored in the Cognitive Load theory of John Sweller

(1988), which states that spelling errors can be caused by cognitive overload, where students

find it difficult to manage the demands of spelling rules, vocabulary, and syntax at the same

time. By exploring teachers' perspectives, research can shed light on teaching strategies that

lighten cognitive load and facilitate effective spelling acquisition.

Moreover, this research, which also comes from the Whole Language Approach

advocated by Kenneth Goodman and Frank Smith (1971), emphasizes the holistic nature of

literacy and recommends immersive and meaning-based learning. Teachers' views on this

provide valuable information about the integration of spelling instruction into broader literacy

practice.

Finally, this research also originated from Constructivist theory associated with Jean

Piaget and Lev Vygotsky (1978), which emphasizes the active role of students in building

spelling understanding through meaningful language interaction. Teachers' perspectives are

important guides and supports that support students' orthographic development within that

constructivist framework.

Scope and Limitations of the Study

 The study is limited in the search of making meaning to the lived experiences of the

participants. There were seven (7) participants who were High School English teachers

currently teaching in NDC Tagum Foundation Inc. within the Division of Davao del Norte,

accompanying with students misspelling. Thus, this study is confined to the results of the in-

depth interviews among the teachers. To gain access to the participants, an informed consent

was sent to the principals and superintendent about the purpose of this study.

Importance of the Study

The results of this study will be significant to the following:

Foremost the teachers to be able to provide crucial insights on how to modify successful

teaching practices to meet difficulties with spelling.

To the learners, this study holds the promise of fostering a supportive learning

environment where their spelling difficulties are acknowledged and addressed with empathy

and expertise.

Further, the School Administrators and DepEd Officials stand to benefit from this

research by gaining a deeper understanding of the factors influencing spelling proficiency

within their educational institutions. Armed with evidence-based Insights, administrators can

implement policies and allocate resources strategically to support teachers in their efforts to

improve students' spelling abilities.

Finally, to Future researchers, this investigation offers an initial step toward exploring

the interplay among language development, pedagogical approaches, and educational

psychology.

Definition of Terms
 The following terms are conceptually defined. Some are operationally defined for the

researchers to have a better understanding of the relevance of these terms in the present

study.

Spelling refers to the precise representation of words through written symbols,

meticulously following the established conventions and rules inherent within a particular

language. It encompasses the meticulous process of faithfully transcribing words onto paper

or screen, demanding a comprehensive understanding of orthographic patterns, phonetic

principles, and morphological structures. (Gentry, 1987).

Mother tongue refers to the language learned by an individual from birth or early

childhood, predominantly spoken in the familial or community environment, and often serving

as the primary means of communication and cultural identity" (David Crystal, 1997)

Grammar refers to the underlying rules and structures that govern language use and

production. It includes the principles governing the formation of sentences, the arrangement

of words, and the interpretation of meaning within a linguistic system.

(Noam Chomsky, 1957).

Vocabulary, refers to the extensive lexicon of words and lexical items that an

individual acquires and utilizes within a specific language framework. It represents not only

the sheer quantity of words known by a speaker but also the depth of understanding and

proficiency in their usage. This includes a wide range of lexical items, from common everyday

words to specialized terms and domain-specific jargon, reflecting the breadth and diversity of

linguistic knowledge. (Schmitt, 2010).

Chapter 2
 REVIEW OF RELATED LITERATURE

In this chapter, the researcher presented the review of related literatures, readings

studies and concepts of some researchers and concerned individuals that are similar to the

present study.

The historical background of spelling

Spelling system is fundamental to a language because it functions as a tongue fixative

and normalizer, making it a vital tool. English coherence and unity. It also makes it possible

to build a historical chronology for the linguistic development of a language. Spelling

proficiency is beneficial on both a social and personal level. Conventions remove lexical,

syntactic, and semantic difficulties to enable efficient communication; correctly spelled text

enhances reader and writer comprehension. Because all of this, being able to spell well is a

highly valued communication skill; a poor spelling ability suggests a lack of training and

cultural background (Da Costa et. al, 2021).

Spelling is the process of identifying and duplicating linguistic sounds into a series of

letters, either orally or in writing. The grammar of letter sequences that generates permissible

combinations without regard to sound is another definition of it. According to this concept,

spelling is not just a matter of matching sounds to letters in a correspondence between sound

and letter. This is not the full complexity. Letter pairings are governed by certain principles.

Because spelling involves several levels of information, it can be difficult to master (Pan,

2021).

The Speller gave education institutions this advice when introducing the subject of

spelling: Start by emphasizing how important spelling is. This advice reflected a societal

acceptance of spelling, which at the time could be defined as the ability to write words that

conform to the orthography of a given language. Spelling had been around since at least the
16th century and gained prominence with the invention of the printing press and printed

books. Give instances, if possible, where people have been discredited because of spelling

errors in letters (Pan et. Al, 2021).

Some teachers have noticed a rise in their students' casual and mistake-prone writing

styles, especially in emails. Corpus data provides some support for that tendency, showing

a decrease in writing style formality and an increase in non-standard English usage. One

possible contributing cause could be the growing prevalence of internet communication

channels, which do not mandate proper spelling or formal writing styles. Survey results

suggest that American youth are moving toward more informal writing styles, although some

institutions have recently developed "netiquette" guidelines with reminders to use proper

grammar and spelling in electronic communication, these shifts have not yet completely

replaced traditional approaches to writing (Arizona State University et. al, 2020).

A growing number of textisms—abbreviations, acronyms, pneumonic devices, and

other words that are frequently used in text messages, tweets, and informal email—have also

entered the mainstream vernacular because of the widespread use of text messaging, email,

and other social media platforms. The recent trend has some observers concerned that the

decline in spelling skills is being caused by new forms of communication. Some have gone

so far as to suggest reevaluating the significance of proper spelling in order to account for

the variety of textisms and other neologisms (Pan, 2021).

Significance of spelling knowledge development

Due to developments in spelling knowledge assessments, teachers can now more

accurately and efficiently establish the range of spelling proficiency among their pupils and

adjust their lesson plans accordingly. Spelling may be part of this evaluation. Evaluations of

the work produced by students. Words should be chosen and arranged for inspection
according to their developmental appropriateness, the kind of spelling pattern they reflect,

and how well-read they are. The focus of inquiry in the primary grades will be on finding

similarities at the alphabetic and within-syllable patterns, and subsequently at the between-

syllable and morphological levels (Da costa et. al, 2021).

From the viewpoint of education, it is now more evident how spelling and meaning

relate to one another in intermediate grades and higher expanded and improved to enable

the successful blending of spelling and vocabulary—two subjects that are often taught

separately in language arts curricula—into one unit. These revelations precede the concluded

that spelling is now a matter that encompasses more than just writing skills and paying

attention to print rules. Instead, compared to earlier times, the scope and emphasis of spelling

education now affect a wider area. Teachers need to be aware of this in order for pupils at all

levels to comprehend the significance of pattern and meaning in the spelling system (Da

Costa et. al, 2021).

In order to improve participants' phonological and morphological awareness as well as

their capacity to recognize and produce written words, the study created 22 different types of

learning activities. There were three stages to the rehabilitation sessions: integration,

application, and preparation. While the application phase allowed participants to apply rules

and create words including target graphemes or morphemes, the preparation phase linked

prior sessions and classroom activities. The goal of the integration phase was to include

newly learned material by having participants show that they could write words that they had

been taught ( Chapleau et. al, 2019).

When children are receiving literacy education for the first time, their spelling growth

is typically not regularly checked. This is partially because basic oral language, word
decoding skills, spelling, and writing abilities are closely related. Furthermore, spelling tests

are excessively complicated for beginning students since they usually contain words with a

broad variety of spelling patterns and are graded at the word level rather than the phoneme

level. In fact, students starting in the second year of literacy instruction or at the conclusion

of their first school year are the target audience for regularly used normative spelling metrics.

This indicates that spelling has a history of being overlooked in the early phases of literacy

development because it is thought to be advanced ability (Mcneill et. al, 2023).

The use of matched reading and spelling exercises may also contribute to a deeper

understanding of the connection between the development of spelling and reading. The

understanding of certain patterns by pupils in both spelling and reading settings showed

moderate-to-strong relationships. Spelling and reading in more intricate patterns were

positively correlated. However, little is known about how early on younger children are

beginning to comprehend the connection between phonemes and graphemes in both

encoding and decoding activities. Analyzing the emergence of the use of certain graphemes

in reading and spelling would be made possible by using matched decoding and spelling

tasks twice throughout the early stages of literacy learning (Mcneill et. al, 2023).

Importance of interaction in the classroom

In the process of teaching and learning English, interaction is essential. It could decide

whether or not the learning objectives for each classroom meeting can be met. Depending

on this, interaction turns into the primary way that a teacher and pupils can share thoughts,

emotions, viewpoints, impressions, and so forth. The author wants to go into detail in this

section about a variety of expert viewpoints that highlight how important it is for teachers and

students to engage in the classroom. The interactions between teachers and students, as
well as between students, are crucial to the development of foreign languages. Improved

language acquisition and language development will result from interactions between

students and teachers as well as between students themselves (Da Costa et. al, 2021).

Interaction has a particularly important function in language classes because it is both

the means and the focus of pedagogical attention in the learning process. They also say that

teachers and students build a shared body of knowledge through their interactions with one

another. In addition, they facilitate mutual knowledge of their roles and connections as well

as the standards and expectations for their participation in the classroom. Teaching

effectiveness is dependent on an important level on the interactions and conversations

teachers with students. It implies that educators ought to limit the amount of time they spend

talking in class. They should strive to strike a balance between their interactions with the

students; in other words, they should implement a student-centered approach in the

classroom. It appears that students require a conversational approach (Da Costa et. al,

2021).

Communication is the fundamental component of interaction, and it encompasses

everything. The establishment and maintenance of social relationships, discussing the status

and role of society, and formulating or carrying out collaborative interacts are the typical goals

of discussion. Students and teachers engage in conversation and interaction in a classroom

setting as they come together to support first-semester learning. Throughout the learning

process, relationships between teachers and students are formed in the classroom. The

teacher and students benefit from each other's perspectives when ideas are shared in the

classroom. Classroom interactions involve behaviors like sharing, asking and answering

questions, negotiating, and providing feedback (Azizah, 2021).

 In order to learn a language, especially English, interaction is essential since it

facilitates efficient communication. The standard of interactions during classes has a big

impact on how well students learn a language in the classroom. In order to have effective

classroom interactions, teachers must engage students in conversation, use language, and

hold their attention. Good communication requires a comfortable environment. A favorable

learning environment is produced by appropriate interactions. Teachers can inspire pupils to

express themselves through a variety of activities by using strategies for communication

(Azizah, 2021).

Student involvement is another way that classrooms can interact. It is thought that

when students engage with one another, they are more likely to learn the target language.

Due to peer engagement, student interaction can boost students' self-esteem and

independence as well as their communicative participation. The aforementioned

example highlights the significance of classroom interaction by demonstrating how it has

aided in the development of efficient methods for teacher preparation, teaching evaluation,

and research on the relationship between teaching and learning. Because class interactions

may be used to analyze and solve a wide range of problems that teachers and students may

encounter in the classroom, this further demonstrates the need of continuing to observe

classroom interactions (Azizah, 2021).

Teaching of spelling
 Spelling has long been seen as an element of the English language. For the majority

of educators, spelling still means what it used to mean: "the comprehension and use of the

standard written form of words during writing, as well as the training required to acquire this

understanding." Developing the necessary knowledge and adaptable, effective procedures

that children can use to learn how to spell new words is one of the main objectives of spelling

instruction. Although the majority of students will learn some self-help techniques, these are

frequently insufficient to fulfill all of their spelling requirements (Da Costa el. al, 2021).

Spelling is not a skill that comes easily. Similar to writing and reading, it requires formal

instruction. Teachers are able to create a profile of the skills and information that their pupils

possess based on the evaluation of children's writing and reading. In writing situations that

are modelled, shared, participatory, and directed, educators can provide examples of how to

spell words, how to utilize different spelling aids, and how to review or verify spelling. As an

instance of an accomplished writer, the teacher can be watched and heard by the students

as she applies the skills and knowledge required to solve spelling puzzles including both

common and uncommon words. Spelling takes time to master. Students who write frequently

and for a variety of audiences and purposes will gain a deeper understanding of word

mechanics, the works of other writers, and how the techniques and information they are

picking up will help them with their own writing. The effectiveness of teaching spelling

concepts and strategies to kids will decrease if they are taught separately. Additionally,

students require lots of chances to read and see (Da Costa et. al, 2021).

Reading a variety of styles, including fiction and non-fiction, in a classroom that is

abundant with environmental print and where students participate in guided, individual, and

collaborative reading sessions will enable pupils to observe, consider, and remember the

appearance of words. Additionally, they will study the various ways that letters can be
combined in the English language, book and print traditions, and notions of words, letters,

and sentences as well as the correspondence between sounds and letters. Positivity toward

spelling is another trait of proficient spellers. They try unfamiliar words, show an interest in

language, and pay attention to spelling when writing for print (Da Costa et. al, 2021).

The evaluation of pupils' spelling proficiency can take many different forms. Analyzing

student writing or dictating a writing assignment helps to create a comprehensive picture of

each student's abilities, with mistakes revealing the skills and knowledge students are using

to solve problems with new words. Having conversations with students during writing

conferences can additionally yield more specifics of the expertise and tactics being applied.

Spelling tests can be helpful in determining spelling ages and standard scores, but it's

important to go beyond the result and analyze the kinds of errors being made (Da Costa et

al, 2021).

Teachers decide how best to offer spelling teachings that are practical and meaningful.

Traditional spelling tests have been used for years. It gave pupils a week to practice a list of

words and keep them to memory in preparation for the next spelling test. Just by learning the

words for the week, students are failing to update other written works with the updated

spelling. Students have a meaningful and genuine opportunity to practice patterns that arise

in the English language by using the Words Their Way spelling program. With the help of

Words Their Way, children may learn the phonemic patterns that determine how words sound

and spell instead of just memorizing words. Words Their Way can be scaffolded to

accommodate pupils' varying phonics comprehension abilities (Finnegan, 2021).

Personal factors that affect spelling

 Spelling proficiency affects a student's academic and social performance. Slipshod

writers produce clumsy, full of mistakes writings. These kinds of compositions will show

uncertainties in meaning, vocabulary, and grammatical structure, and they will prevent

English from being coherent and unified. Students' handwriting might occasionally be

hampered by incorrect spelling. In such cases, a bad speller could remove and replace words

and sentences, producing disordered writings. On the other side, accurate spelling promotes

vocabulary expansion. It enhances understanding when reading. Proficient spellers choose

words of the highest caliber while writing reading texts. Better readers and writers as well as

more efficient communication follow from this. Spelling errors are a sign of someone's

attention to detail and dedication to delivering high-caliber work. Therefore, educators may

make an assessment of the authors and their works based on their spelling abilities (Lazarus

et. al, 2023).

Spelling problems can lead to low self-esteem. Students who struggle with word

spelling typically be needlessly silent in class, and under certain circumstances, they are

unable to communicate verbally or in writing. As a result, academic achievement across the

board in the school curriculum could be affected. The students may experience long-term

effects from this situation. For instance, students that spelling problems could find it

challenging to stay in school, get employment, and progress in their professions. Some

applicants' applications and other materials had errors in spelling, thus they were not

shortlisted due to the application materials, which companies review as part of the first

screening process. This resulted in to the individual displaying sadness, a lack of defined

objectives or ideals, and self-deprecation (Lazarus et. al, 2023).

 One of the most crucial abilities to acquire is learning how to spell words correctly since

it gives them the core knowledge, they will need for both their everyday life and their

education. The emergence of diverse educational technologies has generated discussions

regarding their potential to enhance classroom instruction. While some perceive limitless

opportunities for modern technologies to support and enhance education, others perceive

only disadvantages and argue that technology ought to be prohibited in certain learning

environments. Spelling is a very crucial skill that teachers and students should not overlook.

Despite the fact that technology provides fantastic chances for spelling practice, it is important

to remember that spelling is still relevant and useful today. Spelling correctly is still crucial

now, just as it were prior to the development of new technology (Ali et. al, 2022).

Technology, particularly internet resources, has impacted writers' writing abilities in

both positive and negative ways. The development of technology has greatly boosted written

communication. Technology-wise, the internet has aided countless writers worldwide in

developing their research and writing abilities. Technology has made writers more

imaginative in their writing. The extensive use of social networking apps has greatly

enhanced writers' writing abilities. Group projects are simple for writers to finish with the help

of technology. Collaborating in teams is crucial as it improves the caliber of authors' output.

Applications that allow writers to collaborate on projects they may need to complete are

another aspect of technology utilized for writing purposes. Although technology has

numerous benefits, there are some downsides as well. Technology on the ability to write. For

example, those authors who rely far too significantly on technology, particularly for shortcuts

and abbreviations, to finish their duties, which results in writing with colloquial language

integrated. An excessive dependence on technology diminishes the autonomy of writers (Ali

et. al, 2022).

 Students are unable to improve their spelling because they are disinterested in

mastering the fundamentals of the English language. One participant mentioned, for instance,

that pupils frequently make spelling errors because they don't regularly practice or learn

English. They have been motivated to quit writing and learning how to spell challenging words

by this. learning English necessitates frequent memory that when students find themselves

disconnected from their writing abilities and if their higher education institutions and

instructors receive compensation. Even if they are aware of the advantages, students will

stop practicing this skill if it is not given any attention.

Students' own thoughtless attitudes lead them to spell words incorrectly. The lack of

daily practice or memorization of English by students hinders their learning and frequently

results in issues like many typographical errors. The results demonstrate that insufficient

writing practice leads to a high frequency of spelling errors, and that learners' access to a

limited number of text books diminishes their opportunity to acquire spelling skills and limits

the texts they are able to create and their understanding of writing techniques. (Altamimi et.

al, 2019.)
 Chapter 3

METHODOLOGY

In this chapter, the research design, research participants, role of the researcher, data

sources, data collection procedure, data analysis, trustworthiness of the study, and ethical

consideration were presented.

Research Design

This study utilized a qualitative research design typically applying the narratological

approach which subsumes a group of approaches that in turn rely on the written or spoken

words or visual representation of individuals. Qualitative design aims to explore and

understand a certain phenomenon as a social or human experience (Creswell, 2013). Also,

Denzin and Lincoln (1994) as cited by Lee (2018), emphasized that the employment of

qualitative approach in conducting research is an attempt to discover the experiences of

participants.

This approach was appropriate in this study because of its ability to provide complex

textual descriptions in an attempt to discover the experiences of the participants who, in this

study, were High School English Teachers teaching in NDC Tagum Foundation Inc. Further,

the data in this research came from in-depth interviews which were the means in collecting

data in qualitative approach.

In connection, narratology seeks to understand the phenomenon and make meaning

from it through the story of which the participants experiences. This approach typically

focuses on making meaning on the lives of individuals as told through their own stories as

Connelly & Clandinin (1990) claimed. Additionally, one of the precepts of all qualitative

investigations lies on the perception held by the participants as protagonists of the studied

phenomenon. In narrative inquiry, the researcher takes the role of a narrator. It can therefore
be argued that qualitative research is underlined by an element closely linked to perception

(subjectivity to some) of the studied object (Díaz, 2015).

Therefore, qualitative research design is the ideal methodology of this study since it

would look into the multiple perspectives of the situation and make generalizations of what is

something like. Also, narratology is suitable in this academic endeavor considering that it only

aims to account the experiences of the participants through their own individual storylines. It

is for the measure that the experiences been experienced were thoroughly viewed or seen

on the perspectives of the researcher which therefore, gives a profound a reliable data and

a first-hand observation given that the researcher observes data privacy, ethical

considerations and the trustworthiness as implied on the study.

Research Participants

The research participants of this study were seven (7) High School English Teachers

teaching in NDC Tagum Foundation Inc. within the Division of Davao del Norte as advised

by Morse (2000). The number of participants were used as the basis of validating the results

of the study. They must have teaching experience in students misspelling regardless of age

and gender.

Moreover, the researcher used purposive sampling since there should be a set pre-

inclusion upon the selection of the participants. The names of the participants were not

revealed for ethical consideration. Aliases and codes or pseudonyms were used as

replacement of their names. Purposive sampling is an informant selection tool widely used.

The purposive sampling technique, also judgment sampling, is the deliberate choice of an

informant due to the qualities the informant possesses. It is a non-random technique that

does not need underlying theories or a set number of informants. Simply put, the researcher

decides what needs to be known and sets out to find people who can and are willing to
provide the information by virtue of knowledge and experiences. Purposive sampling is

especially exemplified through the informant technique wherein one or a few individuals are

solicited to act as guide to a culture. Key informants are observant, reflective members of the

community of interest who know much about the culture and are both able and willing to

share their knowledge (Dolores 2007).

Role of the Researcher

The researcher of this study played many roles such as interviewer, transcriber,

translator, analyst, encoder and most definitely the narrator of the narrative story-telling. As

interviewer, rapport and friendship was established with the participants through personal

empathy. It is important to gain their trust so they may open up and describe their true feelings

and thoughts, and talk freely about their experiences. The interview procedure had three

parts; first was the preliminaries where the researcher introduced herself, presented the

informed consent form, and explained its contents allowing the participants to ask questions

if there were things that they wanted to clarify before the interview proper. The participants’

convenience was also prioritized. The researcher also gave the choice if the participants still

wanted to continue the interview.

In the interview procedure, confidentiality was maintained, and the contact information

for the researcher was explained. All interviews were recorded on a portable device owned

by the researcher provided that the participants were aware of the recording. Data was

transferred from the portable device to the researcher’s personal computer and saved in

privacy.

As a transcriber and encoder, all the recorded interviews were transcribed, and

translated correctly; these were organized into statements. Lastly, as narrator and an analyst,

suitable analysis, methods and procedures that fitted for qualitative research was employed.
Based on the concepts of Corbin and Strauss (2014), it is the duty of the researcher to

interpret the meaning of hidden data because he is the primary instrument for data collection

and analysis. Therefore, the researcher took her right as to the initial interpretation of the data

before submitting it to the data analyst to further analyze, interpret and confirm the results.

Data Source

The researcher in qualitative usually gathers different forms of data through interviews

by Creswell and Poth (2007). My primary source of information or data was through an in-

depth interview with the seven (7) participants from NDC Tagum Foundation Inc. Division of

Davao del Norte.

The data for this study were taken from the participants’ experiences, which was

obtained through individual in-depth interview which is a qualitative research technique that

seeks to convey why people have thoughts and feelings that might affect the way they

behave. Hence, an in-depth interview is more suitable in this study with the intention of

uncovering in-depth details of interviewee's experience and perspective on a subject

(Showkat & Parvee, 2017).

According to Prior (2017), in-depth interviews provide an avenue for the both the

interviewee and the interviewed. During the interview, there are these emphatic moments

when the interviewee moved in and out across the interview sequences as they managed

their affective stances related to the events the interviewee described and, in turn, by

managing their emphatic alignments with each other. Thus, rapport was established to

encourage further reliable data from the participants.

Aside from writing responses of the participants, with the permission of the

participants, a voice recorder was used to make sure that the answers were not be

misinterpreted. The written and recorded responses were analyzed carefully. Written and
audio recordings contain a variety of identifiable information that may be used to identify the

participant were secured in privacy. In addition to the words that a person expresses vocally,

vocal characteristics they provide - their speech pattern, accent, vocabulary – may be

sufficient to determine their identity and their thoughts (Knight, 2018).

It is to be noted that the researcher used In-Depth Interview only without any

accompanying Focus Group Discussion (FGD). Since the nature of this study is narratological

in nature and narratological studies seek to implore hidden storylines behind each

participant’s individual lives, the researcher saw that it is more reliable to look at the depths

of an individual experience rather than a focus group discussion which might lead to

insignificant data since participants have different experiences. Therefore, IDI was used as

the primary data source.

Data Collection Procedure

In this study, the nature of the research and the underlying reasons of conducting the

study were thoroughly understood. The researcher took a step-by-step procedure in

collecting the data for this study. As a matter, the researcher followed Creswell (2002) in the

conduct of this qualitative study.

First, we secured an endorsement from the Dean of the Graduate Education of NDC

Tagum Foundation Inc. permitting us to conduct the study.

Second, a letter of permission to conduct an interview was sent to the OIC/ Principal

– High School Department and an informed consent to each participating High School English

teacher.

Third, to ensure that the research questions will be answered, grand tour along with

probing questions was formulated and validated by experts which guided the researcher in

the conduct of interviews and discussions leading to the acquisition of the essential data for
the feasibility of the study. The questions were directed to participants’ experiences, feelings

and beliefs and as to what this study was trying to unearth.

Fourth, each of the participants was directed to fill out the informed consent. The

informed consent served to both the researcher and participant as the guide or set of

expectation done during the process.

Fifth, in recording the answers of my participants, essential material and instruments

in data gathering like the interview questions, audio recorder, and notebook were prepared.

Permission of the participants on the recording of data was asked beforehand and

participants were assured that these data were stored confidentially and only the researcher

can have access to these. However, if they wish to see it, they would be given access.

Finally, for the sixth process, the data collection was administered with special

attention. The data from in-depth interview were stored in the computer with back up and

transcribed in verbatim including the paralanguage to enable the researcher to generate

interview script. The transcripts were translated and checked to ensure that the translation is

accurate.

Next, the researcher conducted a meeting with the participants to show them the

transcript so they could confirm its accuracy based from their answers during the interview

by affixing their signatures in the script. After the transcription, the themes were analyzed

from the answers given by the participants. In analyzing the theme, we sought the assistance

of my adviser to ensure that the answers of the participants were carefully analyzed.

Data Analysis

According to Creswell (2012), analyzing qualitative data requires understanding on

how to make sense of text and images so that you can form answers to your research

questions. Qualitative data analysis, unlike quantitative data analysis, is not concerned with
statistical analysis, but with analysis of codes, themes, and patterns in the data. Qualitative

research, unlike its quantitative counterpart, does not lend itself to empirical inference to a

population as a whole; rather, it allows the researcher to generalize to a theoretical

understanding of the phenomenon being studied (Simon & Goes, 2013).

The following steps were followed in the data analysis. First, we conducted coding.

Coding means that we attached labels to segments of data that depict what each segment is

about. Through coding, we raised analytic questions about the data collected. Coding distills

data, sorts them, and gives us an analytic handle for making comparisons with other

segments of data (Charmaz, 2014).

Moreover, Gibbs (2007) stated that coding is a process of identifying a theme in the

text or other data items searching and identifying concepts and finding relations between

them.

In this study, we used this method wherein data were combined to arrive for particular

themes, ideas and categories. Then similar passages of text were marked with a code label

so that they could be easily retrieved at a later stage for further comparison and analysis.

After the codes had been clustered, we labeled the clusters based on the meaning or

relationships shared among the codes. Next process was the naming of the codes involving

the utilization of the labels created for the theme and providing a comprehensive name that

described the relationship or meaning conveyed in the theme.

Meanwhile, the thematic analysis was employed. Braun and Clarke (2013) defined the

goal of a thematic analysis as identification of themes or patterns, in the data that are

important or interesting, and use these themes to address the research or say something

about an issue.
 In this part of the analysis, we listed all the relevant expressions and statements. All

the data were viewed as every statement had equal value. If some statements were irrelevant

to the inquiry and were repetitive or overlapping, these statements were not included.

Then, we employed data reduction of experiences, the common parts of the themes.

The translated data were split into meaning units so that each of the themes has only one

meaning. This step of the data reduction is described as the phenomena in “textural

language”. Then, thematic clustering to create core themes. In this step, the themes that are

invariant constituents were clustered, which were the horizons defined as the “core themes

of the experience”.

Then, constructed composite structural descriptions were incorporated to textual

description into structure so the researcher can explain how the experiences occurred. The

structures at the end of each paragraph were added in order to create structural description

so that the researcher and the readers can have pictures of the experiences and be able to

understand the experiences. After that, the researcher synthesized texture and structure into

an expression by creating narratives including textural describing “what” occurred and

structural describing “how” it occurred. By then, the researcher can create meaning units

common to all and create a composite textural and structural descriptions based on those

shared meaning units. In the composite textural and structural descriptions, the researcher

eliminated individual meaning units in order to create the essence of the phenomena.

Moreover, data analysis is the process of bringing order, structure, and interpretation

to the mass of collected data. Inductive analysis was used in order to analyze the data

gathered by the researchers (Henson & Roberts, 2006).

 To strengthen the reliability of the data, we also tapped my data analyst with my

adviser for further verification of the data. Lastly, we presented the findings and the

interpretation of the data.

Trustworthiness of the Study

Lincoln and Guba (1985) as cited by Shenton (2005) posit that trustworthiness of a

research study is important to evaluating its worth. Trustworthiness involves establishing

credibility, transferability, dependability and confirmability. In this narrative inquiry, we

addressed trustworthiness through the following.

Credibility deals with the question on how congruent are the findings with reality. It

refers to the confidence in the truth of the findings. Lincoln & Guba (1985) as cited by Shenton

(2004) argue that ensuring credibility is one of most important factors in establishing

trustworthiness. They proposed series of techniques that can be used for establishing

credibility.

To address credibility, we employed prolonged engagement with the participants in

order to gain an adequate understanding of the high school English teachers and establish a

relationship of trust between us. In addition, we also used strategies to help ensure honesty

with the participants when contributing data. In particular, each participant was approached

and given opportunities to refuse to participate in my study so as to ensure that the data

collection sessions involved only those who were genuinely willing to take part and prepared

to offer data freely. We also employed iterative questioning where we asked the participants

to iterate the experience or the researcher took the role of asking the participants to further

explain if needed so that the picture of the experience is clear.

Moreover, we employed member checking to bolster my study’s credibility. Checks

relating to the accuracy of the data took place in which the participants were asked to read
any transcripts of dialogues in which they were participating. Thus, the data, interpretations,

and conclusions were shared to the participants. This allow them to clarify what their

intentions were, correct errors, and provide additional information if necessary. This also

confirmed the truthfulness of the summary that these were all their experiences (Streubert &

Carpenter, 1995).

According to Trochim (2006) as cited by Zohrabi (2013), the participants are the only

ones who can justifiably examine the credibility of the results. Thus, consistency in the study

is observed on its dependability. This entails a launching of believable results from the

viewpoint of the participants in the study, since it is the perspective of the participants where

we can describe or understand the phenomena of interest. Patton (2015) stated that

dependability is important to trustworthiness because it establishes the research study’s

findings as consistent and repeatable.

In this study, we sought help from my data analyst in analyzing the gathered data. We

ensured that the ethical principles were observed and the prior research questions of this

study were answered parallel to the purposes of the study.

In addition, the processes in this study were reported in detail enabling a future

researcher to repeat the work. We, as the researcher, discussed the details in the data

collection and evaluated the effectiveness of the process of inquiry undertaken as in the

reporting of assessment and evaluation.

According to Crotty (1998) as cited by Cowling (2014), transferability implies

generalizability of the findings and results of the study to other settings, situations,

populations, and circumstances. Bassey (1981) proposes that, if researchers believe their

situations to be similar to that described in the study, they may relate the findings to their own

positions. This is supported by Lincoln and Guba (1985) and Firestone (1993) as cited by
Shenton (2004) who suggest that it is the responsibility of the researcher to ensure that

sufficient contextual information about the fieldwork sites is provided to enable the reader to

make such a transfer.

To ensure transferability, we made sure that the research was well discussed and in

full description so that interested readers and researchers specifically the English teachers

were given enough references should they do to transfer data.

Lastly, Lincoln & Guba (1985) as cited by Shenton (2004) posit that confirmability is

a measure of how well the inquiry’s findings are supported by the data collected in which it

has defined neutrality.

To address the issues of confirmability, we, the researcher in this study, made sure

that the findings are the product of the focus inquiry and not of the biases of the researcher.

In addition, we used audit trail which shows how the data eventually led to the formation of

recommendations as gathered and processed during the course of the study. We reviewed

raw data such as recorded videotapes, written field notes, and documents. The transcription

through printed texts were given back to the respondents for authentication and a verification

which were signed by them.

Lastly, we kept all the records regarding how the study was done so other personnel

such as the research panel and the adviser could check to see if the interpretations and

conclusions could be traced to legitimate sources. However, these data were stored in

privacy and only the researcher has access to these once the study had been checked by

the Board of Panels and once the study concluded, these data will be destroyed.

Ethical Consideration

To ensure the proper conduct of this research as well as the safety of those who were

involved in this undertaking, we conformed to the highest ethical standards imposed and
mandated by the NDC-TFI Research Ethics Committee (REC). As such, a certificate from

such committee was appended in this study. Also, we followed the framework of Belmont

Report prescribed by The National Commission for the Protection of Human Subjects of

Biomedical and Behavioral Research (1974) which includes respect for persons, beneficence

and justice. Moreover, we adhered to Republic Act No. 10173 also known as the Data

Privacy Act in order to protect the identities of my participants from harm. Furthermore, we

also applied the suggestions of Bryman and Bell (2007) to uphold the highest ethical

soundness that is highly expected from my study.

First, respect for persons pertains to the courtesy of the researcher towards

everyone who were involved in the study. As such, we uphold respect for persons through

securing ample permission and pertinent papers from the panel of experts before we

conducted my study. Also, we made sure to respect my participants by asking them whether

they truly want to participate in my study or not. Prior to the interview, the participants were

informed that these interviews were recorded and that they were given the freedom to

withdraw anytime if they wanted to. They signed an informed consent form and they were

oriented as to the process design of the study as well as their rights as research participants.

We also established courtesy and rapport with my participants. In addition, we gave them

freedom to ask questions at any time before, during, and after the interviews. More

importantly, confidentiality of the participants was upheld at all times.

Second, beneficence underscores that the study should be beneficial and not risky to

those people who were involved in this study. Hence, we minimized the risk incurred on the

part of the involved participants by employing guidance counseling strategies. Moreover,

should they feel any discomfort in answering any of the interview questions, they may also

choose to remain silent and not answer these queries. In fact, they were given the liberty to

withdraw from the study without any explanation and penalties accounted on their part. On
the other hand, confidentiality of the participants was protected at all times. As to the benefits

of this study, this humble work would helpful in terms of propagating awareness about the

lived experiences of involved individuals to all its immediate audiences and concerned

agencies.

Third, justice refers to the notion that people who will be involved in this study should

be treated justly. As such, it goes to show that they will be rewarded for the efforts and

burdens that they took for the accomplishment of this study. In my case, sensible tokens were

conferred to compensate for the efforts of the participants. Further, we also ensured that only

their relevant and accurate responses were reflected in my study.

Speaking of which, all pertinent data and their copies which may endanger the

identities of the participants from disclosure were stored securely. This can only be accessed

by none other than the researcher herself. After the allotted time, all data will be burned and

completely destroyed in order to protect the confidentiality of all the study’s participants.

We adhered to the Republic Act No. 10173, known as the Data Privacy Act of 2012,

an act that protects individual personal information in Information and Communication

Technology (ICT) systems in both government and the private sector, creating for this

purpose a national privacy commission. Section 2 of its general provisions states that it is the

policy of the State to protect the fundamental human right of privacy of communication while

ensuring free flow of information to promote innovation and growth. we recognized and

respected the State’s desire to the vital role of information and communications technology

in nation-building. Thus, we see to it that information prior to the personal lives of the

participants that are important in this study was held with utmost confidentiality and only we

can access the said data.

 Confidentiality and privacy of participants’ information were secured in this study as

we safeguard all the findings and identities of my research participants. As such, we made

sure that coding system was used to denote each participant. Also, my research participants

were not forced to indicate their names on any pertinent forms. Meaning, the participants’

identities were completely hidden. Another step that the researcher did was the firsthand

transcription of the interviews. The researcher sees to it that all the data were secured, hence,

all the data collected were only be used for the purpose of the study.

In that context, all the evidences were destroyed that can lead to the exposure of my

participants’ privacy. All electronic sources will be deleted and all written documents that can

trespass the rights of the participants will be burned. All means of confidences was kept and

only the researcher and the participants can know what transcend between them during the

process.

In this study, we also applied the ten (10) ethical suggestions of Bryman and Bell

(2007). In this study, we ensured that the participants were not (1) harmed in their

participation and (2) respect for their dignity especially through (3) confidentiality (4) personal

privacy and (5) anonymity was ensured. These were stated as an assurance in the (6)

informed consent which they read and signed as an agreement of their full voluntary

cooperation. we secured a copy and let the participant read it before conducting the study.

All their inquiries about the process, we assured it was answered in details.

Moreover, we avoided any means of (7) deception or exaggeration, (8) biases and (9)

unnecessary affiliations that can skew the reliability of this study. We gave acknowledgement

to any help from individuals and organizations that helped me arrived in the significance of

this academic endeavor. Moreover, all related studies of authors, both primary and secondary
sources, were cited in APA format throughout the duration of this inquiry. Foremost, we

ensured that the conduct of this study was done with utmost (10) honesty.

Chapter 4

RESULTS

In this chapter, we present the results of the data collected from the participants. This

study delved into the lived experiences of High School English teachers teaching at NDC

Tagum Foundation Inc.

The soonest as the researcher was permitted to conduct the study, interviews were

scheduled. It took a little longer to transcribe the recordings of these interviews considering
the length of the audios. The responses we gathered were analyzed, and categorized into

major themes which highlighted the significant thoughts contained in our study.

Perspectives of High School English Teachers in students misspelling

Data gathered under this research question were categorized, and the following

themes emerged. (1) Disappointment and Frustration with Educational Progression, (2)

Doubt and Questioning, (3) Emotional Impact on Students, and (4) Impact of Modern

Technology and Language Trends. In Table 1, presented on the next page are the themes

and the core ideas gathered on what high school English teachers’ perspectives on the

spelling mistakes committed by students.

Table 1

Major Themes and Core Ideas on High School English Teachers' Perspectives with

Student Misspellings

Major Themes Core Ideas

Disappointment and Frustration with
Educational Progression
● I feel that students should master
basic spelling skills before moving up
to higher grades.
● I’m disappointed when students
advance without spelling correctly,
questioning their promotion criteria
and preparation.
● I feel frustrated and reflect on my
teaching and the curriculum when I
 see higher-grade students
misspelling words.
● I am concerned that poor spelling
skills will affect students' future
success, and it's frustrating that this
issue wasn't addressed earlier.
● I doubt students received proper
spelling instruction in earlier years
when I see misspelled words.
● I wonder if students attended English
Doubt and Questioning classes regularly when I see frequent
spelling mistakes.
● I question if students are paying
attention during lessons when I
encounter misspelled words.
● I believe students' spelling difficulties
don't heavily impact overall academic
performance but may reflect on
learning progression.
● I notice spelling weaknesses can
Emotional Impact on Students emotionally affect students,
especially when singled out by
teachers.
● I've observed spelling mistakes can
lead to failures in assessments,
showing tangible consequences.
● I've noticed Jejemon language, which
omits vowels for faster typing, leads
to misspellings as students adapt to
Impact of Modern Technology and this simplified form.
Language Trends: ● I believe students' gadget addiction,
such as smartphones and video
game, distracts them in class,
affecting spelling and academics.

Disappointment and Frustration with Educational Progression

Teachers question the effectiveness of the educational system and the criteria for

advancing students who have not mastered essential skills, leading to frustration over the

perceived inadequacies in earlier instruction.

This concept is linked to the response of IDIo1 who shared his sentiment:

“For me as I observe in my previous school teacher’s experiences are

 quite disappointing especially if the student is in the higher level its

quite disappointing knowing the student must learn spelling in there

lower year upon entering higher year also as I experience as a teacher

I’m quite disappointed why they move up into higher year in where in fact

they cannot spell a word correctly.”

In line with this IDIo4 shared the same sentiment:

“Ma disappoint jud ko kung ang students labaw nag inig check nako sa
ilaha papers especially essay test naga commit gihapon ug mga spelling mistakes

maka pangutana jud ko sa akoa sarili ngano na promote ni siya into higher grade”.

(I feel really disappointed when, upon checking their papers, especially during essay tests,

students still make spelling mistakes. It makes me question why they were promoted to a

higher grade.)

Another participant shared her sentiment:

“Honestly ma frustrate jud ko labaw na if my students is in the higher grade peru

naga commit ghpon spelling mistakes then ma reflect nako sya akoang pagtudlo

and sa atua curriculum”. IDIo2

(In all honesty, I really get frustrated, especially if my students are in higher grades

but still make spelling mistakes, as it reflects on my teaching and our curriculum.)

For IDIo6 stated that:

“Concern jud ko personally sa poor spelling skills sa student kay for me maka affect
jud sa ilaha future success and feel frustrated at the same time because ngano wala

ni siya dayun na address na issue much earlier.”

(I am personally concerned about the poor spelling skills of students, as it can truly affect

their future success. I am frustrated at the same time, wondering why this issue wasn't

addressed much earlier.)

Doubt and Questioning

The doubts and questioning of teachers regarding students' misspellings stem from

concerns about various factors.

As what IDIo5 shared his sentiment:

"When I see a word spelled incorrectly, I often doubt why they wrote it if they don't

know the spelling. I question whether they attended English class or skipped it, or if

they simply have weak vocabulary skills."

As for other participant she also added about this matter:

“Kung maka encounter ko ug spelling mistakes sa akoa students maka question jud ko
kung naga pay attention ba sila during sa amoang lesson.” IDIo4

(When I encounter spelling mistakes in my students, I really question if they are paying

attention during our lesson.)

For IDIo2 stated that:

“Nagduhaduha ko kon nakadawat ba sila og hustong instruksiyon sa spelling sa ilang

unang mga tuig. Natingala ko kung natudloan ba sila sa mga lagda ug mga teknik sa spelling

sa epektibong paagi. Kung ang mga estudyante nakahimog mga sayop sa spelling, kini

nagsugyot nga wala sila'y lig-on nga pundasyon sa spelling gikan sa ilang unang mga tuig.”

(I doubt whether they received proper spelling instruction in their earlier years. It makes me

wonder if they were taught spelling rules and techniques effectively. If students are making

spelling mistakes, it suggests that they may not have had a strong foundation in spelling from

their earlier years.)

Emotional Impact on Students

 The emotional impact of misspellings on students can be significant and multifaceted.

Here are some thoughts of the participants regarding the issue.

For IDIo3 he shared his sentiment:

“For me as a teacher the students who is low in spelling it doesn’t affect there

performance in their academic years but it somehow reflects on how they learn

from the previous years.

As what IDIo4 shared from her experiences:

“Based on my experience misspellings doesn’t really affect them holistically but sometimes
it affects them emotionally because some teachers pointed out students who are weak

in spelling and also for me it doesn’t affect that huge.”

As for the other participant he also added about this matter:

“Of course, they might be failed for example sa mga quizzes dba naa man jud tay wrong
spelling wrong so if ma misspelled sila mali natu so naa juy possibility na mabagsak sila.”

(IDIo1)

(Of course, they might fail, for example, in quizzes, right? Because there are indeed wrong

spellings. So, if they misspell, it's wrong. So, there's a possibility that they will fail.)

Impact of Modern Technology and Language Trends:

Teachers have various thoughts about the role of technology and distractions in

student misspellings and hold diverse perspectives regarding the influence of technology and

distractions on students' misspellings.

 For the participant IDIo6 she stated:

“Because of kanang mga kuan gud kanang ginatawag na jejemon words which is ginakuhaan

ug vowels ang mga words para dali lang sila maka form ug words so mao na kasagaran

hinungdan maong dli na nila ma observe ang tama na spelling.

(Because of those what we call Jejemon words, wherein vowels are omitted from the words

to easily form them, this is often the cause why they can't observe the correct spelling anymore.)

As IDIo2 added to it:

(For me, what’s the problem here is that student’s addiction to gadgets, where they don’t
pay attention much to the discussion because they are excited on playing video games and

working in their phone.)

Coping Strategies of High School English Teachers for Student Misspellings

The results in determining the coping ways of high school English teachers are the

following: (1) Dictionary Use and Meaning Assignment, (2) Spelling Quizzes and Bees for

Feedback, (3) Emphasizing Reading Skills, (4) Direct Correction and Feedback on

Assignments, and (5) Interactive Educational Games. In Table 2, presented on the next page,

there are the themes and the core ideas gathered on how high school English teachers with

their coping ways in dealing with students misspelling.

Table 2

Major Themes Core Ideas

● I ask students to look up misspelled
words in the dictionary and write
down the correct spelling and
meaning.
● By having students write the correct
Dictionary Use and Meaning Assignment spelling and meaning of the words
they misspelled, I ensure that they
create a stronger mental association,
which aids in the retention and
 correct usage of these words in the
future.
● I use spelling quizzes or bees for
feedback, allowing students to self-
correct without feeling insulted.
Spelling Quizzes and Bees for Feedback ● Short spelling quizzes, such as those
with 1 to 10 or 1 to 5 questions,
effectively enhance students'
vocabulary.
● I directly correct misspellings in
students' assignments, offering
immediate feedback.
● I return corrected papers to students,
ensuring they grasp their mistakes
Direct Correction and Feedback on and can correct them.
Assignments ● I selectively address misspellings
during individual feedback sessions,
aiding students in learning from
errors and preventing future
repetitions.
● I integrate interactive educational
games to tackle students' spelling
mistakes, ensuring an engaging
Interactive Educational Games learning atmosphere.
● I observe English-specialized
teachers using games to address
spelling errors, enhancing learning
effectiveness and enjoyment.

Dictionary Use and Meaning Assignment

Teachers cope with misspellings by assigning Dictionary Use and Meaning tasks.

Students are guided to look up misspelled words, reinforcing proper spelling and word usage,

and are required to understand word meanings alongside correct spellings. This approach

promotes comprehensive language skills and aids retention.

This is true to IDIo3 as he gave his statement:

“In written assignment katu mga misspelled nila na mga words it might be pangayuan
 nakog meaning para if pangitaon nila sa dictionary ayy mao diay ni siya ang spelling so

that they write the meaning of that particular word as well as ma pertain sa ilang mind

na mao diay ni spelling ani na word.”

(In written assignments, when they misspell words, I ask them to provide the meaning,

so that when they search for it in the dictionary, they realize that it's the correct spelling.

This helps them understand the word's meaning and reinforces the correct spelling

in their minds.)

As IDIo1 added to it:

“One effective method I employ is to have students write the correct spelling and meaning
of the words they misspelled. This approach fosters a stronger mental association between

the spelling and the word's definition, enhancing retention and facilitating correct usage in

the future.”

Spelling Quizzes and Bees for Feedback

Engaging students in spelling quizzes and bees serves as an effective coping strategy

for addressing misspellings in the classroom. These interactive activities not only provide

valuable feedback but also create a supportive learning environment where students can

correct themselves without feeling embarrassed.

As what IDIo6 stated:

“For feedbacking we do quiz or spelling bee para dli gud insult sa ilaha at least after sa
spelling isulat mana natu ang correct spelling sa board no so sila napod mismo ang mag

correct sa ilahang self.”

(We conduct quizzes or spelling bees for feedback to avoid insulting students. After

spelling, we write the correct spelling on the board, allowing students to self-correct.)

As IDIo2 added about this matter:

 “As I experienced nagaprovide ko ug spelling na quiz short lang sya it’s either 1 to 10 or

1 to 5 para ma exercise ilahang vocabulary.”

(I provide short spelling quizzes, typically 1 to 10 or 1 to 5 questions, to exercise their vocabulary.)

Direct Correction and Feedback on Assignments

Direct correction and feedback on assignments are crucial in addressing student

misspelling. This approach provides immediate guidance, helping students recognize and

rectify errors, ultimately improving their spelling skills.

As IDIo5 shared his experience:

“As per experienced nako kung makadawat kog ilahang paperworks na malig spelling akoa

na syag gina correct then ginabalik nako sa ilaha ang paper para ma correct sila ug makahibalo

sila na mali diay ilahang spelling.”

(Based on my experience, when I receive their assignments with misspellings, I correct them and

return the papers to the students so they can correct their mistakes and learn from them .)

This is also supported by IDIo7:

“Sample kanang maghatag kog activity sa ilaha like essay so diara makita nako na panagsa

makakita ko na ang ilahang mga spelling is wrong then akoa sila icorrect peru dli nako sila

pakaulawan sa tanan like tanang papel sa mga students icheck nako after that akoa silang

tawagon isa isa then iingon nako na naa syay mga correction para ma correct niya ug para sa

next napod na instances malikayan na niya maka commit ug spelling mistakes.”

(For example, when I give them an activity like an essay, I sometimes notice their spelling

mistakes. I correct them, but I don't embarrass them in front of everyone. I check all the papers,
 call each student individually, and point out the corrections. This way, they can correct there

mistakes and avoid them in the future.)

In line with this another participant shared his experience:

(Upon checking students output especially in essay test we tend to put a correction on
the words that are misspelled and we put the correct spelling.) (IDIo1)

Interactive Educational Games

Incorporating interactive educational games is an effective way to address students'

misspellings. These games make learning fun and engaging, allowing students to improve

their spelling skills without feeling pressured or bored. Through these activities, students can

enjoy the learning process while reinforcing correct spelling in an enjoyable manner.

As what IDIo2 shared:

(As a teacher I identify if the student is low or weak in spelling, I tend to create an activity

that is fun and engaging and that is related to spelling so that the students may learn as well

as they have fun.)

Another participant shared his thought:

(Upon observing these to other teachers especially the English major teachers
they provide a game that will address their spelling mistake committed by the

students so that the students will not be bored at the same time they will learn.) IDIo7

Insights of High School English Teachers in students misspelling

 Themes emerged from this study on the insights of high school English teachers in

students misspelling are (1) Reading Skills, (2) Assessment Methods, (3) Impact of

Technology and (4) Unfamiliar Words.

In Table 3, these are presented along with the core ideas gathered.

Table 3

Major Themes and Core Ideas on the Insights of High School English Teachers in

students misspelling

Major Themes Core Ideas

● Importance of Reading Proficiency
Reading Skills ● Using Spelling Bees to Improve
Reading and Spelling Skills
● Identifying Spelling Mistakes
Assessment Methods Through Essays
● Effective Assessment Strategies
● Increased Misspellings Without
Impact of Technology Technology
● Common Misspelling Patterns:
Unfamiliar Words ● Misspelling Due to Unfamiliarity

Reading Skills

Teachers often emphasize the importance of strong foundational reading skills when

addressing students’ misspellings. They observe that students who struggle with spelling

often face challenges in reading, indicating a close connection between these language

abilities.
 As what IDIo2 shared:

“Mostly mao ni jud ni ang amoa problema kasagarn para sa akoa gyud maglisod jud ug

sabot ang bata even sa spelling if they don’t know how to read kay hantud karun bsan

in higher grade naa pajuy dli ghapon kabalo mobasa so if dli sila kabalo mobasa, sa spelling

palang daan samot na.”

(This is really our main problem because, in my experience, children have a hard

time understanding even spelling if they don’t know how to read. Up to now, even in higher

grades, there are still students who can’t read. If they can’t read, spelling is even more difficult.)

Another participant shared his thought:

“Basa ug spelling bee mao jud na siya tudluan nmog basa labaw nag nay word na mag double L

kay maglisod sila ana tapos magsunod ang I ug e pero kung kabalo sila ana mobasa unya

kabalo sila motan aw na ayy kani diay pagbasa bsta mag double l ing ani diay ni sya pagbasa

so, sa spelling madala pod na nila kay sa spelling bee baya imoha rabaya nang iingon ang word

so pagkadungog niya na ing ana diay mao ni sya kay double l na siya kay mao na iyaha

pagka pronounce so mao na siya ang pwedi natu buhaton para ma overcome natu ang

ilahang misspelled words.” IDIo5

(Reading and spelling bees are really useful in teaching reading, especially with words that

have double ‘l’ because students struggle with them. When they see a word, they’ll know how

to pronounce it correctly if they know how to read it properly. Spelling bees help reinforce

this because students hear the word and recognize it has a double ‘l’, aiding them in

overcoming misspelled words.)

Assessment Methods

Teachers recognize the significance of assessment methods in identifying and

addressing students’ misspellings. They often rely on various evaluation techniques, such as

quizzes and essay tests, to gauge students’ spelling proficiency.

This was given point by IDIo4:

 “By checking their papers of course no ma identifies man jud na natu labi nag mga

essay as what I’ve said makita jud dayun natu ang mga spelling mistakes kay

kung objective na mga quizzes mahinumdoman jud nila kay gi studyhan mana nila

pero if moingon tag subjective katung mga essays mkit an jud natu ang ilahang kalidad

on how they wrote the words.”

(By checking their papers, especially essays, we can easily identify spelling

mistakes. While objective quizzes may show memorization, essays reveal the

students’ true spelling abilities and the quality of their writing.)

Another participant shared his sentiment:

“For me the effective way in identifying the students misspelling is the teachers may

let the students have an essay test or spelling bee where they can write a word

and after that one they will correct the students at their spelling written is incorrect

or correct so I think that’s the best strategy so far for us teachers in terms of

identifying students misspelling.” IDIo1

Impact of Technology

Teachers acknowledge the impact of technology on students’ spelling abilities,

recognizing that the prevalence of digital devices has influenced spelling accuracy. They

observe that students may rely heavily on spell-check features or predictive text functions

when typing on smartphones or computers, leading to a decreased emphasis on learning

correct spelling independently.

This was given point by one of the participants:

“Mostly when they had this essay kay sa una dba wala mn jud celfon sa una no

so, kung assignment jud wala juy mistake sa spelling pero if on the spot na without

celfon nowadays dghan jud syag makit an na misspellings.” IDIo3

(Mostly, when they had essays back then, there weren’t any cell phones, so if

it was an assignment, there wouldn’t be many spelling mistakes. But nowadays,

without cell phones, there are often many misspellings, especially when writing on the spot.)
 As IDIo7 added to it:

“Common patterns of trends observe in students’ misspellings is kana jung mga vowels

mostly kana makalimtan nila labi nag magsunod ang letters I ug e, o ug ing ana kasagaran.”

(The common pattern observed in students’ misspellings is that they often forget the

vowels, especially the letters I and e, as well as o and u. That’s typically what happens.)

Unfamiliar Words

Teachers often notice that students struggle with misspelling unfamiliar words,

especially when they don’t understand the meaning of the word. This lack of familiarity can

lead to errors in spelling as students attempt to guess the correct spelling based on phonetics

or their limited understanding.

This was given point by IDIo5:

“Para sa akoa, base sa akong naobserbahan ang students maka commit ug spelling mistakes

it’s because dli familiar sa ilaha ang words or wala sila nahibalo sa meaning sa words.”

(For me, based on what I’ve observed, students make spelling mistakes because they are

not familiar with the words or they don’t know the meaning of the words.)
 Chapter 5

DISCUSSION

The discussions and conclusion drawn from the results of the study are presented

along with the implication for poor spelling skills and recommendations for further research.
 The purpose of this study was to explore and understand the lived experiences of

high school English teachers accompanying with students misspelling. To gather substantial

data, in-depth interview was used using the validated questions given by the validators. All

the questions formulated have been answered by the participants who expressed significant

data for analysis.

Perspectives of High School English Teachers in students misspelling

High School English Teachers perspectives in students misspelling labelled under the

themes: (1) Disappointment and Frustration with Educational Progression; (2) Doubt and

Questioning; (3) Emotional Impact on Students; and, (4) Impact of Modern Technology

Disappointment and Frustration with Educational Progression

The issue of students advancing to higher grades without mastering basic spelling

skills is a significant concern in the educational system. Spelling is a fundamental part of

literacy, essential for reading, writing, and overall communication. When students lack

proficiency in spelling, it indicates a gap in their foundational education. This gap can hinder

their academic performance in various subjects, as well as their ability to communicate

effectively. Ensuring that students have a strong grasp of spelling before progressing is

crucial for setting the stage for their future educational success.

In this study, many educators are disappointed when they observe students

advancing to higher grades without having mastered correct spelling. This situation raises

questions about the criteria used for student promotion and the overall preparedness of these

students for more advanced work. It seems as though the promotion process is more focused
on moving students along than ensuring they have the necessary skills. This not only

undermines the value of education but also sends a message that effort and mastery are not

as important as simply progressing through the system. Such an approach can have

detrimental effects on students' attitudes toward learning and their self-confidence.

Frustration is a common reaction among educators who see higher-grade students

misspelling words. This frustration often leads to a reflection on teaching methods and the

effectiveness of the curriculum. When students advance without mastering basic skills, it

prompts educators to question whether they are using the most effective teaching strategies

and if the curriculum is adequately designed to support all students in acquiring essential

skills. Ensuring that students receive comprehensive instruction in spelling from an early age

is crucial for their overall academic development.

The long-term implications of poor spelling skills are concerning, as they can affect

students' future success both academically and professionally. Spelling errors can lead to

misunderstandings and miscommunications, impacting students' performance in various

subjects and their ability to express themselves clearly. In the professional world, poor

spelling can undermine credibility and limit career opportunities. Addressing spelling

deficiencies early in a student's educational journey is essential to prevent these negative

outcomes and to ensure that students are equipped with the skills they need to succeed in

all areas of life.

In line with this, the disappointment and frustration associated with students'

progression without mastering spelling skills highlight significant flaws in the educational

system. The promotion criteria should emphasize skill mastery rather than mere

advancement. Educators must continuously assess and adapt their teaching methods to

meet students' needs, and curricula should prioritize foundational skills like spelling. By
addressing these issues, the educational system can better support students' long-term

success and ensure they are well-prepared for the challenges they will face in higher

education and their future careers. This alignment will not only enhance individual student

outcomes but also ensure that educational standards are maintained and that students are

genuinely prepared for the demands of the modern world (Moats, 2020; Ravitch, 2016; Fisher

et al., 2020).

Doubt and Questioning

Doubt and questioning often arise among teachers when confronted with students'

misspelled words, prompting a reflection on various aspects of their educational journey.

Firstly, educators may doubt whether students received adequate spelling instruction in

earlier years, particularly when consistent errors surface. This doubt underscores the

importance of evaluating and refining the curriculum to ensure that foundational spelling

concepts are effectively taught from the outset.

In this study, an examination of students' misspelled words prompts questions

regarding their level of attention and engagement during lessons. Educators may question

whether students are actively participating in spelling instruction and absorbing the material

presented. This doubt underscores the importance of creating engaging and interactive

learning environments that capture students' interest and encourage active participation in

spelling lessons.

Moreover, educators wonder about the consistency of students' attendance in English

classes when frequent spelling mistakes occur. This inquiry highlights the correlation

between regular class attendance and spelling proficiency, prompting educators to consider

attendance patterns as a potential factor in students' spelling abilities.

 Additionally, doubts may surface regarding students' retention and application of

spelling rules, prompting educators to assess the effectiveness of instructional methods in

reinforcing these concepts. Addressing these doubts requires targeted interventions and

additional support to students who struggle with spelling, fostering a supportive learning

environment that promotes spelling proficiency and overall academic success.

In line with this, the doubt and questioning surrounding students' misspelling

behaviors highlight the complexity of spelling instruction and the multifaceted nature of

student learning. It is imperative for educators to address these doubts by implementing

targeted interventions and providing additional support to students who struggle with spelling.

By identifying and addressing underlying factors contributing to misspelled words, teachers

can foster a supportive learning environment that promotes spelling proficiency and overall

academic success. This alignment emphasizes the importance of ongoing assessment and

adaptation in educational practices to meet the diverse needs of learners and ensure their

continual growth and development (Moats, 2020; Fisher et al., 2020).

Emotional Impact on Students

Understanding the emotional impact of spelling difficulties on students is crucial for

creating a supportive learning environment. While some may believe that students' struggles

with spelling do not heavily influence overall academic performance, it's essential to

recognize the nuanced ways in which these difficulties can affect learning progression.

Spelling weaknesses can serve as indicators of broader challenges in language acquisition

and literacy skills, potentially impacting students' ability to comprehend written material and

express themselves effectively (Berninger et al., 2010).

 In this study, the observation of spelling weaknesses reveals a notable emotional

impact on students, particularly when they are singled out for errors. Being corrected publicly

by teachers or peers can be embarrassing and demoralizing for students, leading to feelings

of inadequacy and frustration (Berninger et al., 2012). These emotional reactions may hinder

students' willingness to participate in class activities and engage with learning opportunities,

ultimately impeding their academic growth and self-esteem.

Furthermore, spelling mistakes can have tangible consequences, such as failures in

assessments, which further exacerbate students' emotional distress. The fear of academic

failure and the pressure to perform well can intensify feelings of anxiety and apprehension,

creating additional barriers to learning (Graham & Harris, 2008). As a result, students may

become disheartened and disengaged from their studies, perpetuating a cycle of academic

underachievement and negative emotional experiences.

In line with these observations, it is imperative for educators to address the emotional

impact of spelling difficulties on students proactively. By fostering a supportive and inclusive

learning environment, teachers can empower students to overcome challenges, build

resilience, and develop a positive attitude towards learning (McLeskey et al., 2006).

Additionally, providing targeted support and interventions to address spelling weaknesses

can help alleviate students' emotional distress and facilitate their academic success.

Recognizing and validating students' emotional experiences is essential for promoting

their overall well-being and academic achievement. By acknowledging the emotional impact

of spelling difficulties and implementing strategies to support students effectively, educators

can create a nurturing learning environment where all students feel valued, supported, and

capable of reaching their full potential (Sideridis et al., 2006).

Impact of Modern Technology and Language Trends

The impact of modern technology and evolving language trends on students' spelling

abilities and academic performance is a topic of growing concern among educators. One

noticeable trend is the emergence of the Jejemon language, characterized by the omission

of vowels for faster typing. While this simplified form of communication may enhance speed

and efficiency in digital communication, it also leads to misspellings as students adapt to this

unconventional writing style. The prevalence of Jejemon language usage among students

underscores the need for educators to address the balance between embracing technology-

driven communication methods and maintaining proficiency in traditional spelling and

grammar rules.

In this study, an exploration of students' spelling abilities within the context of modern

technology reveals a notable correlation between gadget addiction and spelling proficiency.

Students' increasing reliance on gadgets, such as smartphones and video games, has been

observed to have a detrimental effect on their attention span and focus in the classroom. The

allure of constant connectivity and instant gratification offered by these devices often leads

to distractions during lessons, impacting students' ability to concentrate on spelling tasks and

academic content. As students become more engrossed in their digital devices, they may

neglect opportunities for meaningful engagement with language learning activities, hindering

their spelling skills development and overall academic achievement.

Furthermore, excessive gadget addiction not only affects spelling proficiency but also

exacerbates issues related to language acquisition and communication skills. The

overreliance on digital communication platforms, such as text messaging and social media,

may foster a dependence on autocorrect features and shorthand language, further eroding
students' spelling proficiency and language comprehension abilities. As a result, educators

must navigate the complex interplay between modern technology use and language trends

to promote effective communication and spelling skills development among students.

Addressing the impact of modern technology and language trends on spelling

proficiency requires a multifaceted approach that combines awareness-raising, digital literacy

education, and targeted interventions. Educators can incorporate lessons on digital etiquette

and language conventions into the curriculum to help students navigate the complexities of

online communication while reinforcing spelling rules and grammatical principles.

Additionally, promoting mindful technology use and providing alternative learning

experiences that encourage active participation and critical thinking can help mitigate the

negative effects of gadget addiction on spelling and academic performance.

Ultimately, fostering a balanced approach to technology integration in education is

essential for equipping students with the necessary skills to thrive in a digital world while

maintaining proficiency in essential literacy skills like spelling. By addressing the impact of

modern technology and language trends on spelling proficiency, educators can empower

students to become effective communicators and lifelong learners in an increasingly

interconnected society.

Coping Strategies of High School English Teachers for Students Misspellings

The results in determining the coping mechanisms of high school English teachers

accompanying students misspelling are explained under the following themes: (1) Dictionary

Use and Meaning Assignment; (2) Spelling Quizzes and Bees for Feedback; (3) Direct

Correction Feedback on Assignments and (4) Interactive Educational Games.

Dictionary Use and Meaning Assignment

 Educators have implemented a structured approach to address students' misspellings

by incorporating dictionary-based assignments into their teaching methodology. The

assignment involves students looking up misspelled words independently in a dictionary and

subsequently writing down the correct spelling and meaning (Smith, 2020). By integrating this

practice into their curriculum, teachers aim to cultivate a proactive approach to spelling

correction and vocabulary development among students.

In this study, the rationale behind utilizing dictionary-based assignments lies in the

belief that actively engaging students in the process of identifying and correcting their own

spelling errors promotes deeper learning and retention. By requiring students to write down

the correct spelling and meaning of words they have misspelled, educators aim to facilitate a

stronger mental association between the word and its correct form. This active involvement

in the correction process not only reinforces correct spelling but also enhances students'

understanding and usage of vocabulary.

Furthermore, the implementation of dictionary-based assignments aligns with the

principles of self-directed learning and autonomy in education. By encouraging students to

take responsibility for identifying and rectifying their spelling errors, teachers empower them

to become more independent learners. This approach fosters a sense of ownership over

one's learning process and encourages students to actively seek out solutions to academic

challenges, ultimately promoting self-efficacy and confidence in their language skills.

In line with this, the utilization of dictionary-based assignments underscores the

importance of metacognition and reflective practice in education. By engaging in the process

of looking up misspelled words and correcting them, students are encouraged to reflect on

their own learning and identify areas for improvement. This reflective practice enhances
students' awareness of their spelling strengths and weaknesses, enabling them to develop

effective strategies for self-improvement and continuous learning.

The incorporation of dictionary-based assignments into the curriculum represents a

proactive approach to addressing students' misspellings and promoting vocabulary

development. By actively engaging students in the process of identifying and correcting their

own spelling errors, educators foster a deeper understanding and retention of vocabulary

while promoting autonomy and self-directed learning. Through this approach, students are

equipped with valuable skills and strategies that empower them to become confident and

proficient spellers, contributing to their overall academic success.

Spelling Quizzes and Bees for Feedback

Educators have implemented a strategy involving spelling quizzes or bees to provide

feedback to students on their spelling abilities. By incorporating these assessments into their

teaching methodology, teachers aim to offer constructive feedback in a supportive and non-

threatening manner. Spelling quizzes or bees allow students to self-correct their mistakes

without feeling insulted, fostering a positive learning environment where students feel

encouraged to take ownership of their learning and improve their spelling skills.

In this study, the effectiveness of short spelling quizzes, typically comprising 1 to 10

or 1 to 5 questions, in enhancing students' vocabulary has been explored. These quizzes

serve as quick assessments of students' spelling proficiency and provide valuable feedback

on areas that require improvement. The brevity of these quizzes makes them manageable

for both students and teachers while still offering meaningful insights into students' spelling

abilities. Additionally, the regular administration of short spelling quizzes helps reinforce

vocabulary retention and allows students to track their progress over time.
 Furthermore, spelling quizzes and bees offer students opportunities for active

engagement and participation in the learning process. By actively participating in spelling

assessments, students become more invested in their own learning and develop a sense of

responsibility for their spelling skills improvement. Moreover, the competitive nature of

spelling bees can motivate students to strive for excellence and take pride in their

achievements, further enhancing their motivation and engagement with spelling tasks.

In line with this, the utilization of spelling quizzes and bees for feedback aligns with

the principles of formative assessment and differentiated instruction. These assessments

allow teachers to identify students' individual strengths and weaknesses in spelling and tailor

instruction accordingly. By providing timely and targeted feedback, teachers can guide

students towards areas for improvement and offer additional support as needed, ultimately

fostering greater spelling proficiency and academic success.

The incorporation of spelling quizzes and bees into the curriculum represents a

proactive approach to providing feedback and enhancing students' spelling skills. By offering

opportunities for self-correction and active engagement, these assessments contribute to a

positive learning environment where students feel supported and motivated to improve.

Through regular practice and targeted feedback, students can develop strong spelling skills

and expand their vocabulary, ultimately leading to greater academic achievement.

Direct Correction and Feedback on Assignments

Teachers have employed a direct correction and feedback approach to address

misspellings in students' assignments. This method involves directly correcting spelling errors

within students' written work and providing immediate feedback on areas that require

improvement.
 In this study, corrected papers are returned to students to ensure they fully

comprehend their mistakes and can make necessary corrections. By returning corrected

assignments, teachers facilitate a feedback loop wherein students have the opportunity to

review their errors and understand the correct spelling of words. This process encourages

active engagement with feedback and empowers students to take ownership of their learning

by actively participating in the correction process.

Furthermore, educators selectively address misspellings during individual feedback

sessions, providing personalized support to aid students in learning from their errors and

preventing future repetitions. By focusing on specific spelling issues during one-on-one

feedback sessions, teachers can offer targeted assistance and strategies tailored to each

student's needs. This individualized approach helps students develop a deeper

understanding of spelling rules and conventions while also promoting metacognitive skills

and self-directed learning.

In line with this, the utilization of direct correction and feedback on assignments aligns

with the principles of formative assessment and differentiated instruction. By providing

personalized feedback and support, teachers can help students identify areas for

improvement and develop effective strategies for spelling mastery. This approach not only

promotes spelling proficiency but also fosters a growth mindset wherein students view

mistakes as opportunities for learning and growth.

The incorporation of direct correction and feedback into the assessment process

represents a proactive approach to addressing misspellings and promoting spelling

proficiency among students.

Interactive Educational Game

 Educators have explored the integration of interactive educational games as a

strategy to address students' spelling mistakes. Interactive educational games offer a hands-

on approach to learning, allowing students to practice spelling in a fun and interactive

manner. This gamified approach not only captures students' interest but also motivates them

to actively engage with spelling tasks, leading to improved learning outcomes.

In this study, English-specialized teachers have been observed using games to

effectively address spelling errors among students. These teachers recognize the potential

of games to enhance learning effectiveness and enjoyment in the classroom. By leveraging

interactive educational games, teachers provide students with opportunities for meaningful

practice and reinforcement of spelling skills in a stimulating and enjoyable environment.

Games offer a platform for students to apply spelling rules and conventions in context,

fostering deeper understanding and retention of spelling concepts.

Furthermore, the use of interactive educational games aligns with principles of

experiential learning and active engagement. By immersing students in hands-on spelling

activities, teachers encourage them to take an active role in their learning process. Interactive

games provide immediate feedback, allowing students to learn from their mistakes and make

corrections in real-time. This active engagement promotes deeper learning and helps

students develop a strong foundation in spelling proficiency.

In line with this, the integration of interactive educational games into the curriculum

represents a proactive approach to addressing students' spelling mistakes and promoting

spelling proficiency. By offering a variety of game-based activities, teachers cater to diverse

learning styles and preferences, ensuring that all students have opportunities for meaningful

practice and reinforcement. Moreover, the gamified approach to spelling instruction fosters a
positive attitude towards learning and encourages students to take ownership of their spelling

skills development.

The incorporation of interactive educational games into spelling instruction offers a

promising avenue for addressing students' spelling mistakes and enhancing spelling

proficiency. By leveraging the engaging and interactive nature of games, educators can

create a dynamic learning environment where students are motivated to actively participate

in spelling practice. Through game-based activities, students develop essential spelling skills

while also enjoying the learning process, ultimately leading to improved learning outcomes.

Insights of High School English Teachers in students misspelling

After discussing the different perspectives and the coping ways of English Teachers

on the phenomenon, participants were also asked on their insights they are willing to share.

Themes emerged from this study on the insights of High School English teacher in student

misspellings are (1) Reading Skills; (2) Assessment Methods; (3) Impact of Technology and

(4) Unfamiliar Words.

Reading Skills

The importance of reading proficiency is highlighted as a foundational skill that

underpins academic success across various subjects. Proficient readers are better equipped

to comprehend complex texts, engage critically with content, and effectively communicate

their ideas. Therefore, developing strong reading skills is essential for students' overall

cognitive development and academic achievement.

 In this study, participants have explored the use of spelling bees as a strategy to

improve both reading and spelling skills among students. Spelling bees offer a dynamic and

interactive platform for students to engage with language in context, enhancing their

phonemic awareness, vocabulary, and spelling proficiency. By participating in spelling bees,

students are exposed to a wide range of words and learn to recognize and pronounce them

accurately, thereby reinforcing their reading skills. Additionally, the competitive nature of

spelling bees motivates students to actively engage with spelling practice and strive for

excellence, further enhancing their reading and spelling abilities.

Furthermore, the integration of spelling bees into literacy instruction aligns with

research-based approaches to reading instruction, such as phonics-based instruction and

vocabulary development. Spelling bees provide opportunities for students to apply phonics

rules and decode unfamiliar words, strengthening their decoding skills and improving their

ability to read fluently. Moreover, the exposure to diverse vocabulary during spelling bees

expands students' word knowledge and enhances their reading comprehension abilities.

In line with this, educators must recognize the interconnected nature of reading and

spelling skills and adopt holistic approaches to literacy instruction. By integrating spelling

bees and other interactive activities into reading instruction, teachers can create engaging

learning experiences that cater to diverse learning needs and promote meaningful skill

development. Through purposeful practice and targeted instruction, students can develop the

reading proficiency and spelling skills necessary for academic success and lifelong learning.

Assessment Methods

Identifying spelling mistakes through essays is a common method used by educators

to assess students' spelling proficiency. In this approach, teachers review students' written

assignments, such as essays, reports, or creative writing pieces, to identify spelling errors
and evaluate students' spelling accuracy. By incorporating spelling assessment into broader

writing assessments, educators can gain insight into students' spelling skills within the context

of authentic writing tasks. This method allows teachers to assess spelling proficiency in real-

world situations, providing students with opportunities to apply spelling rules and conventions

in meaningful contexts.

In this study, participants have explored the effectiveness of various assessment

strategies in evaluating students' spelling proficiency. Effective assessment strategies

include both formative and summative assessments, such as spelling quizzes, dictation

exercises, and spelling bees. Formative assessments, such as spelling quizzes and dictation

exercises, allow teachers to monitor students' spelling progress over time and provide timely

feedback to address areas of weakness. Summative assessments, such as spelling bees,

provide opportunities for students to demonstrate their mastery of spelling skills in a

competitive and engaging format.

Furthermore, educators must consider the importance of using multiple assessment

methods to gain a comprehensive understanding of students' spelling proficiency. By

employing a variety of assessment strategies, teachers can capture different aspects of

spelling skills, including accuracy, fluency, and application. Additionally, incorporating both

formal and informal assessment methods allows educators to assess spelling proficiency in

different contexts and tailor instruction to meet individual student needs. By using a balanced

approach to assessment, educators can ensure that students receive targeted support to

improve their spelling skills effectively.

In line with this, Livingston (2019) emphasized the importance of employing a range

of assessment methods to evaluate students' spelling proficiency accurately. Livingston

highlighted the need for educators to use both traditional and innovative assessment
strategies to assess spelling skills in diverse learning environments. By combining methods

such as written assessments, oral assessments, and technology-based assessments,

educators can gather comprehensive data on students' spelling abilities and inform

instructional decision-making. Through thoughtful assessment practices, educators can

promote continuous improvement in students' spelling skills and support their academic

success.

Impact of Technology

The impact of technology on spelling proficiency is examined, particularly concerning

the increased prevalence of misspellings in written communication. With the advent of

technology and the widespread use of devices such as smartphones and computers,

students are increasingly relying on autocorrect features and predictive text algorithms,

leading to a decline in spelling accuracy. The convenience of these technological tools often

results in students neglecting to practice spelling independently, relying instead on digital

aids to correct their mistakes. As a consequence, misspellings have become more common

in both informal and formal written contexts, highlighting the need to address this issue in

educational settings.

In this study, teachers have identified common misspelling patterns that emerge in

students' writing, particularly in the context of technological reliance. One prevalent pattern

involves phonetic misspellings, where students spell words based on their sound rather than

their correct spelling. This pattern often arises due to a lack of familiarity with spelling

conventions and inadequate practice in phonics-based instruction. Additionally, students may

exhibit misspellings related to homophones or commonly confused words, further highlighting

the importance of explicit instruction in spelling rules and word meanings.

 Furthermore, the integration of technology into spelling instruction offers both

opportunities and challenges for educators. While technological tools can provide valuable

support for spelling practice and reinforcement, they also pose risks in terms of overreliance

and dependency. Educators must strike a balance between leveraging technology to

enhance spelling instruction and ensuring that students develop foundational spelling skills

independently. By incorporating a variety of instructional approaches, including traditional

spelling exercises and technology-assisted activities, teachers can address the diverse

learning needs of students and promote holistic skill development.

In line with this, educators must take a proactive approach to address the impact of

technology on spelling proficiency and provide targeted support to help students overcome

common misspelling patterns. By implementing evidence-based instructional strategies and

leveraging technology as a supplementary tool, teachers can empower students to become

proficient spellers in both digital and traditional contexts. Through collaborative efforts

between educators, parents, and technology developers, effective solutions can be

developed to mitigate the negative effects of technology on spelling proficiency and ensure

tIn this study, the phenomenon of misspelling due to unfamiliarity with words is investigated,

shedding light on the challenges students face when encountering unfamiliar vocabulary.

Misspellings often occur when students encounter words they are unfamiliar with or have not

encountered frequently in their reading or spoken language. Without prior exposure to these

words, students may struggle to accurately spell them, leading to errors in their written

communication. Understanding the factors contributing to misspellings due to unfamiliarity is

crucial for educators to design targeted interventions and support students in expanding their

vocabulary and spelling proficiency.

Unfamiliar Words
 Participant have found that misspellings due to unfamiliarity with words can be

attributed to various factors, including limited exposure to diverse vocabulary, lack of context

clues, and insufficient vocabulary instruction. Students may encounter unfamiliar words in

academic texts, literature, or specialized content areas, leading to challenges in spelling

these words correctly.

Additionally, the absence of context clues or visual representations of words may

further hinder students' ability to spell unfamiliar words accurately, highlighting the

importance of providing rich and varied language experiences to support vocabulary

development.

Furthermore, educators play a crucial role in addressing misspellings due to

unfamiliarity by implementing targeted vocabulary instruction and providing opportunities for

meaningful encounters with unfamiliar words. By incorporating explicit vocabulary instruction

into the curriculum and exposing students to a wide range of words through reading,

discussion, and word study activities, teachers can help students expand their vocabulary

and develop strategies for spelling unfamiliar words accurately. Additionally, leveraging

contextual clues, word roots, and etymology can assist students in deciphering the spelling

of unfamiliar words and making informed spelling choices.

In line with this, educators must adopt a proactive approach to address misspellings

due to unfamiliarity and provide scaffolded support to help students overcome these

challenges. By fostering a language-rich environment and integrating vocabulary instruction

across content areas, teachers can empower students to develop strong spelling skills and

effectively communicate their ideas in writing. Through collaborative efforts between

educators and students, targeted interventions can be implemented to support vocabulary

acquisition and spelling proficiency, ensuring that all students have the tools and strategies

they need to succeed.

Implication for poor spelling skills

Poor spelling skills can have significant implications for students' academic

performance and future success. Firstly, students with poor spelling skills may struggle to

effectively communicate their ideas in written form. Spelling errors can impede the clarity and

coherence of written work, leading to misunderstandings and misinterpretations of the

intended message. This can undermine students' confidence in their writing abilities and

hinder their overall academic achievement.

Moreover, poor spelling skills can negatively impact students' self-esteem and

confidence. Constantly making spelling mistakes in front of peers and teachers can be

embarrassing and demoralizing for students, leading to feelings of frustration and

inadequacy. As a result, students may become disengaged from learning and develop

negative attitudes towards academic tasks that require writing.

Additionally, poor spelling skills can limit students' opportunities for higher education

and employment. In today's competitive job market, strong written communication skills are

highly valued by employers. Students with poor spelling skills may struggle to convey

professionalism and competence in their written correspondence, CVs, and job applications,

reducing their chances of securing employment opportunities. Similarly, in academic settings,

poor spelling skills may impact students' ability to perform well on standardized tests, essays,

and assignments, potentially limiting their access to higher education and career pathways.

Furthermore, poor spelling skills can perpetuate a cycle of educational disadvantage

and inequality. Students who struggle with spelling may receive less recognition for their

academic achievements and may be disproportionately penalized for spelling errors

compared to their peers. This can exacerbate existing disparities in educational outcomes

and perpetuate a cycle of underachievement among students from marginalized

backgrounds. Therefore, addressing poor spelling skills is essential for promoting equitable

access to educational opportunities and supporting all students in reaching their full potential.

Implications for Further Research

This research sought to explore on the lived experiences of high school English

teachers who are teaching in NDC Tagum Foundation Inc. The qualitative investigation is

limited only to the experiences of the seven (7) selected participants. To gather more reliable

data, it is, therefore, recommended that further research be conducted through increasing

the number of the participants and the scope of the location where the study should be

conducted. Data would suggest a stronger claim if the selection of the participants will be

done a pre-inclusion criterion however, after that, a random sampling will be done to finalize

who are the participants of the study. Say, 30 participants are selected and qualified with the

criteria set. However, only 14 participants will be selected randomly to represent the study.

This is to ensure that there will be no possible biases as to the selection of the participants

which will later on skewed the reliability of the results.

Furthermore, a triangulation composed with the observation, In-depth Interview and

Focus-Group Discussion is highly recommended so as to see how the results cross-checked

each other. This is to see if the phenomenon at hand really bear a great deal of importance

and, therefore, worthy of attention.

Lastly, it is recommended, as to the lens of the study is limited to English teachers

only, that there will a further study that would look from the standpoint of a high school learner

who is under the class of an English Teacher.

Concluding Remarks
 Given that teaching involves a wide range of additional responsibilities, it is a very

complicated career. The seven (7) participants in this study are the only ones whose findings

are listed. While many of the difficulties faced by teachers in the classroom are listed, there

are still many more that are not. Teachers have a huge and important impact on the lives of

their students.

We chose to examine the viewpoints of high school English teachers regarding

student misspelling because it aligns with the studies mentioned. Our chosen perspective

delved into the firsthand experiences of the participants, shedding light on their difficulties

and unique challenges while working in the profession.

Because the purpose of this study was to unearth the untold stories of the participants,

we therefore constructed an In-depth interview script which was validated by the panel of

experts. The purpose of IDI is to thoroughly look on the depths of each individual’s lives and

find explanations that would also answer the questions of this research.

Outlined in Chapter 3 were the necessary steps we had followed during the whole

course of this inquiry. Adhering to the Privacy Act of 2012, we had quite made it clear to the

participants all the expectations, the limitations and the delimitations along with their rights

as participants of this study. With the help of so many people, we arrived at this conclusion.

We never felt so much indebted to such fellows who helped me gathered, analyzed and

interpreted the findings of this research which support the relevance of this study.

Teachers serve as navigators, guiding students through the intricate landscape of

language proficiency. They act as facilitators, providing the necessary tools and resources to

help students navigate spelling challenges effectively. Through targeted instruction and

structured practice activities, teachers equip students with the foundational knowledge and

skills needed to become proficient spellers.

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