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All Journal International Journal of Social Service and Research
Viquelyn A. Engbino
Department of Education, Schools Division of Toledo City
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Collaborative-Constructivism Approach Reading Remediation Osias Kit T. Kilag; Ma. Teresa B. Aniel; Viquelyn A. Engbino; Ana Lorraine B. Bubuli; Maridel D. Macapobre; Joana Marie L. Fajardo
International Journal of Social Service and Research (IJSSR) Vol. 3 No. 2 (2023): International Journal of Social Service and Research (IJSSR)
Publisher : CV. Ridwan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v3i2.261

Abstract

The study focused on the students' reading challenges, the techniques, methods, and strategies used, as well as the changes seen following the mentoring sessions. The study's output was the formulation of a plan for peer mentoring. On the second grade non-readers in Toledo City's division, a study was done. The cases consisted of eight students. They all came from low-income homes, and three of them were Pantawid Pampamilyang Pilipino (4Ps) participants. The study was qualitative in character and using the multiple case study methodology. Employed Approaches, Methods, and Strategies Constructivist approaches were applied. Think, Pair and Read, find the underpinning, and Mix Mine were the collaborative learning tactics employed. Adjacent elementary schools in the district or in other districts should be made aware of the proposed peer mentoring plan. The following subjects are suggested for additional research: Developing Teachers' Creativity in the Mentoring Program Coaching and Mentoring as Realistic Ways to Enhance Learning. A management intervention program called mentoring.
The Factors Affecting Filipino Grade 11–12 students’ Pronunciation Osias Kit T. Kilag; Viquelyn A. Engbino; Cara Frances K. Abendan; Joane B. Cuizon; Dominique Q. Pahayahay
International Journal of Social Service and Research Vol. 3 No. 10 (2023): International Journal of Social Service and Research (IJSSR)
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v3i7.288

Abstract

This study aims to examine the factors affecting students' pronunciation in English as a Second Language (ESL) among senior high school students and their English teachers. A mixed-method approach was employed, which involved a survey questionnaire and semi-structured interviews with 10 senior high school students and 10 English teachers from PAU Excellencia Global Academy Foundation, Inc. in the Philippines. The results showed that attitude, exposure, mother tongue, and instruction are factors that affect students' pronunciation in ESL. The participants agreed that attitude towards learning English greatly impacts pronunciation improvement, and that exposure to English through media and social interactions is beneficial. However, the influence of the mother tongue on pronunciation was found to be significant, particularly in the Philippines where English is taught as a second language. Furthermore, the instruction provided by teachers was found to be a crucial factor affecting students' pronunciation, with the need for teachers to utilize more effective teaching techniques and strategies. This study contributes to the literature on ESL pronunciation by examining the unique perspectives of both students and teachers in the Philippines, which can provide insights into the development of more effective ESL teaching and learning approaches. The findings can also aid in the development of curriculum design and teacher training programs to improve ESL pronunciation instruction.
Co-Authors Ana Lorraine B. Bubuli Cara Frances K. Abendan Dominique Q. Pahayahay Joana Marie L. Fajardo Joane B. Cuizon Ma. Teresa B. Aniel Maridel D. Macapobre Osias Kit T. Kilag Osias Kit T. Kilag