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All Journal GLENS: Global English Insights Journal
Jennelyn Lacar Raymundo
Isabela State University
Education Languange, Linguistic, Communication & Media Social Sciences

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Phenomenological Study of ESL Students’ Lived Experiences with AI-Powered Language Learning Tools Jamaine Cristobal; Bryan Credo; Juquir Esguerra; Russel Mhilo Mabagos; Cielo Mae Mamaril; Pia Bianca Ordoña; Jennelyn Lacar Raymundo
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

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This qualitative phenomenological study explored the lived experiences of ESL students at the College of Education, Isabela State University-Echague Campus, in using AI-powered language learning tools such as Grammarly, Gemini Bard, ChatGPT, QuillBot, and Bing AI. It responds to the growing need to understand how these emerging tools are transforming language learning. This study was anchored in Lev Vygotsky’s social constructivist framework, focusing not just on tool effectiveness, but on how learners perceive, interact with, and are challenged by these tools in the context of language learning. There were 25 respondents selected among the first to fourth year Bachelor of Secondary Education English students, specifically those with experience using AI-powered language learning tools. The Interpretative Phenomenological Analysis (IPA) was used to analyze the data. Findings revealed that AI tools enhanced students’ grammar, vocabulary, reading comprehension, and writing skills through personalized feedback and support. However, it also revealed significant issues such as over-reliance, data privacy concerns, and issues with output accuracy and bias. Therefore, the study highlights the importance of a student-focused capacity development program that equips ESL learners with digital literacy, critical thinking, and responsible AI use skills to maximize the benefits and minimize the drawbacks of AI-powered tools in language learning.
Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students Veicel Joi Tejida; Jennelyn Lacar Raymundo
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration

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This study examined the metacognitive reading strategies employed by freshmen students at Patria Sable, Cagayan Valley Computer and Information Technology College, and the University of La Salette Incorporated. Specifically, it explored the most frequently used strategies and differences in strategy use based on students' profiles. A descriptive-comparative research design was utilized, incorporating the Metacognitive Reading Strategies Inventory and a reading test. The study included 176 respondents from Business Administration and Accountancy programs, with a majority preferring printed over digital reading materials. Findings indicated that Problem-Solving Strategies were the most frequently used, followed by Global Strategies and Support Strategies. However, overall metacognitive strategy use was inconsistent, suggesting limited awareness and self-regulation. While sex and reading material preference had minimal influence on strategy use, students' academic programs significantly affected their metacognitive engagement. Notably, Accountancy students demonstrated greater strategy use compared to Marketing Management students, highlighting possible curriculum-related differences. These findings underscore the need for targeted interventions to enhance students' metacognitive awareness and independence in reading.
Co-Authors Bryan Credo Cielo Mae Mamaril Jamaine Cristobal Juquir Esguerra Pia Bianca Ordoña Russel Mhilo Mabagos Veicel Joi Tejida