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All Journal IJoLE: International Journal of Language Education Glens: Global English Insights Journal Research and Innovation in Applied Linguistics
Raymundo, Jennelyn Lacar
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring the Practices on Macro Skills Integrated Assessment in Philippine Higher Education Context:Basis in Designing a Language Training Material Raymundo, Jennelyn Lacar
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.24252

Abstract

Despite the great number of studies on separated skills assessment in measuring language performance, integrated assessment has recently been occupying a significant place as educational paradigm shift continues to uphold a more skills-oriented language assessment scheme. This research determined the practices on integrated assessment of macro skills in English as a Second Language (ESL) classes to subsequently design a Language Training Program (LTP) and material appropriate to teachers’ needs. It followed the design of a Type I developmental research which includes multilevel stages of instructional development such as analysis, design, implementation and evaluation. Nevertheless, this paper only reports the analysis phase of the research due to its longitudinal nature and the multifaceted analysis of the qualitative data. It utilized interview and document analysis as initial research instruments. The participants of the study were language teachers and learners selected via total enumeration and purposive sampling, respectively. As a result, the research accentuates the need to improve the employment of stimulus-related and thematically linked tasks as equally significant features defining the practice of integrated assessment in language classrooms.
Written Discourse Performance of Senior High School Students: Designing Genre-Based Instructional Material REFORSADO, Mariz; RAYMUNDO, Jennelyn Lacar
Research and Innovation in Applied Linguistics Vol. 3 No. 1 (2025): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i1.5070

Abstract

This study investigates the written discourse performance of Grade 11 senior high school students with a focus on designing genre-based instructional material. The research encompasses a detailed examination of demographic profiles, reading material preferences, and academic strands to provide comprehensive understanding of students' backgrounds. Methodologically, quantitative approach was employed, involving writing a position paper collection from 258 respondents across various schools. Data analysis included descriptive statistics and inferential tests to identify the level of written discourse performance and significant factors influencing written discourse competence. Findings reveal significant challenges in students' written discourse performance, particularly in organization and transitional signals appropriacy. A notable proportion of students demonstrated deficiencies in these areas, highlighting the need for targeted interventions in writing instruction. The study also underscores the impact of students' reading habits on their writing proficiency, emphasizing the beneficial role of diverse reading materials such as journals and literary works. Gender-based analysis indicates an equitable distribution of writing abilities between male and female students, suggesting inclusive instructional strategies effectively support learners. The study concludes by proposing genre-based instructional materials tailored to students' reading preferences and academic contexts. These materials aim to address identified deficiencies in written discourse performance and enhance overall language proficiency.
Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students Tejida, Veicel Joi; Raymundo, Jennelyn Lacar
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.830

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1089

Abstract

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.
Co-Authors Credo, Bryan Cristobal, Jamaine Esguerra, Juquir Mabagos, Russel Mhilo Mamaril, Cielo Mae Ordoña, Pia Bianca REFORSADO, Mariz Tejida, Veicel Joi