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All Journal International Journal of Evaluation and Research in Education (IJERE) LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Villarama, Joseph A.
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Arts Humanities Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences

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KNOWLEDGE, PRACTICES, AND CONSTRAINTS AMONG BREASTFEEDING EMPLOYEES TOWARDS IMPLEMENTATION OF LACTATION AREA Villarama, Joseph A.; Fabros, Bench G.; Angeles, Cristina I.; Dela Cruz, Lyan Mae Micah V.; Dela Fuente, Abegail V.; Concepcion, Emily A.; Antalan, Jorri Anne Amethyst R.; Barcelita, Karen Jean C.
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 8 No. 2 (2024): Volume 8, Nomor 2, December 2024
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v8i2.36402

Abstract

Breastfeeding empowers women and children and working mothers who revolutionize the workplace globally, specifically in carrying mutual roles as employees delivering quality service to humanity and mothers nurturing their children. This study explored the knowledge, practices, and constraints among breastfeeding working mothers in Region III, Philippines, towards implementing lactation areas. A mixed-methods approach combined a quantitative survey with a qualitative semi-structured interview component. Findings showed a high prevalence of breastfeeding among working mothers, coupled with a good level of knowledge about breastfeeding practices. However, constraints such as lack of lactation areas in offices, heavy workload, and limited support were revealed, thus foregrounding the need for institutionalized policies and guidelines to establish lactation areas in offices, promote breastfeeding, and support working mothers and their welfare, anchored on sustainable development goals (SDGs). By addressing these issues, workplaces position a more conducive environment for breastfeeding mothers, contributing to improved maternal and infant health outcomes. Further, this research provides valuable insights for policymakers, employers, and healthcare providers in initiating more effective strategies to support breastfeeding working women. Through the documented findings and by providing concrete recommendations for policy and infrastructure, this research advances the shaping of a more breastfeeding-friendly environment, promotion of maternal and infant health, supporting SDG 3-good health and well-being, and enhancement of workplace productivity towards achieving SDG 8-decent work and economic growth and SDG 5-gender equality.
Understanding the nuances of virtual collaborative research writing among teacher-researchers in Asia-Pacific Region Villarama, Joseph A.; Fabros, Bench G.; Dela Fuente, Abegail V.; V. Dela Cruz, Lyan Mae Micah; Jardiel, Rhomark DG.; Neupane, Bharat Prasad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34686

Abstract

Technological advancement in 21st century brought paradigm shift in research and professional development. Teachers engaged in cross-border and virtual collaborative undertakings. This study reports how teachers engaged in virtual collaborative research writing for professional development, particularly hindrances and potential of leveraging virtual collaborative platforms in Asia-Pacific Region. Utilizing hermeneutic phenomenological approach, insights and experiences of 200 purposively selected teacher-researchers from Afghanistan, India, Indonesia, Japan, Malaysia, Nepal, Philippines, South Korea, Thailand, and Vietnam were elicited through in-depth interviews with 10 open-ended questions. Findings revealed four major themes that expound dynamics of virtual collaborative research writing towards professional development among teacher-researchers, foregrounding convenience and accessibility experienced by teacher-researchers with collaborative research. Further, given the benefits of virtual collaborative platforms, results showed that professional skills, research productivity, and efficiency are developed as teacher-researchers continue to work with different people around the world virtually. While there are multiple advantages, challenges in virtual collaboration remain evidently, including technological obstacles, unreliable internet connectivity, and absence of nonverbal cues that impeded productivity and weakened human connections. With these findings affirming transformative potential of virtual collaboration in academic and professional development, it is crucial to emphasizing its importance in overcoming traditional barriers to research, innovation, and professional development.
RECONCEPTUALIZING ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: INTERPLAY OF JOURNALING AND EMOTIONS Villarama, Joseph A.; Dela Cruz, Lyan Mae Micah V.; Barcelita, Karen Jean C.; Jose, Baby Jean V.
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.9067

Abstract

While language teaching focuses on structural aspects, intricacies of any language come along with schema and emotion. Journaling, recognized as reflective-effective language teaching strategy, augmenting lifelong skills, remains underexplored in its interplay with language and emotions in second language teaching and learning. This phenomenological qualitative research determined the impact of journaling on ESL learners’ writing and emotional aspects. Responses of 61 Grade 8 ESL learners from provincial laboratory Science high school in Central Luzon, Philippines, during the Academic Year 2023-2024, were chosen through non-probability sampling method. After a series of in-depth face-to-face interviews guided by a set of 10 validated self-developed guide questions, responses were systematically arranged, coded, analyzed, characterized, and thematically interpreted. Findings reveal that through journaling, ESL learners showed engaging and positive language learning experience. While approaching journal writing tasks, the ESL learners involved a piece of themselves, transcending writing at a personal-academic level rather than structural-technical alone. As ESL learners improved language and emotional skills through journaling, they were still cognizant of being judged by peers and teachers. This research contributes to comprehensive understanding of reflective writing practices in language education, providing evidence-based insights for educators and policymakers to enhance both academic and emotional aspects of ESL learners’ experiences.
Co-Authors Angeles, Cristina I. Antalan, Jorri Anne Amethyst R. Barcelita, Karen Jean C. Concepcion, Emily A. Dela Cruz, Lyan Mae Micah V. Dela Fuente, Abegail V. Fabros, Bench G. Jardiel, Rhomark DG. Jose, Baby Jean V. Neupane, Bharat Prasad V. Dela Cruz, Lyan Mae Micah