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All Journal Indonesian Journal of Research and Educational Review (IJRER) Journal of English Language and Pedagogy (JELPA)
Pelila, John Rey O.
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Exploring Affective Filter Levels in Spanish as a Foreign Language Course Among Tertiary Students Dalilis, Daniela M.; Kiw-an, Farah Trisha M.; Siadto, Gelise E.; Pelila, John Rey O.; Bangkiko, Sharmaine May G.
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3029

Abstract

The affective filter hypothesis is critical to comprehending how emotions impact language learning, yet limited research exists on its correlation to other languages, specifically to Bachelor of Secondary Education (BSED) students studying Spanish as a foreign language. This study was to investigate the affective filter levels of BSED students from different majors and examine how their perceptions of classroom-related factors influence their language learning experiences. Using a quantitative, descriptive-comparative design and proportional stratified sampling, data were collected via an adapted version of Robert C. Gardner’s Attitude/Motivation Test Battery (AMTB), administered both online and in print. The results revealed that English and Values Education majors reported higher levels of affective filter, while Filipino majors exhibited lower levels, indicating that emotional barriers vary across different fields of specialization. Furthermore, there was strong agreement among students regarding the positive impact of classroom dynamics—such as teaching style, peer interaction, and the learning environment—on reducing emotional barriers and enhancing motivation. These findings emphasize the importance of teachers creating emotionally supportive learning environments that could help lower the affective filter and nurture better language learning outcomes. With these, further research involving more diverse student populations that focuses more on individual experiences and exploring additional foreign languages is recommended.
Translanguaging as a Pedagogical Tool in Asia: Roles, Challenges, Opportunities, and Effective Practices Padchonga, Nelson F.; Cosain, Saleha P.; Calil, Nur Minah A. Hadji; Betwag, April Kris M.; Pelila, John Rey O.
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3040

Abstract

Educators in Asian classrooms encounter significant challenges in supporting students from linguistically diverse backgrounds. These challenges are rooted in the need to navigate complex layers of language and culture, as well as deeply ingrained communication customs shaped since early childhood. One promising pedagogical approach is translanguaging, which encourages students to draw on their full linguistic repertoire to enhance learning. However, limited research has explored how translanguaging is implemented in real-world classroom settings across Asia. This study conducted a systematic literature review (SLR) of full-text and peer-reviewed publications from 2021 to 2025, sourced from reputable academic databases including ERIC, ScienceDirect, Sage Open, Taylor & Francis, and ProQuest. A total of 36 journal articles were examined for common themes, perceived benefits, and implementation issues associated with translanguaging procedures. The findings show that translanguaging can increase student engagement, improve comprehension, and validate learners’ linguistic identities. However, dominant monolingual ideology, inadequate teacher training, and restrictive institutional regulations impede widespread acceptance. This study finds that translanguaging has a significant potential to promote more inclusive and successful multilingual education in Asian environments. It suggests that teacher education programs and institutional frameworks may incorporate translanguaging into ordinary classroom practice.
Effective Strategies for Listening Comprehension: A Focus on Asia Calis, Jonalyn B.; Ngolab, Rebecca D.; Pablo, Sherilyn B.; Saysayap, Angel Faith B.; Pelila, John Rey O.
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3047

Abstract

Listening, once perceived as the least important language skill, has gained increasing attention recently, as shown by the growing number of studies in the field. However, research on listening comprehension strategies remains limited. This study reviews the most frequently used teaching and learning strategies in Asian classrooms to enhance listening comprehension and identify research gaps for future exploration. A systematic literature review was conducted on studies published between 2021 and 2025 across eight Asian countries: China, Iran, Indonesia, Taiwan, Thailand, Turkey, Saudi Arabia, and South Korea. Findings reveal that the most common teaching strategy is the use of regular and repetitive listening activities, while metacognitive strategies emerge as the most frequently practiced learning approach. Moreover, the review highlights a notable imbalance between the number of strategies examined under learning strategies versus teaching strategies. These results emphasize the need for further research across Asia, particularly studies that design and test innovative strategies aligned with the growing demand for technology-driven and digitally enhanced language instruction.
Exploring AI-Powered Tools for English Learning: Perceptions and Practices of Criminology Students Sibug, Sheila Marie D.; Pelila, John Rey O.; Tadeo, Gwendolyn S.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER (in progress)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1659

Abstract

Prior research indicates that criminology students have low English proficiency, underscoring the pressing need for effective interventions. Despite the growing use of AI-powered English-language learning aids in education, little is known about how BS Criminology students use, perceive, and manage these technologies. This study fills that knowledge gap. Thus, the paper investigates how 133 second-year BS Criminology students use AI-powered English-learning applications and evaluates the perceived advantages and disadvantages of these tools. A validated survey and semi-structured interviews with purposefully selected participants were used, using a quantitative-descriptive design with simple triangulation. Findings show that the most popular and frequently used tools for improving grammar, writing confidence, and sentence structure were ChatGPT and QuillBot. However, issues with data privacy, over-reliance, and the shallowness of AI interactions in terms of emotion and context were brought out. Although AI technologies offer substantial language support, the study concludes that It should be used in conjunction with human education rather than in place of it. To optimize English language acquisition, educational institutions should implement a blended learning strategy that combines AI tools with supervised human facilitation.
Co-Authors Bangkiko, Sharmaine May G. Betwag, April Kris M. Calil, Nur Minah A. Hadji Calis, Jonalyn B. Cosain, Saleha P. Dalilis, Daniela M. Kiw-an, Farah Trisha M. Ngolab, Rebecca D. Pablo, Sherilyn B. Padchonga, Nelson F. Saysayap, Angel Faith B. Siadto, Gelise E. Sibug, Sheila Marie D. Tadeo, Gwendolyn S.