GEARING UP FOR LANGUAGE LEARNING : LIVED EXPERIENCES OF

IP STUDENTS IN LEARNING ESL IN THE NEW NORMAL.

__________________________________________

An Undergraduate Thesis

Presented to

The Faculty of Teacher Education Department

Davao De Oro State College

Montevista Davao de Oro, 8801

__________________________________________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education

Major in English

____________________________________________________

Cherie Lyne M. Teves

Arianne Alvarico

Nove May P. Lastima

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 TABLE OF CONTENTS

Title Page i

Table of Contents ii

CHAPTER 1

INTRODUCTION

Rationale 1

Purpose of the Study 2

Research Questions 3

Theoretical Lens 4

Significance of the Study 5

Definition of Terms 6

Limitations and Delimitation of the Study 7

CHAPTER 2

Review of Related Literature 8

CHAPTER 3

METHODOLOGY

Research Design 9

Role of the Researchers 10

Research Participants 11

Data Collection 12

Data Analysis 13

Ethical Considerations 14

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 Chapter One

INTRODUCTION

Rationale

Indigenous Peoples have their own native language to their cultural

communication, all too often it means learning their ancestors’ language. However, in

the recent time, they can learn a new language and adapt multiple languages as means

of communication and socializing that can be learned in school as a medium of

instruction and an environment having diverse cultures. The gap is in Indigenous

learners with distinct cultures and languages that give them the challenge in adapting

new normal and how to use it in their studies and communication. It highlighted how

the Indigenous learners used English language as a second language classes to

improve themselves. Thus, what makes it interesting is its contribution to the

communicative competence of indigenous learners. As Indigenous learners with

distinct cultures and languages, it gives them the challenge to adapt and use it in their

studies and communication (Francisca, 2016).

According to Nishanthi (2018), English is the International Common Tongue.

English is the most well-known unknown dialect. This implies that two individuals

who come from various nations a Mexican and a Sri Lankan generally utilize English

as an ordinary language to convey. Talking it will assist you with speaking with

individuals from nations everywhere in the world. Not only English-talking ones. The

British Council extends that by 2020 two bills’ individuals on the planets will

consider English. Learn English is significant as it empowers you to communicate

effectively with your kindred worldwide residents.

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 In the Philippines, language of instruction, whether inside or outside of the

classroom, refers to the language used to teach the educational system's basic

curriculum. Some countries decide to use only one language, putting learners who

speak their mother tongue at a significant disadvantage in the educational system

because they are receiving instruction in a foreign official language. Nonetheless,

other countries have chosen to implement educational strategies that include national

or indigenous languages in the curriculum. With the advent of global political

transformations and evolutions, Indigenous Peoples' claims included language as a

primary right. UNESCO Mother Tongue Based Bilingual Multi-Lingual Education,

(2016).

Moreover, in local situation in Davao de Oro, Indigenous students adjusting

their native language practices when communicating with non-IP towards

multilingual classroom especially when using English Language as a second language

in new normal.

This study is about assisting the study's target population, which is the IP

students in one of the State Universities and College in the Province of Davao De

Oro. Students' speaking is a driving force in every journey that can lead to a brighter

future if full attention is paid to speaking improvement. This will take place for

students who have speaking difficulties to improve self-esteem and to advocate

indigenous learners' success in learning the English language, which prompted the

conduct of this investigation, which aimed to uncover the speaking difficulties of

mainstreamed indigenous learners in the Philippines on English as a Second

Language.

Purpose of the Study

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 The purpose of this qualitative study is to unveil the lived experiences of IP

students in one of the State Universities and College in the Province of Davao De Oro

towards learning English as a second language in the new normal education, find out

how their native language influence English language and what are their general

perspectives about learning English in multilingual classroom and in their lives.

Research Questions

In this study, the researchers would like to find out the lived experiences of

IP students in one of the State Universities and College in the Province of Davao De

Oro towards learning English language and what are their coping mechanism in

dealing with the challenges of learning in the new normal education. This study is

guided by the following questions:

1. What are the IP students experiences towards learning English language in new

normal education?

2. What are the general perspectives of IP students in learning English language in

today’s new normal?

3. How IP students cope up with the challenges they experienced in learning

English as a second language?

Theoretical Lens

This section presents the theories that give support for this study. The major

theory that supports this study is viewed from the lens of Dellhymes 1972

Ethnography of communication. Valdés, Capitelli, & Alvarez, 2011, p. 16). Second

Language Acquisition. And the three minor theories of this study are from (Rifai,

2010, p. 5216) Learning motivation, (Krashen, 1982) Comprehension Hypothesis and

Rubin (1987: 23), the Typology of learning strategies.

Ethnography of communication

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 According to Hymes in his book Models of the Interaction of Language and

Social Life (1972), there are eight components of speech that underpin a speech

event. Hymes summed up the eight components in the acronym SPEAKING. In this

discussion, the ethnography of communication refers to the use of language in

specific groups of people. Hymes refers to the following eight speech components:

(1) setting and scene, (2) participant, (3) ends, (4) act and sequence, (5) key, (6)

instruments, (7) norms of interaction, and (8) genre.

However, according to Duranti (1989: 211), the ethnography of

communication is a field of development of sociolinguistics, and the ethnography of

communication views the use of language as the use of linguistic code in social life

behavior, which is similar to the views of sociolinguistics.

In general, sociolinguistics is a branch of linguistics that studies society's

relationship with language (Hudson 1995: 4-5 and Ditmar, 1976:127). Thus,

sociolinguistics is a synthesis of two disciplines: sociology and linguistics.

In addition, according to Fishman (1967: 5), there are five factors to consider

when observing the use of language in society, including 1. Who is speaking? 2nd.

What language is it? 3. formalized Whom are you addressing? 4. When? 5th. What

is the goal? It is possible to conclude from Fishman's formulation that the use of

language in the community is not an ordinary activity, but there are some factors that

speakers who are involved in the speech event are not aware of because it is a

normal activity. The use of a language, as defined by Fishman, involves both

linguistic rules and the existence of social rules.

In verbal communication, the speaker not only conveys messages to the

participant but there are rules or ethics that both must follow. For example, when

someone should speak with such a speech, where the speech goes, and who the

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 speaker speaks with. This is critical so that there is no misunderstanding of how

one's speaking behavior is interpreted. Given the significance of communication

ethics or rules. Since the 18th century, specifically in 1735 during the reign of

Mangkunegaran IV, Javanese culture has implemented a rule or communication

method written in old Javanese fibers or manuscripts such as wedhatama and fibers

from wulangreh (Ekowati, 2003). The two fibers explicitly explain the ethics of

communicating in social life, particularly in Java, and if associated with the

principles of communicating the present, they are undoubtedly very much aligned,

as are communication theories in Sociolinguistics. Some aspects of Javanese

culture's speech are reflected in social classes such as rich and poor. There is also a

clever class of highly educated individuals with a distinguished level of education.

There are also age groups for parents and children, and so on.

Second language acquisition (SLA) is defined as “the learning or acquisition

of a language other than one’s native language, which is known as a second language

or by the abbreviation L2.” According to Austin (1962) and Searle (1969), the study

of SLA investigates how non-native speakers interact with native speakers.

Most theories, hypotheses, or models derived from the study of first language

acquisition, linguistics, psycholinguistics, and sociolinguistics (Brown, 2007;

Richard-Amato, 2003; Valdés, Capitelli, & Alvarez, 2011) are used to help speakers

become proficient linguistically and pragmatically in English. Austin (1962)

discovered that studying words or sentences outside of a social context, little is known

about communication or its impact on an audience. According to Searle (1969), one

cannot account for meaning in the absence of the setting of a speech act and according

to Ausubel (1968), effective learning takes place. When students relate new materials

to pre-existing cognitive structures and reorganize their understanding of concepts

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According to Bonk and Cummings (1998), learning occurs when knowledge is the

result of a situated construction of knowledge.

When knowledge is built on prior experience and applied in this process,

learning occurs, interaction between individuals, peers, and the group active. Through

the interaction of knowledge, social interaction, and transfer, new situations are

created. Whereas rote memorization in the banking model of Education, on the other

hand, cannot.

Learning Motivation

The SLA theories emphasize the significance of motivation as a set of factors

“energize behavior and direct it” (Rifai, 2010). Gardner and Lambert (1972) classified

motivation into two types. Specifically, integrative and instrumental motivation.

Integrative motivation, also known as intrinsic motivation, refers to a desire to learn a

language in order to communicate with others. People from the target language’s

culture who speak it or identify closely with the target language group, while

instrumental motivation, also known as extrinsic motivation, refers to a desire to learn

a new skill. Language is important because it can help people achieve practical goals

like finding work or passing an exam. Rifai (2010), claims that Early empirical

studies revealed that integrative motivation was critical to successful learning of a

second language and sustained language learning, whereas instrumental orientation

appeared to have a limited correlation with successful language learning (Gardner,

1979).

The comprehension hypothesis

The comprehension hypothesis, formerly known as the input hypothesis, states

that the L2 learners must be placed in a meaningful language environment where a

higher level of proficiency is expected. There is a level of linguistic proficiency

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provided (Krashen, 1982). Although the majority of languages Textbooks emphasize

“explicit learning of language plus practice” (Tomlinson, 2004).

Krashen (1982) advocated for the implicit acquisition of language from birth

(2001, p. 67). Comprehensible input realized in the context of meaning-making

Students comprehend the language structure is “a little beyond” their current level of

linguistic proficiency of I during the language acquisition process, achieving the level

of I + 1 (Krashen,1982, 1985, 2003, 2004). People learn a language when they

understand it.

Acquisition occurs when learners comprehend what others say and what they

read. “What is said or written as opposed to how it is expressed” (Krashen, 1984, p.

21). The comprehension hypothesis has important pedagogical implications.

University English learning It is applicable not only to reading, literacy, and spelling,

but also to not only in terms of vocabulary and syntax (Krashen, 2004), but also in

terms of realistic classroom practices Huerta-Macas (2005).

The typology of learning strategies

Rubin (1987: 23) distinguishes three types of learner strategies: learning

strategies, communication strategies, and social strategies. It is worth noting that she

uses the word ‘learner’ in the superordinate to distinguish it from the subordinate. The

first two are referred to as direct strategies because they make direct and primary

contributions to language learning through the acquisition, storage, retrieval, and use

of language, as opposed to the indirect way in which social strategies contribute to

language learning. Learning is the first and most important category.

Cognitive and metacognitive strategies are subsets of strategies. According to O’

Malley (1987), the former usually entails direct manipulation or organization of new

information, with repetition being a common example.

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 The former frequently include resourcing, translation, grouping, note-taking,

deducing, and inferencing; on the other hand, the latter frequently include planning,

monitoring, and evaluating learning activities. Communication strategies, the second

category in Rubin’s typology system, are frequently used when learners participate in

a conversation, facilitating the ongoing conversation and giving learners more

chances of exposure to L2, such as clarification strategy and avoidance strategy. The

last one is social strategies, which appear alongside affective strategies in many

strategy research reports. Due to a lack of real-life communicative situations and the

inevitable resort to mother tongue, applied with less frequency in classroom activities,

such as cooperating with peer learners in group work and asking teachers for

clarification (Carless, 2007).

Although Rubin’s categorization covered the most important and important

aspects of learner strategies, some specific strategies that are important in L2 learning

deserve special attention. Consider mnemonic techniques for example, they are used

and relied on to some extent in many areas of language learning. Deployed alongside

other aides in a Memorization strategy, such as visual aids and physical responses

(Thompson, 1987), may be particularly useful in a learning setting. Some students

find it useful. There are additional perspectives from which learning strategies can be

examined. Oxford University Press (1990) develops a six-item set of L2 learning

behaviors in which not only affective and social strategies are addressed and valued,

but cognitive strategies are divided into three sections: memory-related, general, and

specific.

Cognitive and compensatory strategies are employed. There is insufficient

evidence to say that this approach is superior to other systematizing approaches, or

vice versa, but it devotes the insight of seeing learners as individuals capable of

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accessing and utilizing comprehensive resources, rather than information processors,

and it reminds teachers of some potentially enhance aspects of their learners.

Significance of the Study

As a result, language learning is a habit that must be formed. Learning English

as a second language is one of the most important skills that a person should have in

order to face some of life’s most difficult challenges. Language skills can be learned

more effectively if they are presented orally first. Then write it down. The history of

language teaching and learning research in the twentieth century was a history of a

series of trials, blunders, corrections, and advancements where behaviorist learning

theories dominated in the field of ELT.

As a result, in this new normal, this study will provide ideas on what coping

mechanisms teachers should employ to address the lived experiences of IP students

struggling to learn English as a second language.

The following person/s will benefit from this research:

TEACHERS. This study will provide teachers who are participants in this study with

information on what strategies should be used for instruction to enable learners to be

proficient in learning second language acquisition. In relation to this new normal, this

study will provide teachers with a new advantage in terms of ideas to include in

fostering their learning skills, how to address struggling learners, and how to bridge

the gap between learners and learning proficiency. This research will also serve as

motivation to promote skills despite the new normal situation.

STUDENTS. This research is extremely beneficial to students who struggle with

learning English as a second language by demonstrating new and existing strategies

for becoming a proficient language learners. This paper will serve as a guide on how

to improve language learning through the use of the various strategies provided. It

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paves the way for effective interventions to improve language learning in the midst of

the new normal education.

PARENTS. This study will sustain parents’ faith in new normal education in terms of

the development of their child’s/language children’s learning proficiency. This will

provide additional hope that education is still at work in observing their child’s or

children’s proficiency in learning the language.

FUTURE RESEARCHERS. This study may provide additional knowledge to future

researchers regarding the lived experiences of teachers regarding struggling language

learning, coping mechanisms that may help improve language learning, the benefits of

learning language, and the disadvantages of being a struggling adopting language

acquisition. Furthermore, this research could help with current issues such as new

normal education and struggling readers.

Definition of Terms

The following are defined based on Operational definition in which the terms

refer to a detailed explanation of the technical terms and measurements used during

data collection. This is done to standardize the data.

Indigenous Peoples. It refers to the inheritors of unique cultures and ways of relating

to people and the environment. They have retained social, cultural, economic, and

political characteristics distinct from those of the dominant societies in which

appearance.

Communicative Competence. It refers to the skills we use to communicate and

interact with each other verbally, through gestures, body language, and personal

appearance.

New Normal. This refers to a state to which an economy, society, etc. settles

following a crisis., when this differs from the situation that prevailed prior to the start

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of the crisis. The term has been used in relation to the COVID-19 pandemic. In other

words, it refers to the previously unfamiliar or atypical situation that has become

standard, usual, or expected.

Limitations and Delimitations of the Study

There are several possible limitations of this phenomenological qualitative

study. This study is conducted in one of the State Universities and College in the

Province of Davao De Oro.The study focuses on IP students lived experiences in

learning English language as a Second language, considering in new normal study.

IP student’s participation is a limitation of this study. This study examines IP

Students lived experiences to observes and gets a clear understanding of participants’

individual experiences penetrating their thoughts, feelings, and actions in the situation

in learning English language in this new normal education. Another limitation of this

study is the researchers. The researchers will only get the lived experiences of IP

students in one of the school college of Davao De Oro. In addition, it is appropriate in

our study wherein we need to observe our participants’ experiences in a particular

tribe. The researchers will remain open-minded and do not take an action that

violence to their tribe in conducting this research and they are freely to speak for

themselves.

This study uses phenomenological approach to have an In-depth interview in

acquiring relevant information from the participants directly address thoughts, ideas

and opinions. This primarily focuses on the commonality on lived experience, coping

mechanism and insights within a particular group specially the lived experiences of

the Indigenous Learner's in learning English language in new normal. This study’s

participants are 14 (Fourteen) Indigenous learners from the Mandaya tribe; Mandaya

were enrolled in the university for the school Year 2021-2022, first-year to fourth-

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year learners. Students which not Indigenous tribe or people are not allowed to

participate in this study.

Chapter Two

REVIEW OF RELATED LITERATURE

In this section, related literature will be presented that supports in this study

and gives additional information about the main topic.

Indigenous Learners

Indigenous Peoples often do not have access to schooling in their traditional

languages. The curriculum and teaching methods do not incorporate or recognize

sufficiently their communities’ histories, cultures, and ways of learning, and

traditional knowledge that made them harder to communicate and interact in a

multilingual classroom setting. While socio-economic outcomes are often worst for

Indigenous Peoples, the available data typically provide only an incomplete picture of

poverty, exclusion, and their priorities and perspective on education. This is in part

because their identity and ways of living encompass both individual and collective

rights in cultural, social, and economic aspects Cosentino, (2019). However,

According to Robertson et al., (2015) stated that the academic success of Indigenous

learners is a complex issue that requires multifaceted, inclusive, culturally responsive,

and engaging teaching and learning approaches delivered by educators and student

support staff. The improved educational outcome for Indigenous learners is a key

objective of post-secondary institutions, governments, and indigenous communities

Indigenous peoples (IP's) have their cultural methods of transmitting

knowledge. As distinct peoples, indigenous have developed their knowledge systems,

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values, institutions, practices and economics, often based on sustainable management

of natural resources.( IWGIA 2016). To preserve their culture and social identity,

indigenous cultural communities must keep their language alive. Awareness about the

extinction of their rich culture due to the influence of modern technology and the

danger of abusing the environment would give them the motivation to uphold their

culture and nature. Being more dynamic and more responsive to change, are great

instruments to achieve such advocacy. They would be able to help in preserving their

indigenous tribe through learning and relearning their language. (United Nations,

2020)

According to Tolentino, (2017) Language is not taught as a separate entity but

as part and parcel of teaching about values education, cultural distinctiveness, and

civic and moral education fortunately, this aforementioned situation in Singapore is

not fully implemented and practiced in the Philippines because indigenous languages

are not included in the list of the languages used in the classroom, thus the

endangerment of the indigenous peoples’ language and culture. The majority of

languages under threat are indigenous languages, with estimates saying that one

indigenous language dies every two weeks. When indigenous languages are menaced,

so too are indigenous peoples themselves Also, colonialism, colonial practices,

globalization, and the rise of a small number of culturally dominant languages are

among the causes of the elimination of indigenous peoples, including their culture and

languages. A great part of the extinction is due to the non-transmission of languages

by parents to their children. Strochlic, (2018).

In addition, according to the Featuresdesk MD (2020), Davao De Oro’s

provincial government said consultation aims to address the issues and concerns of

the tribal communities in the area. The provincial government noted that IPs are

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among the vulnerable sectors in society that need government attention. He added that

IPs should be given priority in government services with regular support through

programs and projects. In connection with the Indigenous Peoples, Arismendi,

Ramírez, and Arias (2016) and Arismendi (2016) presented indigenous students’

representations of their mother tongues and the foreign languages they are learning, as

well as the experiences and difficulties they experience in their learning processes at a

public university. These studies certainly contribute to a body of knowledge on

indigenous students’ struggles to learn English and other foreign languages, and the

conditions they face in different universities; moreover, they call attention to the need

to deepen these analyses, especially in the context of current language policies and

reforms associated with the internationalization of higher education in Colombia.

According to Londoño (2017) reported on the tensions and difficulties that

indigenous students experience in several universities located in the Southwest of

Colombia. However, as stated by Arismendi et al. (2016), the link between students’

indigenous languages and their identities and cultures was not emphasized as much by

students whose first language was Spanish. In this case, students tended to define their

mother tongue as a means to communicate with others and as a language inherited

from their parents and spoken from the moment you are born., there seems to be a

strong feeling of loss for some of those indigenous students whose communities do

not have an ancestral language anymore.

Lastly, aside from academic concerns, indigenous students face additional

challenges and experiences related to their difficulty in expressing themselves in a

language spoken by the majority Their rightful opportunities are hampered by their

limited exposure to the English language. Some of the legitimate process issues

confront indigenous learners, particularly in Australia. Their English language

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limitations and/or cultural barriers, such as their mannerism and poor comprehension,

exacerbate their difficulties in participating in official processes. Aside from the

difficulties that indigenous students in Australia face in communicating, there are

several other factors to consider. Concerns that cause them significant distress during

legal proceedings constitute impediments to contact, misunderstanding, ostracism,

and complications with the agency They are overrepresented in those lawful

procedures, and this has connections with unfavorable results. (Australian Law

Reform Commission, 2016).

According to the Philippines' 2018 National Report (DepEd,2019), the country

ranked significantly lower than the OECD average in reading, speaking, learning

English, mathematical and scientific literacy. The outcome reflects an urgency to

improve the quality of education in the Philippines, which includes deepening student

understanding and performance as well as strengthening the inclusive education

program, which includes continuous improvement of the indigenous community's

learning environment. Teachers are generally respected and regarded as community

builders in an indigenous municipality. Teachers play a critical role in advancing

indigenous education (Runhaar and Sanders, 2015).

Knowledge is derived from teachers' in-depth knowledge of subject matter,

which engages learners in the transfer of learning (Burroughs et al., 2019). People

learn both inside and outside of their immediate community. Together, this will

improve learners' engagement and experiences with learning (Antinluoma et al.,

2018). When learning communities maximize and deliver collaboration and

empowerment among teachers, break down walls of isolation, create collective

responsibility, and ensure continuous professional learning, teaching culture

improves. The emphasis on collective learning and knowledge sharing distinguishes

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professional learning. For sharing insights is a learning engagement in which teachers

not only improve but also outgrow.

Not only do they contribute to their own proficiency and development, but

they also contribute to the proficiency and development of their coworkers (Runhaar

& Sanders, 2015; and Mahimuang, 2018). The capacity of the researchers was

considered by the researchers. The importance of a professional learning community

in empowering and motivating teachers cannot be overstated.

In this context, the authors discovered digital storytelling to be a useful tool

for assessing students' progress in transforming their worldviews. What is still

missing, according to Poitras Pratt and Lalonde (2016), is the vision of new learning

landscapes within a learning management system that "enables educators to create an

educational environment where traditional ways of knowing, being, and doing are

foundational aspects in educational programming." When referring to Education, the

term Indigenous generally pertains to the first or original inhabitants of a later

colonized group by a group of powerful people who imposed their own culture and

language on the original inhabitants (Reyhner & Singh, 2015).

Language acquisition.

Theorists place different values on the role of interaction in second language

acquisition (SLA). Krashen’s (1985, 1994) theory became a predominant influence in

both second language teaching practice and later theories. Krashen postulates that

SLA is determined by the amount of comprehensible input, that is, one-way input in

the second language that is both understandable and at the level just beyond the

current linguistic competence of learners. This theory maintains that a second

language is acquired unconsciously in a manner similar to the acquisition of a first

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language. Acquiring language is predicated upon the concept of receiving messages

learners can understand Krashen (1996).

There are two distinct and independent ways of developing competence in a

second language. The former one, acquisition, is a sub-conscious and implicit process

to develop a feeling towards the language use by focusing on the real communication

of meanings, which is similar to the acquisition of mother tongue for the children. He

believes that adults, as children, still can get access to the language acquisition.

Krashen, (1982, p.10). The only one-way comprehensible input is required for SLA,

others take an interactionist position acknowledging the role of two-way

communication Krashen (1994).

Learning English is important because it allows you to communicate

effectively with your fellow international residents. (Nishanthi, 2018) English's

emergence as a World language is now undeniable. English's spread provided

unrestricted access to the modern world of science, information and communications

technology (ICT), money, power, international communication, and intercultural

understanding, as well as entertainment and many other fields. The English language

is widely recognized as the native language of five countries: the United States, the

United Kingdom, Australia, New Zealand, and Canada (Ratna Rintaningrum, 2015)

Literacy is more commonly associated with the term 'literacy' or literacy in English,

which refers to the ability to read and write.

Literacy varies depending on the source, sometimes referring only to reading

ability, sometimes involving reading and writing skills, and less frequently referring

to reading, writing, speaking, and listening skills (R. Rintaningrum, 2019). English

19
improves intelligence we learn a language that is not our native language that our

brain intelligence grows, especially in children. This is an excellent stimulus for

children to learn English as a foreign language during its golden age (HAKIM &

CHIANI, 2019).

Learning English also makes it easier for us to have relationships because we can

easily communicate with strangers. Furthermore, English facilitates our understanding

of technology, allowing us to easily continue our education to a higher level. Aside

from the English language itself, other factors influence our decision to learn English.

The factors causing difficulty in learning English are deteriorating health or illness, a

lack of training to improve English listening skills, whether with classmates or a

native speaker, and a lack of motivation to progress in learning English. (Dewi

Kurniawati, 2016). Language acquisition (LA) is the conscious or subconscious of

acquiring or learning a language other than the native language in a controlled ans

uncontrolled situation to develop a certain degree of proficiency. Deng & Zou (2016)

L gurzynski-Weiss (2016) states that oral corrective feedback is a primary focus of

second language acquisition research, the majority of studies look at feedback after it

has been given. Even though classroom feedback occurs at the discretion of the

individual language instructor and evidence from case studies that feedback provision

varies greatly between instructors, investigating how instructors make in-class fin-

class decisions has not been thoroughly explored. Teachers who were placed in

classrooms with a high number of ELLs discovered that both teachers and mentor

teachers who led the study deficits were found in classrooms where teachers were

placed. beliefs about ELLs that caused them both to be unsure about their future own

ability to effectively teach ELLs and were unsure about their students' ability to

overcome what they saw as insurmountable obstacles their students faced in

20
attempting to achieve their academic goals. Second, teacher beliefs influence teacher

actions or how they conduct themselves in the classroom. Sugimoto, Carter, and

Stoehr (2017)

Several factors influence the success of Second Language Acquisition (SLA)

(Alves & Oliveira, 2014; Kalati, 2016). One of the most important factors influencing

ESL learning among secondary students is the environment and setting. School can

play an important role in influencing ESL learning. This statement highlights a critical

issue that many students face when learning and communicating in a second or

foreign language, specifically English. In this case, many secondary students express

their concerns and, in some cases, admit their inability to learn to speak English

(Akcay et al., 2015).

Learners learn in various ways based on their language learning styles and

preferences. Language learning cannot occur solely in the brains of individual

learners, but is also affected by social factors when learners interact with other people

in their surroundings in order to acquire the language (Dil, retildii, & Snflarnda, 2015;

Yanti, Cole, & Hermon, 2017). Stella's research findings indicate that the context of

metacognitive and social strategies appears to play an important role in learners'

strategy use during the process of acquiring new language (Taquette & Minayo,

2017).

This basically means that learning a language entails more than just

understanding the language's theory and concepts. In order for a language to be learnt

or acquired, L2 learners must also be able to apply the language itself in daily life

depending on the context and situation. Interacting with other people in the language

and using the language in daily life are both part of the language learning process. The

language learning process is not limited to the classroom but can also occur in a

21
traditional setting (Hashim, Yunus, & Embi, 2016). ESL students require social

support or scaffolding in order to improve their ESL learning. It is significant to

provide an English-speaking environment for students. Many students are extremely

shy and fearful of speaking English with their peers. (Ting, Marzuki, Chuah, Misieng,

& Jerome, 2017).

However, in terms of a whole-school approach to supporting ESL learners,

Idrus discusses in her study that there is a gap in current research regarding the

importance of making personal connections in order to show greater empathy and

support to ESL learners (Idrus & Nazri, 2016). Similarly, we are beginning to learn

that whole-school approaches to supporting ESL learners have the potential to

increase students' academic and social success. According to Idrus' research, there has

been little attention and focus on whole-school approaches to assisting and supporting

ESL learners (Idrus & Nazri, 2016). As a result, she concluded in her study that the

findings of her study demonstrated the importance of creating an inclusive, caring,

and risk-free school-wide environment for ESL learners to succeed.

(Paris & Alim, 2017) has moved beyond the term culturally responsive

pedagogy, which typically refers to pedagogical practices that build on and interact

affirmatively with communities' cultural practices, to the term culturally sustaining

pedagogy, which refers to pedagogical practices that explicitly and consciously focus

on sustaining the stigmatized cultural practices of communities of color the primary

focus of that education.

English is widely accepted as the official language. Second language, and it is

widely used as a medium of instruction in both formal and informal settings. settings

that are casual English is used even in tertiary level education in which all lectures,

journals, and books are in English. This is emphasized in the Malaysian Education

22
Blueprint language in schools, as well as many novel teaching and learning methods

strategies for improving students' English competence (Sidhu, Kaur, & Chi, 2018).

Students who are learning to communicate in English while also learning the

academic content expected of them in each subsequent grade level of the US school

system. Appropriate training in working with ELLs has been shown in studies to have

a significant impact on educator attitudes (Fitts & Gross, 2012; Katz, Scott,

&Hadjioannou, 2009; Nieto, 2017).

One of the teachers in charge indicated she stated explicitly that she used

Sheltered Instruction Observation Protocol (SIOP) strategies in her classroom, which,

like the IC, was developed with funding from the Center for Research on Education,

Diversity, and Excellence (CREDE) and is similarly focused on improving the

academic outcomes of ELLs (Echevarria, Richards-Tutor, Canges, & Francis, 2011;

Echevarria, Vogt, & Short, 2012, Nieto, 2017).

English as a second language.

Language learning cannot take place only in the brains of individual learners

alone but are instead related to social factors when learners interact in daily life with

other people in their surroundings in order to acquire the language Dil, Öğretildiği, &

Sınıflarında, 2015; Yanti, Cole, & Hermon, (2017). In recent decades, a number of

studies have focused on foreign language learning, with the emphasis often having

been placed on language learning strategies. With the help of emerging technology,

English has been playing the main part in several sectors including medicine,

engineering, and education, etc. English is a vital language for all kinds of

professional and personal goal. LLS; Wong and Nunan, 2011; Oxford, (2016)

The British Council projects that by 2020 two billion people in the world will

be studying English. Learning English is important as it enables you to communicate

23
easily with your fellow global citizens. Although many people think that is very

difficult and confusing. English is actually the easiest language of the world to learn

because there are so any resourcesler available Nishanthi, (2018). Many countries

include English as a second language in their school syllabus and children start

learning English at a young age Ilyosovna, (2020).

English has been playing the main part in several sectors including medicine,

engineering, and education, etc. English is a vital language for all kinds of pro

personal goals (Nishanthi, 2018). Based on the idea of Castañeda, (2019) stated that

in the fields of second language acquisition, language pedagogy, curriculum

development, computer science, information technology, and psychology have

conducted studies to improve the conversation skills of their participants using varied

approaches, and they have found promising results using the intervention schemes,

computer programs, models, and training that they devised specifically to address the

needs of their participants.

English is a vibrant and international language with twenty percent of the

world’s population speaking English as native, second or foreign language. English

may not be the most spoken language in the world, but based on an estimated 1 billion

people worldwide speak English on top of this, 67 countries have English as their

official language and there are 27 countries that have English as their secondary

official language (Nishanthi, 2018). Language use is influenced by assumptions about

social roles and relationships that emerge in various situational and interpersonal

contexts. The concept of “cultural environment” as defined by Holliday (2019, p. 11).

Pragmatic patterns are central to activity coordination and the ongoing

construction and maintenance of interpersonal relationships, and they are thus deeply

intertwined not only with speakers’ (unconscious) assumptions about social roles and

24
relationships but also with their moral intuitions about what constitutes “appropriate”

behavior. This means that language learners’ perceptions of pragmatic norms are a

source of emotional investment as well as the basis for moral judgments of oneself

and others (McConachy, 2019). In a broader sense, the moral order can be defined as

a collection of normative assumptions. And the principles that individuals use to

ground their perceptions of how things should be, as well as the evaluative judgments

of concrete behaviors and people that result from these perceptions It includes not

only the norms that can be expressed verbally but also the norms that cannot be

expressed verbally. Everyday behavior, as well as the broader values, elicited, for

example, when norms are broken. This can include appeals to concepts such as

“politeness,” “fairness,” “dignity,” “honesty,” “loyalty,” and many other moralized

notions that are understood differently within and across cultures (Spencer-Oatey &

Kádár, 2021).

In the study of Gaerlan (2016), she argued that Filipinos despite being

bilingual in Filipino and English (being the medium of instruction)not all Filipino

learners are successful I learning in English which is their second language (L2).

Experts in the area came to see that the terms ‘acquire/acquisition’ could to be

devoted to 'first language acquisition’. Many others used ‘acquisition’ even for a

second language. Shojamanesh (2019)

Language-appropriacy judgments are weighed against social categorizations

such as gender, ethnicity, age, and region. Cultural designations at the national (for

example, English culture, Indonesian culture), supranational (Asian culture, European

culture), and even hemispheric. Thus, judgments are inextricably linked to categories

whose boundaries, assumed membership and attributes are ideologically defined and

thus constantly influenced by dominant discourses circulating within social spaces

25
(McConachy, 2019). In other side, According to (McConachy, 2018; Spencer-Oatey

& Kádár 2021) it entails dealing with the adaptable demands of needing to carry out

social acts through language in ways that may conflict with one’s existing identity or

assumptions about social relationships, and thus learning to manage potentially

ethnocentric judgments toward new pragmatic behaviors and people - Learning

pragmatics is a difficult but potentially rewarding process in which the individual

broadens their understanding of how meaning-making processes influence social

relationships and how assumptions about social relationships influence how people

interpret and use language in context.

English plays a critical role in language instruction in shaping functional

language skills. Vocabularies among Filipino students. It is describing the ability to

perceive and state labels, as well as the ability to recognize and name specific brands

or categories. It refers to one’s ability to decipher and explain the functions of words.

Furthermore, the individual can comprehend and apply descriptive expressions,

including parts in general (Children’s Speech and Language Services, 2016). In terms

of their perceived English language level, data analysis revealed that indigenous

students reported having difficulties in the use of English for personal and academic

purposes, and that these difficulties were stronger than those related to the use of

Spanish. Most indigenous students reported difficulties with reading and writing in

English at the university, with oral and written comprehension, and even with using

English for social activities such as writing short messages or writing emails.

Contrary to what occurred with Spanish, the majority of students reported difficulties

in all types of tasks, not just academic. These findings confirm results from previous

national studies on the low level of English of higher education students in Colombia

(Uinchía et al., 2015).

26
 In addition, these findings reinforce previous studies that describe the

inadequate learning conditions students face in their elementary and secondary

education and how this affects indigenous students as they reach higher education

Arismendi, (2016). Certainly, without these special programs, the possibility for

indigenous students to access higher education would be even more limited,

especially considering the highly competitive nature of university admission exams.

However, there is still a lot to be done in order to really ensure a more equitable

society in which indigenous and other marginalized groups can truly achieve social

mobility through education Mato, 2015; Martínez,,( 2015)

According to Antioquia, (2018) open to indigenous and nonindigenous

students and university members interested in learning about the nation’s languages,

cultures, and knowledge, can surely make students from indigenous communities feel

more valued and included in the institution, thus favoring their permanence at the

university while promoting a deep transform in higher education. In the globalized

twenty-first century era, language proficiency promotes cooperation and

communication among people from diverse cultural backgrounds in all facets of life,

education and work. Language learning must therefore be a lifelong commitment,

carried out in a number of ways to meet social, occupational and educational needs, as

well as personal needs and desires (Kukulska-Hulme, Lee, & Norris, 2017).

The English language is widely regarded as the lingua franca and the most

widely spoken language in the world (Yen & Mohamad, 2020). Due to the needs and

value of the English language in current global period, English as a second language

(ESL) learners travel across the world to learn the language. As a result, much work

has been put into finding suitable approaches for learning English. Learning English

27
as a second language is a challenging task. It will take a collaborative, massive and

extraordinary effort from both learners and educators Khasbani, (2018).

New Normal

The COVID-19 pandemic has dramatically changed the demographics of

online students. Previously, almost all students engaged in online learning elected the

online format, starting with individual online courses in the mid-1990s through

today’s robust online degree and certificate programs. These students prioritize

convenience, flexibility and ability to work while studying and are older than

traditional college age students Harris and Martin, 2012; Levitz, (2016). Since the

1990s, the world has seen significant changes in the landscape of education as a result

of the ever-expanding influence of technology. One such development is the adoption

of online learning across different learning contexts, whether formal or informal,

academic and non-academic, and residential or remotely. We began to witness

schools, teachers, and students increasingly adopt e-learning technologies that allow

teachers to deliver instruction interactively, share resources seamlessly, and facilitate

student collaboration and interaction Elaish et al., 2019; Garcia et al., (2018).

Recently, the education system has faced an unprecedented health crisis (i.e.,

COVID-19 pandemic) that has shaken up its foundation. Thus, various governments

across the globe have launched a crisis response to mitigate the adverse impact of the

pandemic on education. This response includes, but is not limited to, curriculum

revisions, provision for technological resources and infrastructure, shifts in the

academic calendar, and policies on instructional delivery and assessment. Inevitably,

these developments compelled educational institutions to migrate to full online

learning until face-to-face instruction is allowed. The current circumstance is unique

as it could aggravate the challenges experienced during online learning due to

28
restrictions in movement and health protocols Gonzales et al., 2020; Kapasia et al., ().

Pham & Nguyen, (2020; Simbulan, ,(2020) stated that his pandemic has created a

massive disruption of the educational systems, affecting over 1.5 billion students. It

has forced the government to cancel national examinations and the schools to

temporarily close, cease face-to-face instruction, and strictly observe physical

distancing. These events have sparked the digital transformation of higher education

and challenged its ability to respond promptly and effectively. Schools adopted

relevant technologies, prepared learning and staff resources, set systems and

infrastructure, established new teaching protocols, and adjusted their curricula.

However, the transition was smooth for some schools but rough for others,

particularly those from developing countries with limited infrastructure.

Inevitably, schools and other learning spaces were forced to migrate to full

online learning as the world continues the battle to control the vicious spread of the

virus. Online learning refers to a learning environment that uses the Internet and other

technological devices and tools for synchronous and asynchronous instructional

delivery and management of academic programs. Synchronous online learning

involves real-time interactions between the teacher and the students, while

asynchronous online learning occurs without a strict schedule for different students

Singh & Thurman, (2019). The need for education updating was required because of

the fast advances in technology. They need to learn at any time, and any place way in

its way to be achieved. (Wolfinger ,2016).

Nowadays, the challenges to access online learning are less because both

learners and teachers have been experienced the excellent opportunity of knowing and

interacting with educational technology tools such as mobile- based learning,

computer-based learning and web-based learning. Pellegreni, Mirella, Vladimir

29
Uskov, & Casalino ,2020; Byun, Sooyeon, & Slavin (2020). However, According to

Ali (2017) focused on Blackboard utilization as a motivator in English language

learning and teaching. The study found out that some learners were motivated to work

harder in learning English using the Blackboard platform, and some other learners

were demotivated to learn using Blackboard.

However, there were another study explored the importance of online learning

and investigated the analysis of weaknesses, strength challenges and opportunities of

online education in the time of the pandemic. The study provided some guidelines for

dealing with online learning challenges at natural disasters and epidemic. Shivangi,

(2020). The decision to close all schools and eliminate face-to-face classrooms has

resulted in a survival situation and adaptation to the “new normal.” The majority of

English learners, particularly English as Second Language (ESL) students, are trying

to improve their speaking abilities. It becomes an additional problem during online

learning. According to Yen and Mohamad (2020).

According to Sayuti, Teh, Saimi, Bakar, Dawawi, & Mohamad, (2020),

Learners’ lack of confidence and communication through virtual lessons has made it

much more difficult for them to speak or utter the words appropriately. Learners have

difficulty expressing themselves because they are tentative, hesitant and fearful of

making mistakes. They often lack adequate vocabulary and practice, making it

difficult for them to converse fluently in English (Syafiq, Rahmawati, Anwari, &

Oktaviana, 2021).

In English Language Learning, learners’ engagement is affected by

psychological factors (Sison & Bautista, 2021). A significant problem associated with

e-learning is the lack of effective contact with educators (Lestiyanawati &

Widyantoro, 2020; Ariyanti, 2020). Learners need two-way communication which

30
can be difficult to achieve. Learners feel demotivated to learn in such circumstances

because they are constantly confronted with a computer (Toquero, 2020).

They seldom have time to do e-learning because it needs too much time for

them to explore their interpretation of the subject. Despite the fact that e-learning is a

daunting task, it necessitates efforts such as recording, reading, memorizing and

consuming online-based learning media, especially for English Oral Presentation or

speaking assessment. Simamora, (2020) . In other perspective, Pace, Pettit, & Baker,

(2020) stated, that this is a situation in which learners must adapt rapidly; more

specifically in an emergency learning situation. For those who cannot adapt

themselves because of poor interpretation towards subjects learned, especially English

language, unable to submit assignment on time due to poor Internet coverage and are

unable to finish it as well as the fear of losing marks increases the level of stress

among the learners (Aboagye, Yawson, & Appiah, 2020).

Furthermore, without assistance and support from friends, families, schools,

government and policymakers in the midst of COVID-19 pandemic, learners find e-

learning to be tedious, Hence, they lose their interests and motivation to learn. Some

learners admit that they do not have a comfortable learning atmosphere at home and

the fact that they are forced to engage in household chores during the lockdown, bring

about negative impacts on their studies and leaving them depressed and despondent

Mishra, Gupta, & Shree, (2020) and Pace, Pettit, & Baker, (2020). Besides, physical

issues, such as eye pressure, are common challenges among learners and can make

them feel uneasy throughout the learning process Octaberlina & Muslimin, (2020).

Learner engagement and satisfaction are critical aspects to the E-learning

process to ensure their academic development especially in second language learning

Chung, Subramaniam, & Dass, 2020; Pazilah, Hashim, & Yunus, (2019). In the past

31
study, learners have stated that e-learning platforms assist them in practising language

skills and learning new English vocabularies while they are learning English. Learners

choose to learn languages using online resources as the number of portable, digital,

Android, smart and intelligent devices keep growing. Cakrawati (2017),

Many learners nowadays have offline or online dictionaries installed on their

devices that can assist them in deciphering the meanings of new terms. According to

Mohamad, Rashid and Wan Mohamad (2017) Aside from that, ESL educators find

certain applications to be extremely helpful when creating specific assignments for

their learners. It is an electronic dictionary is convenient and time-saving for learners

to look for the definitions of new terms. In addition, According to Ghavir, Kunjappan,

Ramasamy, & Anthony, (2016); Yilmaz (2017); Rafiq, Hussain & Abbas, (2020)

stated that e-learning is often fun way of teaching and learning speaking skills, it can

boost confidence and promote cooperation by engaging media platforms and this

proved by several past studies.

CHAPTER 3

METHODOLOGY

This chapter presented the processes and ways that used by the researchers for

this study. The key components were research design, role of the researchers, research

participants, data collection, data analysis, and ethical consideration.

Research Design

This study used a qualitative research design that relies on data obtained by

the researcher from first-hand observation or interviews and tends to answer questions

32
about of a phenomenon. According to (Crossman, 2017), it refers to non-numerical

data that helped the researcher in the collection of meaning from the data gathered to

understand the life experiences through the study of target population or place .

The research design used in this study was the phenomenological that focus on

the live experience of IP students in learning English as a second language in new

normal. Phenomenological focuses on the commonality of a lived experience within a

particular group and seeks to describe the essence of a phenomenon by exploring or

conducting interview from those who have experienced. This research design were

used to help understand the meaning of IP students lived experience and to produce

in-depth descriptions of the phenomenon.

The phenomenological approach used in this study is the Interpretive

Phenomenological Analysis (IPA) that concerning in analyzing the major life

experience of IP student. This approach is suitable in this study, which aims to

provide detailed examinations of personal lived experience of IP students and to

explore in detail how participants are making sense of their personal and social world.

Role of the Researcher

The researcher wrote an informed consent form to the Indigenous leader or

Chieftain of the respective Tribe, particularly the Mandaya, whose part of the study

was proof that the researcher conducts this study with the participants’ proper

authority. However, the role of the researcher also includes first; conducting an

interview. Interviews were structured according to the questions made by the

researcher, which outlines themes to be covered during the interview. Second, the

transcription of the data collected.

Research Participants

33
The participants were bonafide Indigenous learners from one of the State Universities

and College in the Province of Davao De Oro from 1st year to 4th. They were

selected to participate in the study since they are knowledgeable informants who

could give researchers the reliable information based on their personal experience.

There were only 14 participants of this study which they are the Indigenous

students of Mandaya tribe. Mandaya are the oldest ethnic tribe and dominant ethnic

group in the Philippines, particularly in Davao De Oro. Undoubtedly, the Mandaya

have one of the richest cultural heritage among ethnic groups. They are known to

have a solid tradition in weaving and agriculture as their main source of living .

These 14 participants were chosen through stratified sampling , 7 participants

belongs to Focus Group Discussion (FGD) and the other 7 will have the In depth

Interview (IDI) to represent best the entire population being studied and the

researchers selected the said participants because of their proximity and relevance for

this study. There were no rules to follow in answering the questions however, just

ensuring that their answers were based on facts and their lived experiences regarding

the stated problem. It is essential that all participants have similar lived experience of

the phenomenon being studied. Creswell (2013).

The identified participants received a message on Messenger with the Informed

Consent Form that establish secure protocols by the approval of the tribal leaders that

includes the details about the research, research procedures, significance of the study,

the participant’s rights, and the confidentiality of the participants’ identity.

Data Collection.

The following were the important things that the researchers followed to

gather information from the participants. The participants are bonafide IP students

from the Mandaya tribe.

34
 In gathering the data, first the researcher asked permission to the Branch

director to conduct research in the school college. Second, request letter to the

DDOSC-IP Coordinator in Montevista Branch for the list of IP students from the first

year to the fourth year to identify the potential participants. Third, the researcher will

get a certification from the Davao De Oro State College- Montevista research ethics

committee. Fourth, the researcher wrote a consent form to the Tribe Chieftain of the

chosen tribes to have their approval in gathering interview. Inside the letter contains

the permission to gather questions to the Indigenous students.

Afterwards, the researchers give informed consent to the stated participants of

the study and let the participants signed.

Later on, the researchers conducted an open-ended question to the chosen

participants through online platforms, specifically Google Meet to express their

experiences in learning English as a second language especially, in today’s new

normal education. Their responses were not scripted, they answered the questions in

accordance to their personal experiences.

After the researcher conducted the open-ended questions to the participants,

the gathered information based on the responses of the research participants were

analyzed and interpreted.

In the next chapter of this research study, will discussed the results and the

given responses of the participants from the questions.

Data Analysis

In data gathering, the researcher will begin to process the information from the

research participants word for word. They will not be forced to answer the open-

ended questions and they were allowed to use their preferred language. The researcher

will classify the gathered data after interpreting and translating data. The data

35
gathered are properly encoded and back up files are being provided to ensure its

safeties.

Furthermore, the researcher used a qualitative data analysis technique which is

the thematic analysis. The data analysis is to extract and obtain useful information

from the data. Thematic analysis was developed by Gerald Holton in the 1970s and a

method for identifying, analyzing, and reporting themes within data Braun and

Clarke (2006). It is particularly useful when a research project aims to discover

themes and concepts embedded throughout qualitative data (Rubin & Rubin, 1995).

This type of data analysis assisted the researchers in identifying themes and patterns

of significance in a dataset related to certain research topics. The data is rigorously

examined by the researchers in order to identify common themes, subjects, and ideas.

This form of data analysis offers for a lot of freedom in data interpretation; it allows

researchers to quickly classify the data sets into broad themes.

Ethical Consideration

Lily George, Juan Tauri and Lindsey Te Ata o Tu MacDonald (2020) stated

that researchers, especially non-Indigenous researchers, are mindful that there is not

one, singular Indigenous approach to questions of research ethics. Indeed, to suggest

so would further contribute to the homogenization and erasure of Indigenous

identities, cultures, and traditions. Stress the importance of meeting Indigenous

peoples ‘where they are’ and sincerely engaging with local Indigenous traditions and

cultural protocols. The following ethical considerations below will be thoroughly

followed upon conducting a study among the BSED English Pre-Service teachers of

Davao de Oro State College, Montevista branch.

Conflict of Interest. The BSED English pre- service teachers who will be

participants in gathering the data for this study will be treated with full of respect and

36
honored. The researchers will highly value the welfare of the participants’

participation during the course of the study. The pre service teachers may also

withdraw their inclusion whenever they have no interest in participating in the study

and may inform the researchers if they feel inconvenience during the process of

interview.

Privacy and Confidentiality. The researchers would be in charge of exerting

extra caution and ensuring the participants' confidentiality. For Participant’s

information, were informed that this study is indeed confidential and private in order

to protect their privacy. Despite the fact that the participants’ privacy was properly

secured, qualitative research necessitates conformity. This refers to the recording of

all of the actions included in a research project. Every research participant’s privacy is

the responsibility of the researchers. The researcher ensured that each participant’s

personal information was kept private.

Inform the consent process. The researcher are responsible for securing that

participants are not offended and their rights are upheld. The researcher will first give

a letter of authorization to the tribe leader of the participants outlining the study's

objective and details. Every participants receives informed consent form through

email including the researchers objectives and purpose of the study. Once, we

received their response we will schedule the date and time for the interview.

Vulnerability. The response of the participants will be carefully secured and

kept in private so that no one can hear or read them. Coding system will be used by

the researcher to protect the confidentiality of the participants.

Recruitment. The identified participants received a message on Messenger

with the Informed Consent Form that establish secure protocols by the approval of the

37
tribal leaders that includes the details about the research, research procedures,

significance of the study, the participant’s rights, and the confidentiality of the

participants’ identity. Furthermore, the researchers will explain the study's purpose

and significance. The participants will be given information on who they can contact

for further information about the study, as well as the opportunity to question the

researchers about the nature of the study. If the team is unable to contact them, the

Davao De Oro State College Ethics Committee can be contacted. This ensures that the

information is comprehended by all participants.

Dangers. Due to the fact of today's Covid 19 pandemic, researcher will not let

face to face interaction with the respondents during the interview. Instead, researcher

will used different online communication platforms to connect with the participants to

do the gathering of data.

Community consideration. The result of this study will benefit the

Indigenous Students and the community, sharing them about the lived experiences of

IP students learning in English in multilingual classroom and how this English

language helps them to cope with the challenges.

Benefits. The study's benefits to participants and the community will include

increased awareness and understanding of lived experiences, coping mechanisms, and

insights of IP students in dealing with the challenges of learning ESL in multilingual

classroom in the new normal education at Davao De Oro State College - Montevista

Branch. This could lead to a better understanding of the research.

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