ABSTRAK

Nilalayon ng pag-aaral na ito ay magsagawa ng tematikong pagsusuri sa mga kontekstwalisadong kagamitang pampanitikan para sa Filipino 7 sa ilalim ng Matatag Kurikulum, saklaw ang Unang Markahan lamang.  Ang Thematic Analysis nina Braun at Clarke (2021), ang balangkas na ginamit sa pagsusuri ng mga karunungang-bayan—bugtong, salawikain, sawikain, kasabihan, at tanaga—bilang salamin ng kulturang Pilipino, pagpapahalagang panlipunan, at moralidad. Isinagawa ang pananaliksik sa pamamagitan ng kwalitatibong disenyo at tematikong pagsusuri upang tukuyin at ipaliwanag ang mga umuusbong na tema.

Salig sa Teoryang Socio-cultural ni Vygotsky na naniniwalang  ang wika ay panlipunan, may tungkulin sa pagtamao ng kaalaman at kamalayang kultural, lumitaw sa pagsusuri ang limang pangunahing tema: (1) Karunungang-Bayan at Kaalamang Kultural, (2) Aral sa Buhay at Pag-uugali, (3) Pagmamahal sa Kalikasan at Yaman ng Bayan, (4) Pag-ibig, Pamilya at Ugnayan sa Kapwa, at (5) Pag-asa at Pagbangon. Ang mga temang ito ay kakikitaan ng ugnayan ng panitikan at lipunang Pilipino bilang tagahubog sa pagkakakilanlan.

Dahil sa mabisang lapit sa paglalantad ng kabuluhang kultural ng mga akdang pampanitikan, inirerekomenda ang paggamit ng tematikong pagsusuri bilang pamantayan sa pagdidisenyo ng instructional materials at sa integrasyon ng mga natukoy na tema sa pagtuturo at pagtataya ng panitikan.

DOI 10.5281/zenodo.17065898

THE PROBLEM AND ITS BACKGROUND

Introduction

The world we live in is changing so fast. A lot of mysteries untold are surfacing around the globe. As such, an unpredicted natural phenomenon such as earthquakes happen at times in different countries all over the world. Flash floods, typhoons, landslides, volcanic eruptions, and other natural and man-made disasters invade and engulf our world and in just seconds, lives, properties, crops, and infrastructures are swiped away and lost. Devastating calamities make a difference in the lives of the people and places they hit in the world. Such experiences urge the people of the world to become more resilient and vigilant, be ready and become wiser in dealing with disasters.

Internationally, the societies and organizations endorse humanitarian disaster risk reduction (DRR). Its goal is to implement strategies for risk assessment, disaster relief, and readiness to safeguard civil society and allocate resources towards enhancing capacities, especially in developing nations (Scheunemann, 2023).

Based from United Nations (UN) member state in 2015, the agenda for the 2030 for Sustainable Development provides an integrated roadmap that is for world peace and prosperity both now and in the future. These 17 Sustainable Development Goals (SDGs) provides an urgent action for all nations whether developed or developing, and a worldwide partnership is the core of it. In addressing this, climate change and the pursuit to protect our oceans and forests, they believe that annihilating poverty and other forms of deprivation should be coupled with policies that improve health and education, decrease inequality, and upgrade economic growth (The 17 GOALS | Sustainable Development, n.d.).

Among the 17 SDGs set by the UN General Assembly in 2015 is the SDG 11 or called Global Goal 11, titled "sustainable cities and communities", where the UN has outlined 10 targets and 15 indicators for SDG 11. One of them is SDG 11. 5 whose aim is to lessen the adverse effects of natural disasters. The official operation of SDG 11 is to bring cities inclusive, protected, resilient, and sustainable (The 17 GOALS | Sustainable Development, n.d.).

The UN, known to be of service to any country in the whole world that have been struck by devastating calamities, natural or man-made, are always ready to help. That is why, there is a worldwide policy of DRR that is agreed upon by the UN and endorsed the 2015-2030 Sendai Framework for Disaster Risk Reduction (SFDRR), which was adopted in March 2015. It has an expected outcome over the next 15 years, carrying out the goal which is “The substantial reduction of disaster risk and losses in lives, livelihoods and health and in the economic, physical, social, cultural and environmental assets of persons, businesses, communities and countries”. The SFDRR has seven (7) clear targets and four (4) priorities for action to prevent new and reduce existing disaster risks. Over the next 15 years, it aims to significantly lower the risk of disasters and the damages they cause to people's lives, livelihoods, and health as well as to the economic, and environmental assets of individuals, communities, and nations (UNDRR, 2023). The framework of the UN is still an ongoing and non-stop endeavor to help people and places in need around the world.

Our country, the Philippines, is one of the most disaster-prone countries in the world. Its location is along the Pacific ring of fire where it is highly susceptible to seismic and volcanic risks. The Philippines is also exposed to typhoons every year and has been known for world record on this. It is also because of climate change and pandemics that are intensifying those risks. The World Bank has been supporting the Philippine government over the past years in building the country to be resilient to climate change, natural disasters, and pandemics through their development policy financing, investment operations, technical assistance, analytical work, knowledge-sharing, and policy dialogue (World Bank Group, 2023).

Mayfield, who is a meteorologist, once said “Preparation through education is less costly than learning through tragedy” (AZQuotes.com, 2023). This quote is true especially when a disaster like an earthquake, which is unpredictable, happens. Earthquakes are very destructive. So, preparation in educating the people is really a must, which the whole world is doing. Not only earthquakes, but also all kinds of disasters that come our way. People need to be educated and reminded every time on what to do before, during, and after any disaster.

The Philippines National Disaster Risk Reduction and Management Council (NDRRMC), which is administered by the Office of the Civil Defense (OCB) under the Department of National Defense (DND) is responsible for ensuring the protection and welfare of the people during disasters or emergencies (Resilient.PH, 2020). Established by Presidential Decree 1566 on June 11, 1078, the NDRRM is a working group of several governments, NGOs, the civil sector, and the private sector organizations of the government of the Republic of the Philippines.  In the areas of communication, warning signals, response to emergencies, transportation, evacuation, rescue, engineering, health, rehabilitation, general education, and auxiliary services, such as police and firefighting support, the NDRRMC is responsible for organizing and guiding actions across the country. The UN Cluster Approach is used by the Council to manage disasters. It serves as the nation's focal point for other relevant international commitments, including the ASEAN Agreement on Disaster Management and Emergency Response (AADMER) (Wikipedia contributors, 2023).

Alongside with the NDRRMC, the provinces of the Philippines have their Provincial Disaster Risk Reduction Management Council (PDRRMC). The council is guided by Republic Act No. 10121, “An act strengthening the Philippine Disaster Risk Reduction and Management System, providing for the National Disaster Risk Reduction and Management Framework and Institutionalizing the National Disaster Risk Reduction and Management Plan, Appropriating Funds and therefor and for other purposes” (Republic Act No. 10121 | GOVPH, 2010). All provinces have their own implementing PDRRMC.

Region III (3) or Central Luzon is one of the seventeen (17) regions in the Philippines. The said region is a combination of high mountains, extinct and active volcanoes, lush, verdant farmlands, and natural sea harbors. It is one of the leading growth regions in the Philippines, strategically located at the heart of Asia. The region is also lies between Manila and Northern Luzon. Region III is also called “Central Plains” and comprises seven (7) provinces namely, Aurora, Bataan, Bulacan, Nueva Ecija, Pampanga, Tarlac, and Zambales (DENR Region 3, 2019). In Region 3 or Central Luzon, each province has common ways in implementing RA no. 10121.

These provinces have their own Provincial Disaster Risk Reduction Management Office (PDRRMO), but their functions, duties and responsibilities are one and the same pursuant of Republic Act No. 10121 in which the PDRRMO shall carry out/observe/fulfill the following functions, duties and responsibilities. (Provincial Disaster Risk Reduction and Management Office, n.d.).

Under the implementing rules and regulations (IRR) of Republic Act No. 10121, also known as "Philippine Disaster Risk Reduction and Management Act of 2010 (PDRRM Act of 2010)" stated that the PDRRMC shall carry out/observe/fulfill the following functions, duties and responsibilities stated in section 4 in  rule 6 - local disaster risk reduction and management office (LDRRMO) wherein, the provincial, city and municipal disaster risk reduction and management (DRRM) offices or Barangay DRRM Offices, in coordination with concerned national agencies and instrumentalities, shall perform the following functions with impartiality, given the emerging challenges brought by disasters of our times.

The Council, in discharging its functions, shall utilize the facilities and services of the PDRRMO to be known as the Provincial DRRM Operation Center (PDRRMOC) (Provincial DRRM Office, n.d.)

In this context, since the functions, duties, and responsibilities of the PDRRM are all aligned in RA 10121, implementation is the key. It is where all Region III provinces will have different ways in mitigating disaster, how they carry out their functions, duties, and responsibilities, and how they cater to the needs of the constituents in their provinces. This is the reason why the researcher conducted this study to enhance the functionality or performance of the PDRRM offices/personnel, and enlighten and inspire more on certain things that needed to be practiced and become best practices in any of the provinces, municipalities, and cities of Central Luzon that can be adapted not only within the region but also to other regions, as well as the Department of Education (DepEd), since disasters deprive children of their right to a continuous, quality, basic education in a safe environment. They threaten the lives of children, their families, and education personnel. Disasters also set back the investments made by the education sector (Division of Iligan City - School DRRM Manual, n.d.). Therefore, all Filipinos can become resilient and never lose loved ones, houses, crops, infrastructures, and many more. Furthermore, it will help to improve the security and resiliency of our country's schools 

READ MORE

Abstract

This study evaluates the challenges of integrating gamification strategies into Technology and Livelihood Education (TLE) and their influence on student performance. With the growing adoption of game-based learning in education, the research aimed to identify the benefits and limitations of gamification as an instructional approach. Employing a mixed-method design, data were collected from TLE teachers and junior high school students through surveys, classroom observations, and focus group discussions. Findings revealed that gamification positively contributed to student motivation, participation, and mastery of practical skills. However, challenges such as inadequate technological resources, time constraints in lesson delivery, and limited teacher expertise in game-based pedagogy hindered its full implementation. The study concludes that while gamification holds strong potential to enhance TLE instruction, addressing the barriers of infrastructure, training, and curriculum alignment is essential. It recommends capacity-building programs for teachers and the integration of context-appropriate gamified tools to improve student performance in TLE.

DOI 10.5281/zenodo.17075782

Abstract

This study explores the challenges and opportunities of integrating mobile learning applications in enhancing Industrial Arts activities within Technology and Livelihood Education (TLE) programs. Recognizing the increasing role of digital tools in education, the research aimed to determine how mobile applications support teaching and learning in Industrial Arts, as well as the barriers that hinder their effective utilization. Using a descriptive-qualitative approach, data were gathered through interviews and surveys with TLE teachers and students from selected secondary schools. The findings revealed that mobile learning applications provide significant opportunities for interactive learning, accessibility of instructional resources, and student engagement in hands-on activities. However, challenges such as limited internet connectivity, insufficient teacher training, and lack of standardized digital resources were identified as major constraints. The study concludes that while mobile learning applications present strong potential to enrich Industrial Arts instruction, their success depends on addressing technological and pedagogical gaps. It recommends continuous teacher professional development, provision of reliable digital infrastructure, and the development of localized mobile learning content to maximize the benefits of mobile technology in TLE programs.

DOI 10.5281/zenodo.17077333

Abstract

This qualitative phenomenological study centered on the “receiving teachers” of Binangonan, Rizal—regular educators who opened their classrooms to learners with special educational needs. Ten teachers took part in semi-structured interviews; transcripts were member-checked and thematically analyzed. Four threads emerged. First, teachers adopted adaptive roles and flexible pedagogy by chunking tasks, offering alternatives, and recalibrating expectations. Second, brief co-planning with SPED focal persons reduced confusion and incidents. Third, despite RA 11650, time pressure, oversized classes, and limited assistive tools continued to constrain practice. Fourth, care—expressed through greeting routines, steady feedback, and short family updates—built resilience and yielded modest but meaningful gains. Drawing from these insights, the study proposed the CARE Framework—Collaboration, Adaptability, Reflective Practice, and Empathy—to guide school and teacher preparation. Practical guidelines included protected collaboration windows, the use of universal-design principles in planning, clear referral and documentation pathways, and provision of low-tech supports that turned policy into dependable daily routines.

Introduction

Inclusive education in the Philippines lay at the intersection of law and practice. After the Inclusive Education Act (RA 11650) was passed, schools were required to support students with disabilities in class through appropriate services, collaboration, and reasonable accommodations. The law established standards for Inclusive Learning Resource Centers and coordinated support, but left day-to-day translation to schools and teachers working in varied contexts. Since 2021, research had shown that teachers’ views were often mixed, and these attitudes affected differentiation, collaboration, and referral pathways. Work on Universal Design for Learning had indicated that planning for variability—multiple means of engagement, representation, and action—raised participation when taken as a whole-school approach. Studies from the Middle East and Gulf highlighted enduring barriers—limited assistive technologies, few support personnel, and uneven administrative backing—that constrained committed teachers. Within this landscape, our study focused on receiving teachers and examined how they enacted inclusion, what constrained them, and which practices helped them make it work.

Methods

The study used a qualitative phenomenological design to capture the day-to-day realities of receiving teachers in public schools within one Philippine municipality. Ten teachers, each with at least a year of experience handling LSENs, participated in semi-structured, in-depth interviews (≈30–45 minutes). Interviews were audio-recorded with consent, were transcribed verbatim, and were member-checked. Thematic analysis proceeded from open coding to axial and selective coding, allowing patterns to emerge across cases and grade levels. Ethical safeguards included informed consent, confidentiality, and secure storage of recordings and transcripts.

Results

Receiving teachers navigated inclusion through four themes. First, adaptive roles and flexible pedagogy: teachers adjusted task expectations, offered alternate formats, and broke lessons into smaller steps. Many had not received formal UDL instruction, yet their improvisations paralleled UDL—multiple ways to access content and show learning—especially in reading and mathematics. Second, collaboration was key. Teachers reported clearer expectations and fewer disciplinary issues when they co-planned with SPED coordinators, guidance counselors, or colleagues; in its absence, accommodations and progress tracking were unclear. Third, system restrictions and policy–practice gaps persisted: time pressure, large classes, limited assistive aids, uneven materials, and a lack of school-wide screening, referral, and documentation processes hindered practice, although RA 11650 provided a policy backbone for seeking support. Fourth, resilience grew through care. Small routines—greeting at the door, previewing tasks, pairing with supportive peers, and sending short family updates—yielded modest gains in engagement, on-task conduct, and peer acceptance, and attitudes tilted positive when leadership offered visible, timely support.

Discussion

Classroom creativity and structural deficiencies coexisted. Teachers were constrained rather than resistant. When time for collaboration, supporting tools, and clear protocols were available, teachers leaned in; without them, ad-hoc fixes carried the load and burnout rose. Contemporary studies reported the same challenges—too few support workers, limited training, and fragile administration—and the same levers: clear communication, coaching, and co-planning. Policy signals mattered. RA 11650 set expectations, but value appeared only when supports were visible—a focal person, unambiguous referral steps, and access to devices or low-tech aids. Bridging the policy–practice gap required budgeting time as well as equipment for consults, team huddles, and parent touchpoints. UDL-guided planning produced quicker, more effective adaptations when schools shared a common language and designed multiple pathways from the outset. Finally, pragmatic, hopeful—at times cautious—attitudes often reflected uncertainty; five-minute consults, parent-update templates, and small pools of manipulatives eased friction and shifted attitudes in a positive direction.

Conclusion and Implications

Receiving teachers advanced inclusion through small, repeatable moves—task chunking, peer pairing, quick feedback, and steady communication—despite real constraints. To sustain and scale these gains, we recommended four actions: (1) codify collaboration by protecting brief windows for co-planning and post-assessment check-ins and by naming a school-level focal person; (2) adopt UDL as shared planning through simple prompts in lesson study and a modest bank of low-tech supports; (3) leverage RA 11650 to secure time, tools, and clear referral protocols while tracking requests and responses; and (4) monitor climate and attitudes with quick pulse checks to target supports and nudge ambivalence toward practical optimism and sustained teacher well-being.

References (2021–2025)

Republic Act No. 11650 (2022). An Act Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education. (Official text).

Lindner, K.-T., et al. (2023). Do teachers favor the inclusion of all students? Findings on teachers’ attitudes toward inclusive education. European Journal of Special Needs Education.

Almeqdad, Q. I., et al. (2023). The effectiveness of Universal Design for Learning: Systematic study and meta-analysis. Cogent Education.

Darwish, S., et al. (2025). General education teachers’ challenges implementing inclusive education (Qatar). Education.

Jabri, A. (2025). Challenges facing general education teachers in inclusive education. Frontiers in Education.

DOI 10.5281/zenodo.17082265

Jennifer B.Barias

UPHSD, Metro Manila

Abstract
Secondary students in a congressional district of Quezon Province were examined in relation to the impact of school-based cookery livelihood initiatives on their experiential, integrative, and entrepreneurial learning.Guided by a descriptive‑correlational approach, the team used a validated questionnaire and standard descriptive and correlational analyses. Students described entrepreneurial and experiential learning as the strongest gains, noting confidence in product planning, selling, and learning by doing. Integrative learning was also evident, yet less consistent, particularly around applying science, technology, and cost analysis. Students and teachers pointed to recurring obstacles: scarce ingredients and tools, cramped or outdated kitchens, and uneven support from the wider community. Analysis indicated a modest inverse link between resource scarcity and the depth of hands‑on learning, suggesting that shortages blunt the very experiences that make cookery truly powerful. The study led to an enhancement program that prioritizes resourcing laboratories, targeted professional development on food safety, costing, and product development, and partnership building with local industry and civic groups to sustain real‑world learning.

Introduction

Technology and Livelihood Education weaves practical skills, entrepreneurial mindsets, and cross‑curricular knowledge into everyday school life. In this track, cookery projects become living laboratories: students plan menus, cost ingredients, practice safe food handling, produce saleable items, and reflect on feedback from customers. The study traced effectiveness across entrepreneurial, experiential, and integrative learning while listening to classroom realities. Participants described gains in confidence, teamwork, problem solving, and the ability to connect science, math, and enterprise. They also named obstacles—limited supplies, cramped kitchens, and uneven training and community linkages—leading to an enhancement program focused on resourcing labs, mentoring teachers, and building partnerships.

Methods

A descriptive–correlational approach was used. Student participants (n=200) completed a researcher-made survey with two parts: demographics and domain-specific indicators rated on 4-point Likert scales. The instrument was expert-validated and pilot-tested; reliability was acceptable (α = .84). Data collection followed informed-consent protocols and three procedural phases (instrument preparation, administration, and analysis). Statistical treatment comprised frequency, percentage, weighted mean, and Pearson correlation.

Results
Students credited the cookery projects with very strong gains in both entrepreneurial and experiential learning. Entrepreneurial learning was rated Very High overall (M=3.32), with the most enthusiastic marks for real marketing and selling practice (M=3.80) and for how the projects sparked motivation to pursue food entrepreneurship (M=3.83). Experiential learning was likewise Very High (M=3.32): learners agreed that “learning by doing” deepened retention (M=3.54) and that sessions convincingly simulated real kitchen environments (M=3.46). Integrative learning registered a High overall assessment (M=3.18). Here, the strongest thread was problem‑solving that stitched together ideas from different subjects (M=3.55), while technology‑based tasks (M=2.76) and the explicit use of scientific concepts (M=2.89) lagged behind—signaling clear targets for curricular refinement without diminishing the broad instructional value students experienced.

Implementation challenges. Students strongly agreed that resource shortages disrupted classes—ingredients (M=3.64), storage (M=3.70), and overall supply unavailability (M=3.98). Teacher development gaps were also prominent (overall M=3.29), citing insufficient hands-on training, limited networking, and few food safety seminars. Community support was uneven (M=3.18), with limited recognition of outputs and few sustained partnerships. Correlational analysis showed a small but significant negative link between resource scarcity and experiential learning (r = −.176, p = .013); other correlations were non-significant.

Discussion and Conclusions

The pattern is clear: when tools, ingredients, and functional lab spaces are constrained, the very heart of cookery—experiential learning—suffers. This aligns with evidence that skill performance in culinary education rises when sensory/experiential pedagogies are well-supported. At the same time, teacher learning matters: reviews indicate that professional learning featuring training plus ongoing coaching and collaborative CPD is likeliest to lift student outcomes, a useful guide for the TLE context.

Policy levers in the Philippines can anchor these improvements. DepEd’s Joint Delivery Voucher Program (JDVP) helps resource specialized SHS TVL provisions via external partners; where feasible, analogous partnerships at the JHS level could be cultivated locally to expand facility access and immersion experiences. TESDA’s national standards (e.g., Cookery NC II) provide a competency benchmark and an external alignment target for schools upgrading labs and assessment practices. Local studies also point to the entrepreneurial promise of embedding livelihood projects in cookery and to the importance of nurturing students’ personal entrepreneurial competencies.

Implications. The proposed Enhancement Program is well-aimed: (1) address resource bottlenecks through planned procurement and shared-use partnerships; (2) institute continuous, practice-anchored PD (food safety, cost control, product development, digital selling) with coaching and industry mentoring; and (3) formalize school–community–industry linkages (e.g., cookery fairs, micro-ventures, work immersion). Future work can test impacts with quasi-experimental designs and broaden measures (e.g., industry certifications, venture prototypes, costed menus). Limitations include non-probability sampling, self-report measures, and a single-district scope.

References

Damsbo‑Svendsen, M., Karpantschof, B. E. M., Stovgaard, M., Christensen, J. H., & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119–141. (Intellect Discover)

Department of Education (DepEd). (2023). Guidelines on the Implementation of the Joint Delivery Voucher Program for Senior High School (SHS) Tech‑Voc Specializations (SY 2023–2024) (DO 006, s. 2023). (Department of Education)

Obregon, K. A., Largo, J. M. R., Aparre, P. A. S., Rama, M. N. A., & Polinar, M. A. N. (2023). Personal entrepreneurial competencies of TVL–Cookery students at Mabolo National High School. Psychology and Education: A Multidisciplinary Journal, 11, 917–926. (Philippine EJournals)

Origenes, A. M. D. (2024). Integration of livelihood project in the Cookery specialization and entrepreneurship skills development among Grade 11 TVL students. TWIST Journal, 19, 201–210. (TWIST Journal)

TESDA. (2022). Promulgated Training Regulations (as of May 2022) (includes Cookery NC II code TRSCOK214). (Tesda)

Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open. (ScienceDirect)

DOI 10.5281/zenodo.17082338

Abstract
This article synthesizes recent evidence on the effectiveness and challenges of integrating technology‑based strategies in English language teaching (ELT). Drawing on a rapid narrative review of peer‑reviewed studies (2021–2025) and a recent master’s thesis that examined implementation barriers and enablers in a secondary‑school setting, we identify four recurring findings. First, technology‑facilitated personalization yields medium gains in achievement, though impacts on learner perceptions are smaller. Second, virtual reality (VR) produces medium effects on linguistic and affective outcomes, with non‑immersive setups sometimes outperforming immersive ones. Third, AI chatbots—including large‑language‑model (LLM) tools—can improve vocabulary learning and provide scalable feedback, but reliability, ethics, and assessment integrity remain concerns. Finally, persistent challenges include uneven infrastructure, limited teacher digital competence, and policy alignment. We propose a practical integration roadmap centered on purposeful task design, teacher professional development, and equity safeguards. The review concludes that technology can enhance ELT when anchored to clear learning goals and supported by continuous capacity building and institutional support.

Introduction

Digital tools are now embedded in many ELT classrooms, promising individualized pathways, richer input, and timely feedback. Meta‑analytic evidence indicates that technology‑facilitated personalized learning improves achievement (medium effect size), although benefits for attitudes and perceptions are smaller and moderated by the type of software and pedagogy used. VR, meanwhile, has shown medium effects on both linguistic and affective gains, with design choices (e.g., device type) shaping outcomes. In parallel, AI chatbots are accelerating support for study help and personalization, but also raise questions about accuracy, privacy, and fair assessment.
At the implementation level, work conducted in a 2025 master’s thesis highlights the everyday barriers ELT teachers and students face: infrastructure gaps, uneven digital literacy, and limited institutional supports—factors that can blunt otherwise promising tools.
This paper synthesizes recent findings to address a practical question for ELT stakeholders: under what conditions do technology‑based strategies add value, and how can common obstacles be mitigated?

Methods

We conducted a rapid narrative synthesis of peer‑reviewed scholarship published between 2021 and 2025, prioritizing high‑leverage evidence (meta‑analyses, systematic reviews, and experimental studies) on (a) technology‑facilitated personalization, (b) VR for language learning, and (c) AI chatbots, including LLM‑based tools. We complemented these sources with a 2025 master’s thesis that documents real‑world implementation challenges and recommendations in a secondary‑school context. Eligibility criteria included relevance to ELT, report of learning or affective outcomes, and methodological clarity. Rather than aggregate effect sizes across diverse designs, we organized convergent findings thematically and translated them into actionable implications for classroom practice and policy. (Because this is a narrative synthesis, we do not present a PRISMA flow diagram.)

Results

Recent research shows that technology‑integrated language learning yields generally positive—but context‑dependent—effects. In personalized learning, a meta‑analysis of 34 studies reported a medium gain in achievement and a small gain in learner perceptions. Moderator analyses indicated that both instructional methods and software shaped outcomes, stressing the importance of aligning tools with pedagogy. Evidence for virtual reality (VR) is likewise encouraging. A meta‑analysis of 21 studies (N=1,144) found medium effects on linguistic outcomes (g≈0.66) and affective outcomes (g≈0.57). Non‑immersive VR (e.g., desktop) sometimes outperformed head‑mounted displays, likely because reduced cognitive load frees attention for language. These results suggest lower‑cost, easier‑to‑deploy configurations can be both effective and practical. Studies on AI chatbots, including large language models, reveal promise and caution. Reviews cite on‑demand help, personalization, and skills practice, alongside concerns about accuracy, ethics, privacy, and assessment integrity requiring guardrails. Complementing this, an experiment with 52 L2 learners found that an LLM‑based chatbot improved receptive and productive vocabulary, with retention gains on delayed tests. Implementation context remains decisive. Practice‑level evidence from a 2025 thesis converged on three friction points: infrastructure and access, teacher capacity, and policy coherence. Targeted PD, equity measures, clear goals, and staged adoption were recommended to turn promise into durable gains.

Discussion

Recent studies show that technology is most useful when it is driven by instruction instead of tools. Three implications follow.

1. Prioritize fit‑for‑purpose design. Personalized platforms and VR should be matched to specific ELT objectives (e.g., VR for speaking confidence and situated vocabulary; personalization for differentiated reading tasks). Non‑immersive or hybrid setups can reduce cost and cognitive load while preserving benefits.

2. Integrate AI with clear guardrails. LLM chatbots can scaffold vocabulary growth and provide rapid feedback, but must be paired with accuracy checks, transparent data practices, and assessment designs that value process (drafts, oral defenses) as much as products.

3. Invest in teacher capacity and equity. Without routine, practice‑embedded professional development—and policies ensuring device/Internet access and on‑demand tech support—benefits attenuate. Implementation research underscores the need for institutional backing (time, training, and guidance) to convert tools into sustained learning gains.

Limitations. This synthesis favors breadth over exhaustiveness and centers on studies with accessible methodological details; local factors (curriculum, language policy, and resource levels) will shape transferability. Future work should examine long‑term outcomes and cost‑effectiveness, especially in low‑resource contexts.

References (2021–2025)

Chen, B., Wang, Y., & Wang, L. (2022). The effects of virtual reality‑assisted language learning: A meta‑analysis. Sustainability, 14(6), 3147.

Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20, 56.

Mendoza, J. C. (2025). Effectiveness and challenges in integrating technology‑based strategies in English language teaching: Basis for intervention plan (Master’s thesis, University of Perpetual Help System DALTA, Las Piñas City, Philippines).

Zhang, Z., & Huang, X. (2024). The impact of chatbots based on large language models on second language vocabulary acquisition. Heliyon, 10(3), e25370.

Zheng, L., Long, M., Zhong, L., & Gyasi, J. F. (2022). The effectiveness of technology‑facilitated personalized learning on learning achievements and learning perceptions: A meta‑analysis. Education and Information Technologies, 27, 11807–11830.

DOI 10.5281/zenodo.17083524

ABSTRACT

This study examined the influence of literary interests on the reading comprehension of English major students in Leyte using a phenomenological research design. Semi-structured interviews were conducted and analyzed through Colaizzi’s (1978) Descriptive Phenomenological Method to capture students’ lived experiences. Anchored in Rosenblatt’s (1987) Reader-Response Theory and Anderson’s (1984) Schema Theory, the study explored how genre preferences, reading habits, and strategies shape engagement and comprehension.

Findings revealed that interest-aligned genres enhanced motivation, persistence, and meaning-making, allowing students to connect more deeply with texts while disinterest often hindered comprehension. Results underscore the importance of integrating students’ preferences into instruction to strengthen literacy development. This study addresses a gap in research on genre preference among pre-service English teachers in the Philippines and offers implications for teacher education programs in fostering interest-driven approaches to improve reading outcomes.

Keywords: Literary interests, reading comprehension, genre preference,   teacher education

INTRODUCTION

The Philippines continues to grapple with a nationwide literacy crisis, as evidenced by its low performance in international assessments such as the 2022 Program for International Student Assessment (PISA), where Filipino students ranked among the bottom ten in reading comprehension. Despite reforms, persistent gaps remain in equipping learners with higher-order skills such as inference, analysis, and evaluation. If this problem remains unresolved, students may continue to struggle with academic success, career readiness, and effective communication.

More importantly, future teachers will lack the capacity to model and foster critical literacy, ultimately perpetuating weak reading outcomes across generations. Strengthening literacy is therefore urgent not only for individual growth but for national development. Literary interests offer one possible pathway toward addressing this crisis. When students are motivated by genres that resonate with them, they are more likely to persist in reading, engage deeply with texts, and develop strategies that enhance comprehension. Research has shown that interest significantly improves meaning-making and long-term recall (Schiefele), while exposure to self-selected texts broadens vocabulary and supports reading fluency (Mol & Bus, 2011). Thus, aligning reading tasks with literary preferences may bridge the gap between motivation and comprehension, particularly for English as a Second Language (ESL) learners who face additional barriers such as limited vocabulary and syntactic difficulties.

         This challenge is especially critical for Bachelor of Secondary Education (BSED) English students, who are not only learners, but also future educators tasked with shaping literacy outcomes in the country. However, previous studies have revealed that many pre-service teachers lack essential critical literacy skills such as synthesizing information and evaluating arguments (Bettinger & Long). This lack of competence weakens their ability to teach reading effectively, potentially reinforcing the cycle of poor literacy outcomes in schools. Prior research has examined reading motivation among younger learners (O’Flynn, 2016) and comprehension strategies across cultural contexts (Nguyen, 2022), but limited attention has been given to the relationship between literary interests and comprehension among pre-service teachers in the Philippines. Although local scholars (Ubaldo & Dy, 2021; Abiog, 2022) have examined reading habits and preferences, these studies do not explain how genre interests translate into academic comprehension strategies within teacher education programs.

The researcher, driven by the need to improve literacy in the Philippines, investigates how literary interests affect reading comprehension to help pre-service teachers build better literacy strategies. Such a gap risks undermining both individual success and the broader educational system

This approach aims to prevent ongoing academic challenges and enhance both teacher quality and the educational system by making instruction more engaging and effective.

STATEMENT OF THE PROBLEM

This study aims to explore the lived experiences of BSED English students regarding the influence of their literary interests on their reading comprehension.

Specifically, it seeks to answer the following questions:

1. What is the genre of literature that interest students to read?

2. How literature influence the students' reading comprehension?

3. How do participants prefer to read literary pieces and how this influence their reading comprehension?

4. How do participants describe the literary features which help them make sense of what they read?

5. What intervention programs or strategies can be proposed to enhance reading comprehension among students based on their literary interests?

METHODOLOGY

Research Design. This study utilized a descriptive phenomenological research design, which is well-suited for examining individuals’ lived experiences and the meanings they attach to them. As Creswell (2007) notes, phenomenology seeks to capture the essence of these experiences, making it ideal for exploring the intricate relationship between literary interests and comprehension strategies. Through this approach, the researchers aimed to depict how English major students perceive the influence of their literary interests on their reading comprehension

Research Instrument. To collect data, a semi-structured interview guide was used to allow participants express themselves openly while enabling the researchers to probe deeper into their answers. (Kvale, 2007)  The guide consisted of two parts: the first explored participants preferred literary genres and how these influenced their motivation and reading habits; the second focused on how these preferences affected their comprehension strategies, such as annotation, visualization, or re-reading.

Validation of the Research Instrument

Validation of the research instrument underwent the following steps:

EXPERT REVIEW: The interview protocol was reviewed and approved by the research adviser to ensure alignment with the study objectives. The evaluation confirmed that the questions were relevant, clear, and capable of eliciting information pertinent to the aims of the study.

SATURATION: Data collection continued until no new themes emerged, ensuring completeness, and avoiding redundancy. This guaranteed that the gathered information was sufficient to represent the essence of the phenomenon under study.

TRIANGULATION: Aside from interviews, document analysis (e.g., annotated texts or reading logs, with participants’ consent) was used to confirm and enrich the data. This cross-checking enhanced the validity of the findings.

Locale of the Study. The study was conducted at Abuyog Community College, Abuyog, Leyte, Philippines. This institution was chosen because it offers the BSEd English program, making it a relevant site for exploring how major in English students’ literary interests influence their reading comprehension. Its accessibility to the researchers and the diversity of student experiences provided an appropriate context for data collection.

Participant Selection and Sampling. This phenomenological study employs purposive sampling, specifically maximum variation (heterogeneous) sampling, a strategy that seeks to capture a wide range of perspectives by selecting participants who differ across key characteristics relevant to the research focus. Specifically, participants must: (i) be currently enrolled in the BSED English program, (ii) represent diverse levels of engagement with literature, whether through extensive personal reading habits, moderate exposure, or primarily coursework-based interaction, and (iii) be willing to participate in an in-depth interview, with no known reading disabilities that could affect comprehension beyond the scope of literary interest.

Moreover, this paper ensures the inclusion of participants from varied backgrounds and experiences to reflect the breadth of literary interests among English major students. This diversity facilitates a richer and more nuanced exploration of how different forms of literary engagement influence reading comprehension

Data Analysis. The textual data gathered from the participants’ interviews were analyzed using the thematic analysis approach. This involved defining codes and developing analytical categories necessary for interpreting the participants’ responses to identify patterns and recurring meanings in their experiences. This process enabled the researcher to refine the features of how literary interests influence reading comprehension and the cultural and contextual factors that underpin such experiences.

To analyze the collected data from the interview transcripts, Braun and Clarke’s six-phase framework for conducting thematic analysis was applied. (Braun and Clark, 2006) The interviews were carefully conducted, and all significant details were transcribed accurately to ensure reliability. A line-by-line coding of the transcripts was then carried out to segment important portions of the data. These codes were organized into broader categories, which later served as the foundation for defining the emerging themes. Subsequently, the identified themes were reviewed, refined, and analyzed in relation to the research questions and the theoretical framework of the study. This process ensured that the interpretations were not only systematic but also aligned with the objectives of the research.

Data Collection Process. The data were gathered through one-on-one, semi-structured interviews with the ten students’ participants. Before the interview, informed consent was obtained, and participants were assured of confidentiality and their right to withdraw at any time. Interviews were audio-recorded (with permission) and transcribed verbatim for analysis. To enhance the trustworthiness of the data, document analysis of reading logs and annotated texts (where available) was also conducted to support or triangulate the interview results.

Ethical Considerations. The study observed ethical standards in accordance with the Data Privacy Act of 2012 (RA 10173). Informed consent was secured from all participants after explaining the objectives, procedures, and voluntary nature of the study. Participants were assured that they could withdraw at any stage without penalty. To maintain confidentiality, pseudonyms were used in reporting the data, and all records were securely stored and accessible only to the researchers.

RESULTS AND DISCUSSION

         From the coded and analyzed data, the following themes emerge:  

Alignment of Genre with Reader Identity. Across participants, literary interest was consistently tied to personal history, values, and aspirations. Participant 1 noted, “I like to read about history because I'm fan of, I mean my mom taught me how to read daily about the Bible before she passed away, and then that happened nadala nako siya until now and then we know that Bible is a history and then futuristic happens tsaka it contains prophecy….. For example, kanang yeah aside sa Bible but for me Bible is the best kuan kanang historical book nga akong nabasa so far.”

(“I like to read about history because I'm fan of, I mean my mom taught me how to read daily about the Bible before she passed away, and then that happened I carried it until now and then we know that Bible is a history and then futuristic happens and it contains prophecy….. For example, like yeah aside from Bible but for me Bible is the best historical book I've read so far.”)

This indicates that early exposure to meaningful texts, particularly those with moral and historical significance, nurtures sustained engagement with certain genres. Similarly, participants who favored science fiction or fantasy genres express that these aligned with their curiosity, desire for discovery, or need for imaginative escape. This supports Rosenblatt’s (1987) Reader-Response Theory, which posits that readers’ meaning making is shaped by their lived experiences and personal contexts.

The Schema Theory (Anderson, 1984) further explains this phenomenon, as genre alignment activates prior knowledge structures, enabling readers to connect new information to existing mental frameworks.

Interest as a Catalyst for Cognitive Engagement. Interest emerged as a primary driver of deep reading comprehension. Participants emphasized that when a text aligns with their preferences, they are more likely to persist in reading, engage with complex vocabulary, and think critically. Participant 1 shared, “It’s exciting. to know new words. It widens your vocabulary and opens your perception to the world."

In contrast, when interest was lacking, participants described reading as mechanical, often disengaging from the material entirely. This finding resonates with Ubaldo and Dy (2021) conclusion that intrinsic motivation is closely linked to self-perceived comprehension abilities.

Reading Conditions and Practices Shape Comprehension. Participants identified both modality and environment as critical factors influencing comprehension. Preferences for silent reading were often linked to enhanced visualization, as expressed by Participant 2, “I prefer silent reading. Mas na-aano tak imagination, mas nagkaada ak sit time na ma imagine tanan naak nababasa, naano ko siya sa real life.” (“I prefer silent reading. My imagination is more active, I have more time to imagine everything I read, how it would be in real life.”)

Others favored reading aloud in quiet spaces to reinforce focus and retention, Participant 4 remarks a statement, “Yeah reading aloud in a silent roof, its better in a place kasi place gehapon is a factor when it comes to reading.” ( “Yeah reading aloud in a silent roof, its better in a place because place is also a factor when it comes to reading.”)

These preferences align with Nguyen’s (2022) observation that the choice of reading approach is often informed by the interplay of personal interest and cognitive processing style. The findings also support Nurjanah and Putri’s (2022) assertion that self-selected reading strategies, such as re-reading and note-taking, emerge organically when readers are engaged, ultimately enhancing comprehension.

Role of Literary Features in Meaning-Making. The analysis also revealed that certain literary features- particularly character development and imagery- play pivotal roles in facilitating comprehension. As Participant 1 expressed. “Characters… have that role nga maka touch sa imo emotions…. makes me relate to them.” (“Characters… have that role that touches your emotions …. makes me relate to them.”) On the other hand, Participant 5 emphasized the importance of imagery: “Uhm, dako ug impact jud ang imagery, the way the authors played with words nga.. grabe, ang ahong imagination nga ma on gayud sya..” (“Uhm, the imagery really has a big impact, the way the authors played with words. it's amazing, my imagination really got into it ..”)

These findings therefore echo Abiog’s (2022) conclusion that engagement with literary elements not only deepens emotional investment but also enhances the ability to recall and interpret the narrative.

Pedagogical Alignment with Learner Preferences. The study highlighted those instructional practices which integrate student interests can significantly enhance motivation and comprehension. Participant 4 suggested, “Siguro, [I] suggest that teacher give the students their preferred genre of a text and make them read it because self-interest is a huge motivation or huge factor when it comes to that time that a person might give in reading.” (“Maybe, [I] suggest that teacher give the students their preferred genre of a text and make them read it because self-interest is a huge motivation or huge factor when it comes to that time that a person might give in reading.”)

Others Like Participant 5 recommended varied activities catering multiple intelligences, noting that this inclusivity allows “tanan maka learn" ("Everyone can learn.")

This reflects the implications drawn by O’Flynn (2016), who noted that genre familiarity and engagement are essential for comprehension and suggests that interest-based selection of materials may be an effective pedagogical strategy in higher education contexts. In line with Constructivist Theory, allowing students to begin with preferred genres before gradually introducing diverse texts may scaffold their comprehension and expand their literary competence.

In summary, the findings affirm that literary interest is central to comprehension, not peripheral. When texts resonate with students’ identities and preferences, comprehension becomes deeper, more persistent, and strategy driven.

CONCLUSION

The conclusions drawn from this study highlight strong and meaningful interaction between students’ literary interests and their reading comprehension.

1. The findings revealed, personal preferences in reading, whether rooted in history, religion, fiction, or fantasy, directly shaped the way students engaged with texts, the strategies the used, and the level of comprehension they achieved.

2. Literary interest acts as a motivating force that sustains engagement and reduces the barriers that often hinder comprehension. When students read texts aligned with their preferred genres, they were less hesitant, more persistent, and more willing to explore complex vocabulary, which in turn enhanced their comprehension.

3.  Personal reading preferences contributed to the creation of an active and engaging reading environment. Participants emphasized that interest-driven reading fostered visualization, emotional connection, and deeper meaning-making, resulting in a more productive and enjoyable reading experience.

4. The findings demonstrated that students felt more confident and articulate when literary texts resonated with their identities and values. Like how English carries social prestige in certain contexts, preferred genres provided students with a sense of belonging and intellectual affirmation. This alignment between text and reader reinforced their self-esteem as learners, boosting both their willingness and capacity to comprehend.

5.  This study underscored the importance of instructional alignment and social support in enhancing comprehension. When teachers validated and incorporated students’ interests in reading tasks, participants reported greater persistence and improved performance.

RECOMMENDATION

         Future research could explore the long-term effects of literary interests on academic performance and language skills in diverse groups. Combining quantitative and qualitative methods would deepen understanding of this relationship. Educational interventions should create interest-based, motivating environments to enhance reading comprehension, promoting both academic success and a lasting passion for reading.

REFERENCES

Abiog, J. (2022). Literary preferences and reading engagement among pre- service teachers. Philippine Journal of Language Teaching and Research,       18(2), 45–59.

Bettinger, E. P., & Long, B. T. (2009). Addressing literary gaps among        teacher       candidates: The role of higher education. Journal of    Teacher Education,    60(3), 271–283.

Creswell, J. W. (2007). Qualitative inquiry and research design:    Choosing among    five approaches (2nd ed.). Sage Publications.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of  print exposure from infancy to early adulthood. Psychological    Bulletin, 137(2),        267–296. https://doi.org/10.1037/a0021890    PubMed

Nguyen, T. M. (2022). Genre preference and reading strategies among  Vietnamese university students. Asian Journal of Language and    Literacy       Studies, 8(1), 112–126.

Nurjanah, N., & Putri, R. (2022). Student engagement and literary    strategies in Indonesian classrooms. International Journal of Education and Literacy Studies, 10(4), 98–106.

O’Flynn, J. (2016). Literary interest and comprehension in early learners.  Early Childhood Literacy Review, 13(1), 21–35.

Piaget, J. (1972). The psychology of the child. Basic Books.

Rosenblatt, L. M. (1978). The reader, the text, the poem: The        transactional theory of        the literary work. Southern Illinois     University Press.

Schiefele, U., Naceur, A., & Krapp, A. (2005). The role of topic interest in  text  representation and long-term retention: Inter- and    intraindividual analyses. European Journal of Psychology of        Education, 20(3), 155–170.  https://doi.org/10.1007/BF03173505 SpringerLink

Ubaldo, M. R., & Dy, A. M. (2021). Reading interest and self-perceived     comprehension among Filipino college students. Philippine Journal of    Language and Education Research, 5(2), 77–89.

Vygotsky, L. S. (1978). Mind in society: The development of higher    psychological processes. Harvard University Press.

DOI 10.5281/zenodo.17096315

Abstract

         This study aimed to examine the relationship between the consumption of educational videos and the learning of English language. It was grounded in the theoretical frameworks of Stephen Krashen’s Input Hypothesis, which emphasizes the importance of comprehensible input in language learning, and Noam Chomsky’s theory of Universal Grammar, which highlights innate linguistic capabilities.

         Findings showed that results were very high in terms of vocabulary acquisition and high impact in other areas. Age did not demonstrate any significant correlation to the learning outcome, whereas sex was significantly correlated to pronunciation gain and motivation. The perception of frequency had a positive relationship with acquisition of vocabulary, but a negative association with pronunciation, comprehension of language contexts and listening comprehension when the viewing hours were excessive. While previous studies demonstrated the positive impact of video consumption on vocabulary, pronunciation, and motivation, there is still a lack of knowledge on how structured versus non-structured viewing patterns specifically impact the overall effectiveness of second language acquisition for college students.     Findings indicate that directed, systematic and intense exposures to videos work compared to the long hours of unstructured viewing. It is suggested to implement an intervention program, where the curated interactive and time managed video-based activities could be used as a part of language teaching- learning activities to maximize the effects on it.

Keywords: video consumption, second language acquisition, vocabulary development, pronunciation improvement, language learning motivation

READ MORE

ABSTRACT

         This study aimed to assess the quality of life among individuals with vision impairment. One hundred thirty (130) visually impaired individuals of legal age participated in the study. The level of the quality of life among individuals with vision impairment falls within the "Good" category, indicating that individuals with vision loss generally perceive their quality of life positively. The result of the study encourages the national and local government to improve the social services for visually impaired individuals, it is recommended to implement healthcare programs that helps them improve their wellbeing, as this suggests to continue on showing positive traits in dealing with visually impaired students.

Keywords:  Quality of Life, Vision Impairment, Pagadian City

READ MORE

ABSTRACT

         This qualitative study phenomenological in design examines the narratives of families bereaved by suicide in Abuyog, Leyte. The exploration aimed to identify the verbal and behavioral indicators exhibited by individuals with suicidal tendencies, explore the regrets expressed by their surviving family members, and propose potential intervention strategies that may help address the problem. While several studies on suicide cases had been conducted in Leyte, this paper focuses only on the behavioral and verbal patterns of individuals experiencing suicidal inclination. The study is anchored on the Sapir–Whorf Hypothesis, which posits that language influences perception and cognition, guiding the analysis of verbal and behavioral indicators.

         Data were collected through semi-structured interviews with purposively selected participants, and thematic analysis was employed to extract salient themes. Findings revealed six overarching themes: (i) inadequate awareness and absence of early intervention (ii) overlooked warning signs, (iii)subtle and atypical behavioral manifestations (iv)emotional and relational stressors (v) pervasive regrets accompanied by “what if” reflections, and (vi)restricted emotional expression.

         The study concludes that unidentified linguistic patterns and suppressed affective states significantly impede timely recognition and intervention. While several studies on suicide cases had been conducted in Leyte, this paper focuses only on the behavioral and verbal patterns of individuals experiencing suicidal inclination.  Consequently, the findings underscore the necessity for culturally attuned, community-based suicide prevention programs tailored to local contexts.

Keywords: suicidal inclination, suicidal ideation, depression, mental health   verbal and behavioral patterns,

INTRODUCTION

         Suicidal ideation, defined as thoughts, considerations, or preoccupations with ending one’s own life, remains one of the most pressing mental health issues globally. It can manifest as passive thoughts, such as wishing to die, or more active planning involving methods and intent. Suicidal ideation is a critical predictor of suicide attempts and suicide death, making its early identification and intervention vital in mental health care and public health strategies (Turecki & Brent, 2022). The complexity suicidal ideation, defined as thoughts, considerations, or preoccupations with ending one’s own life, remains one of the most pressing mental health issues globally. It can manifest as passive thoughts, such as wishing to die, or more active planning involving methods and intent.         Suicidal ideation is a critical predictor of suicide attempts and suicide death, making its early identification and intervention vital in mental health care and public health strategies (Turecki & Brent, 2022). Moreover, the complexity of suicidal ideation stems from its multifactorial origins—ranging from psychological disorders like depression and anxiety, to external stressors such as trauma, abuse, poverty, and social isolation (Klonsky et al., 2021).

         The World Health Organization (2021) reported that suicide accounts for more than 700,000 deaths annually, and for every individual who dies by suicide, there are many more who attempt or think about it. Alarmingly, suicide is the fourth leading cause of death among individuals aged 15–29 years globally. In low- and middle-income countries, such as the Philippines, the burden is exacerbated by limited access to mental health services, cultural stigma surrounding mental illness, and a lack of structured suicide prevention programs (WHO, 2021).

         Moreover, In the Philippine context, suicide remains underreported and often misunderstood due to prevailing cultural and religious beliefs. Dayrit et al. (2022) points out that many communities still treat suicidal behavior as a moral failing rather than a mental health issue, which discourages individuals from seeking help. The Department of Health (DOH) and non-government organizations have taken steps to promote mental health awareness, yet there is a significant gap in localized and community-based suicide prevention initiatives. (Dayrit et. al, 2022) Relatively, according to the National Statistics Office and reports from the Department of Health (DOH) for region 8 (Eastern Visayas), Philippines, there were 95 suicide cases recorded in 2023, which is an increase from 49 cases in 2022. Additionally, police stations in the six provinces of the region logged a total of 204 suicide cases from January to December 2023. In the case of Abuyog Community College, based on Guidance Office record, there were 3 students died by suicide in the previous years, mostly men. Hence, this incident prompted the researchers to conduct a qualitative study on suicidal ideation.

         Further, Language indeed constitutes a critical indicator in the identification of suicidal ideation. Manifestations of hopelessness, helplessness, and worthlessness frequently emerge within oral discourse, written communication, or social media content preceding suicide attempts. Contemporary research underscores the significance of systematically analyzing both verbal and written linguistic cues, particularly among adolescents and young adults, as these indicators may function as precursors to suicidal behavior (Bryan et al., 2021). Given the growing incorporation of mental health frameworks into digital and community contexts, linguistic analysis has garnered recognition as a promising methodology for the early detection of individuals at elevated risk and for facilitating timely intervention (Desmet & Hoste, 2020).

         Understanding the narratives and communication patterns of individuals with suicidal thoughts is especially important in rural communities such as those in Leyte. Here, where access to mental health services is scarce and stigma remains strong, local language and expression often carry hidden meanings of distress. A deeper analysis of these “words as warning signs” could serve as a culturally responsive means to detect suicidal ideation and encourage community-based prevention strategies.

         The primary goal of this research is to determine the linguistic patterns and specific word choices used in written and spoken communication that may serve as indicators of suicidal ideation. Educators, local government units, and community workers may benefit from this study by gaining a deeper understanding of early warning signs, leading to more effective interventions.

Statement of the Problem

         This paper explores and analyzes the narratives and narratives of family members whose love one died by committing suicide. Specifically, it sought the following questions.

1.     What are the experiences and narratives of family members who have lost a loved one to suicide?

2.     How are suicidal tendencies manifested through the verbal communication of affected individuals?

3.     What specific behaviors do individuals exhibit prior to suicide, as perceived and reported by their family members?

4.     What regrets do family members express concerning the words spoken or left unsaid to their loved one before the suicide occurred?

5.     What intervention programs can be developed and implemented to reduce the incidence of suicide in the region or country?

METHODOLOGY

         Research Design This study significantly examines the narrative inquiry narratives of family members whose love ones died by committing suicide.  Narrative inquiry seeks to understand and represent stories, highlighting the essence of human experiences as described by participants (Creswell, 2013), focusing on how individuals express internal states through language.

         Research Locale The study was conducted in Abuyog, Leyte, a first-class municipality in Eastern Visayas, Philippines, with 63 barangays and a population of approximately 61,000 (PSA, 2020). The specific barangay selected for this research was chosen because it has been identified as having the highest reported rate of suicide cases in the municipality, making it a critical area for examining mental health concerns and preventive interventions.

         Research Participants. Participants were selected through purposive sampling, ensuring they were immediate family members of individuals who died by suicide and were willing to share their personal stories and narratives in detail.

         Research Instrument Validation. A semi-structured interview guide, validated by a Research Instructor and licensed Guidance Counselor for clarity and sensitivity was used in this study. The critical evaluation process was undertaken to verify that all questions were relevant to the research topic and appropriately designed to elicit information pertinent to the aims of the study.

         Ethical Considerations The study adhered to RA 11036 (Mental Health Act) and RA 10173 (Data Privacy Act of 2012) to protect the rights, dignity, and privacy of all participants. In line with these laws, informed consent was obtained before collecting any data, and confidentiality was maintained by using pseudonyms instead of real names. All physical and digital records were stored in secure, restricted-access locations to prevent unauthorized access. The information gathered was used solely for the purposes stated in the consent form, and participants retained the right to access, correct, or withdraw their data at any time. These measures ensured that the research was conducted in a legal, ethical, and respectful manner, always prioritizing the well-being of the participants.

         Data Gathering Procedure Orientation and consent were followed by semi-structured interviews in the participants’ preferred language, audio-recorded with permission, transcribed, and analyzed. The researchers asked permission from the College President of the school to allow them to conduct an off-campus interview. Similarly, they too asked permission from the Barangay Captain of the local where the participants reside.   Subsequently. each participant signed an informed consent form prior to the data collection. This ensured that their participation was entirely voluntary and that they had been fully informed about the purpose, goals and their rights as research participants. Each interview was conducted in a respectful environment and lasted approximately 30 minutes. After the interviews, the researchers proceeded to the coding stage, carefully reviewing, and analyzing the transcribed data. Through this process, various significant statements and ideas were identified, allowing different themes to emerge.

         Data Analysis Narrative analysis was employed to examine and interpret the stories shared by the participants, identifying recurring plots, characters, and meanings as they unfolded in their narratives.

RESULTS AND DISCUSSION

         Several themes emerged from the transcription obtained after conducting a semi-structured interview on the participants. These themes are as follow:

Lack of Awareness and Early Intervention:

         During the interview.  the participants consistently emphasized the absence of mental health education and intervention programs within their community. They expressed concern that the lack of seminars and awareness activities contributed to the inability to recognize early signs of emotional distress. As one participant shared, “Kulang sa seminar ug health awareness about sa mental health ba, wala man diri sa among baranggay.” (There is a lack of seminars and health awareness about mental health here in our barangay)

         Another participant reiterated, “Ang baranggay dapat naay mga seminar about sa mental health.” (The barangay should have seminars about mental health) while others highlighted that such initiatives could specifically help prevent youth suicide: “Unta naay mga seminar about health awareness ba aron makatabang sa mga kabataan nadili sila maghuna huna ug hikog.” (There should be seminars about health awareness to help the youth, so they won’t think about committing suicide). These statements suggest that the absence of community-based educational programs hinders early identification and intervention, aligning with World Health Organization (WHO) ’s (2021) recommendation that mental health awareness is crucial in suicide prevention.

        Missed Warning Signs: All participants in this study revealed that they did not notice any clear or alarming behaviors before the suicide incidents, reflecting a broader difficulty in recognizing warning signs. One participant recalled, “Naistoryahan ko to ug sakit ba, nahiubos ko sa iya ug naistoryahan nako siya ug sakit ba. Wa ko kabantay ug lain niya ba. Kahuman nako maistoryahi ug lain mag-explain ko sa ila. Nakita nako sa iya nga mutago siya ug mga ing ana  ba, di siya ka voice out ba.Unya wa ko magdahom nga pagka hapon, mao dayon to nagbigti siya.”(I noticed that he would hide things… he couldn’t voice them out. I never expected that in the afternoon, he would hang himself) Others stated plainly, “(There was no sign that he would do that). In many cases, the absence of typical indicators was striking: (He didn’t give away his belongings, nor did he leave a note) with others confirming (None). This underscores the difficulty of detecting suicidal intent when overt indicators are absent, consistent with previous studies noting that many families fail to identify subtle cues (Bruce et al., 2004).

         Subtle and Unusual Behaviors: While most did not observe explicit warning signs, some participants recalled behaviors that, in retrospect, appeared unusual or symbolic. One family member recounted, (He kept hugging the youth, the churchmates, and our pastor), while another remembered, “ wah man toh siya sabti na maingon adto siya wah pud senyales. Ning miagi na semana magsigi raman toh siya ug tapad tapad naho niya mukalit rah siya ug ingon nakon na ‘’ug mamatay ko ma dili kana kaanak ug sam nakon ka gwapo” (A week before, he suddenly said, ‘If I die, Mom, you will not have a son as handsome as me anymore). Similar unusual actions were noted: “Nag gakos man to siya, himala na gi gakos man siya sa akoa, na usahay molakaw na dili man manghid sa ako- a.”(He hugged me, which was unusual, and sometimes he would go out without telling me), and “Naa toy kausa nga sige siya ug pang hug sa mga ka youth, mga ka church ug sa among pastor. Mao diay to.” (People at church noticed he seemed to be saying goodbye hugging a lot and spending time with them). These narratives point to subtle behavioral changes and indirect verbal hints that could have been potential red flags if interpreted within the context of suicidal ideation (Desmet & Hoste, 2020).

         Emotional and Relational Stressors: Participants identified emotional pain and relationship conflicts as significant contributing factors. One participant stated, “lunes sira nagbuwag niya pagka miyerkules siya nag suicide so mao rah jud toh ang akon maingon na hinungdan sa iya pag hikog.”(On Monday, they broke up, and by Wednesday he committed suicide), while another regretted not intervening in a relational conflict: “kon gipukusan ko pa toh siya ug maayo basin wala siya maingon adto. Kay kon nakahibaw pud ko na diri diay siya tanggap sa ginikanan sa iya uyab kaistoryahon ko unta sila.” (If I had known that his girlfriend’s parents didn’t accept him, I would have talked to them). The emotional and social loss was deeply felt, as one shared, “Dako toh siya ug katabang namo maong sakit jud na wah na siya”.(He was a great help to us… losing him is painful). The tragedy also disrupted educational goals: “Nag eskwela gani to sa acc, first year college,wala gani siya na human sa first year college kay mao to nag hikog siya. (He didn’t finish his first year in college because he committed suicide). These accounts support O’Connor and Nock’s (2014) finding that interpersonal rejection and life stressors can serve as potent catalysts for suicidal behavior.

         Regrets and “What If” Reflections: The suicide of their loved ones left participants with deep regrets and lingering “what if” scenarios. Many reflected on opportunities they felt they missed: “Kon maaram lah ako na magsugad siya sana ginpukusan ko pa siya aron wah siya maghikog. (If I had focused more on him, maybe he wouldn’t have done it)  and  “Unta dapat  gi sundan nako, para dili siya mag ing-ana, mag pakamatay ba.” (I should have followed him so he would not do that). Others expressed a longing for earlier intervention: “Kon maaram lah ako na magsugad siya sana ginpukusan ko pa siya aron wah siya maghikog. (If I had known from the start, I would have paid more attention to him so he wouldn’t commit suicide). However, some resigned themselves to the unchangeable nature of the event: “Wa naman ma’am kay nahitabo naman” (None… because it already happened). These responses echo Joiner’s (2005) assertion that family members often struggle with feelings of guilt and helplessness following a suicide.

         Limited Emotional Expression: A recurring observation was that the victims often concealed their emotional struggles, refraining from sharing personal issues even with close family members. As one participant explained, “Diri man adto siya mutug an kong naa sila’y problema sa iya uyab”(He never told me if he had problems with his girlfriend). Others noted the absence of written or verbal communication about suicidal thoughts: “Wala man pud toh siya suwat nga mag ingon atoh siya” (He didn’t write anything about committing suicide), and “di man toh siya mutug an kon naa siya’y problema  kanang murag gihuom lah niya”(He would hide things and couldn’t voice them out). These accounts suggest that emotional suppression and lack of open communication may hinder timely support, reinforcing the need for fostering safe spaces for emotional disclosure within families.

         Lack of Sensitivity to Verbal Patterns: Another emerging theme in the participants’ narratives was the lack of sensitivity or attentiveness to the verbal patterns expressed by their loved ones prior to the suicide. While some individuals with suicidal inclination did not verbally disclose their distress, others exhibited subtle shifts in language—such as expressing hopelessness, detachment, or ambiguous farewell messages—that were either misunderstood or completely overlooked by family members. Participants often admitted that they failed to interpret these verbal cues as warning signs at the time. One participant shared, “Mag-ingon siya usahay nga kapoy na daw siya, pero abi ra nako kapoy sa trabaho.” (Sometimes he would say he was tired, but I thought it was just from work). Another recalled, “Sige siya ug sulti nga ‘wala na’y pulos akong kinabuhi,’ pero abi nako drama lang.” (He kept saying ‘my life has no purpose,’ but I thought he was just being dramatic). These accounts reveal that even when verbal signs were present, the absence of mental health literacy and cultural sensitivity to emotional language led to misinterpretation or dismissal.

         This theme highlights the importance of increasing community awareness about how language reveals inner psychological struggles. Research by Bryan et al. (2021) shows that linguistic signs like expressions of worthlessness or isolation often precede suicidal behavior and need urgent attention. In rural Filipino families, where communication tends to be indirect and emotions are often suppressed, these subtle verbal cues may be overlooked or misunderstood due to cultural norms. The participants’ failure to recognize these cues points to a crucial gap in suicide prevention: the need to train families, educators, and peers to actively listen and interpret verbal expressions within their emotional and cultural context.

CONCLUSION AND RECOMMENDATION

Based on the findings the following conclusions are drawn.

1. Lack of mental health education and community awareness programs hinders early recognition of suicidal signs.

2. Many people did not notice clear warning signs before incidents, though subtle cues like unusual hugs, farewell-like statements, or behavior changes were recalled later.

3. Emotional distress tied to relationship issues, rejection, and life stressors often triggered suicidal actions, with regret over missed chances for open communication and intervention; victims commonly suppressed emotions and did not seek help.

4. Suicidal tendencies show both obvious and subtle signs, but these often go unnoticed in rural areas like Abuyog due to low mental health awareness and cultural stigma.

5. Emotional suppression and poor family communication delay timely intervention.

6. Relationship problems, social isolation, and rejection increase risk, but community members rarely connect these stressors to suicide without proper education.

7. Language is a key indicator of distress, yet families lack training to recognize it. To bridge these gaps, culturally sensitive, community-focused mental health programs are needed to empower families, schools, and local leaders in identifying and addressing early warning signs.

Recommendations

The following recommendations are proposed as integral components of the intervention strategy:

1. The local government of Abuyog, in partnership with barangay officials and mental health professionals should implement regular community-wide mental health awareness programs focused on recognizing verbal and behavioral warning signs, using real-life examples for better understanding.

2. Schools and youth organizations should adopt structured suicide prevention training to promote empathy, peer support, and timely reporting.

3. Families should be empowered to foster stigma-free environments that encourage emotional openness, while the municipality should establish accessible mental health services such as confidential hotlines, mobile counseling, and barangay-based support centers to provide immediate crisis assistance.

4. For the future research, it is recommended, it should explore how cultural norms influence mental health communication in rural areas to develop locally relevant and sustainable interventions.

REFERENCES

Alduheza, M. S. C., & Superable, C. S. (2022). Near-Fatal Adolescent        Suicide       Attempt: A narrative inquiry Study. United International Journal for Research        & Technology (UIJRT), 3(8), 16–28. UIJRT

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology.        Qualitative    Research in Psychology, 3(2), 77–101. Google         Scholar Discipline of         Psychology    Wikipedia

Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing   Among Five   approaches (3rd ed.). [Focus on Phenomenology and its  Emphasis on Describing Lived experiences] Google Books Baruch    Blogs SCIRP

Hechanova, M. R. M., et al. (2020). Filipino Help-seeking for Mental health   Problems    and Associated Barriers and Facilitators: A Systematic Review. Social Psychiatry and Psychiatric Epidemiology, 55(10), 1397–1413.   https://doi.org/10.1007/s00127-020-01937-2 SpringerLink

Lagman, J. G., Gara, M. A., Baweja, R., & Kim, W. J. (2021). Correlates of Suicide       Attempts in Filipino Youths: An Analysis Based on the 2015   Global School-      Based Student Health Survey. 

Sapir, E., & Whorf, B. L. (n.d.). Sapir–Whorf Hypothesis (linguistic relativity): The idea        that the Structure of One's Language influences Perception of Reality.

Shamsaei, F., Yaghmaei, S., & Haghighi, M. (2020). Exploring the Lived      Experiences   of Suicide Attempt Survivors: A narrative inquiry        approach. International Journal       of Qualitative Studies on Health and    Well-Being, 15(1), 1745478.         https://doi.org/10.1080/17482631.2020.1745478 PMC UIJRT (2022)

DOI 10.5281/zenodo.17104336