World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.418-424
Authors
Kaitlyn P. Cain, Stephanie G. Elaurza, Marilyn M. Evangelista, Princess Faith J. Grospe,
Joan O. Robin, Annabelle A. Dela Rama, PhD
Language and Literature Unit
Abuyog Community College
Abstract
The English language is an important skill to be developed by students of BSED especially those who want to be future teacher. For future teachers, they are supposed to communicate well and be competent in English language. Nevertheless, those who have been exposed to the English language continually, in academic settings, still face problems in learning and using the language. These are important challenges to be aware of, and it is important to have appropriate support in place that may help to improve students' mastery of language and confidence.
The narrative inquiry focused on the difficulties that occurred for BSED students in the ELL task and strategies that they used to negotiate these challenges. Eight (8) BSED students were selected purposively from the Abuyog Community College who were given semi structured interviews. Narratives collected were transcribed, thematized and analyzed through thematic analysis techniques, to identify common themes and themes that are significant from the collected experiences.
The following three overarching themes emerged from the study. Students' difficulties included problems with grammar, word knowledge, pronunciation, and speaking. Secondly, these challenges impacted on their confidence, involvement and engagement in class. Thirdly, students adopted different coping strategies like using self-directed learning, using digital learning media, building interpersonal relationships, seeking guidance from teachers, and using positive learning motivation.
The results indicate that the difficulties in learning English still happen quite often among BSED students. Despite these impediments, the children were shown to be persistent and resilient, working together in an adaptive way to cope. The research emphasizes a relationship between effective teaching and supportive classroom conditions and their role in stimulating language development for future educators.
Keywords: English language learning, coping mechanisms, BSED students, narrative inquiry, language anxiety, teacher education
https://doi.org/10.65494/pinagpalapublishing.385
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