NAVOTAS POLYTECHNIC COLLEGE

Bangus St. Cor. Apahap St. NBBS, Navotas City

Bachelor in Secondary Education Major in English

EXPLORING SOCIAL MEDIA INTEGRATION AND COLLABORATIVE

UNIVERSITY LANGUAGE LEARNING AMONG GRADE 11 STUDENTS AT

ARELLANO UNIVERSITY - ELISA ESGUERRA CAMPUS

A Research Paper

Presented to the College of Education

Navotas Polytechnic College

Navotas City

In Partial Fulfillment of the Requirements for the Subject

Language Education Research

Presented by:

Dudas, Sarah Jane A.

Gumban, Emelyn Mariel C.

June 2024
 ABSTRACT

The integration of social media into language learning has gained significant attention

in recent years, as these digital platforms offer unique opportunities for interactive,

collaborative, and authentic communication. However, the perceptions, attitudes, and

perceived impacts of using social media-based collaborative language learning among

Filipino high school students remain largely unexplored.

This study investigates the perceptions and attitudes of Grade 11 students at Arellano

University towards the use of social media for collaborative language learning. It also

examines the perceived impacts of this approach on students' language proficiency,

academic performance, and overall learning experience. The research is grounded in the

theoretical frameworks of social constructivism and collaborative learning theory, which

suggest that social media-based language learning can foster interactive, learner-centered

environments that promote collaborative knowledge construction.

The study employed a quantitative research methodology, utilizing a survey to collect

data from 100 Grade 11 students. The findings reveal that the majority of participants

hold positive perceptions and attitudes towards the use of social media for collaborative

language learning. Students reported perceived improvements in their language

proficiency, including enhanced vocabulary, grammar, and communication skills, as well

as positive impacts on their academic performance and overall learning experience.

i
 The study contributes to the limited research on social media-based language learning

in the Philippine educational context, providing valuable insights that can inform the

effective integration of these digital tools into language education curricula. The results

highlight the potential benefits of leveraging social media to create engaging,

collaborative, and learner-centered language learning environments.

Keywords: social media, collaborative language learning, perceptions, attitudes,

language proficiency, academic performance, Philippine education

i
 ACKNOWLEDGEMENT

First and foremost, I would like to express my deepest gratitude to my language

research professor, Dr. Marco Meduranda, for his unwavering guidance, invaluable

feedback, and continuous encouragement throughout this research journey. His expertise,

patience, and unwavering support have been instrumental in shaping this study and

helping me overcome the challenges that arose during the research process.

I would also like to extend my sincere appreciation to the faculty and staff of the

Department of Education at Arellano University for their cooperation and assistance in

facilitating the data collection process. Their willingness to provide access to the student

participants and their support in ensuring the smooth implementation of the survey were

crucial to the success of this study. In particular, I would like to acknowledge the

invaluable contributions of Mr. Mark Legaspi and Ms. Jessa T. De Martin, the Grade 11

teachers at Arellano University, who went above and beyond in helping us coordinate and

carry out the survey with their students.

My heartfelt thanks go to the 100 Grade 11 students who graciously participated in

this research and shared their valuable insights and experiences. Without their

enthusiastic involvement and honest responses, this study would not have been possible.

I am especially grateful to my co-member, Ms. Gumban, for her unwavering support,

collaborative spirit, and insightful contributions throughout this research project. Her

ii
dedication, adaptability, and willingness to work together have been instrumental in the

successful completion of this study.

Finally, I would like to acknowledge the support and resources provided by Arellano

University, which enabled me to undertake this research study and develop the necessary

skills and knowledge to contribute to the field of language education.

To all those who have been a part of this journey, I extend my sincere gratitude. Your

contributions have been invaluable, and I am truly thankful for the opportunity to have

conducted this research.

ii
 TABLE OF CONTENTS

ABSTRACT................................................................................................................... i
ACKNOWLEDGEMENT............................................................................................... ii
TABLE OF CONTENTS................................................................................................... iii
CHAPTER I........................................................................................................................1
Introduction.................................................................................................................. 1
Background of the Study..............................................................................................3
Theoretical Framework................................................................................................ 8
Conceptual Framework..............................................................................................21
Figure 1 - Paradigm of the Study......................................................................... 21
Figure 2 - Integration of Social media in Language Learning.............................. 28
Statement of the Problem.......................................................................................... 28
Significance of the Study........................................................................................... 31
Scope and Delimitation.............................................................................................. 44
Definition of Terms..................................................................................................... 49
Synthesis................................................................................................................... 52
CHAPTER II.....................................................................................................................56
Introduction................................................................................................................ 56
1.Online Learning in Language Education........................................................... 56
1.1. Theoretical Perspectives on Online Language Learning........................ 56
1.2. Recent Empirical Studies on the Effectiveness of Online Language
Learning......................................................................................................... 57
1.3. Challenges and Considerations in Implementing Online Language
Education....................................................................................................... 58
2.Social Media Integration in Language Education..............................................58
2.1. Theoretical Frameworks for Social Media-Enabled Language Learning 58
2.2. Recent Empirical Findings on the Use of Social Media in Language
Education....................................................................................................... 59
2.3. Opportunities and Limitations of Social Media Integration in Language
Learning......................................................................................................... 60
3.Technological Infrastructure and Resource Constraints in Public Schools....... 60
3.1. Latest Developments in the Availability and Accessibility of Technology in
Public School Settings................................................................................... 60
3.2. Emerging Strategies for Overcoming Resource Constraints in
Technology Integration................................................................................... 61
3.3. Factors Influencing Successful Technology Integration in Public Schools..
62
4.Student-Centered Approaches to Language Education....................................62

iii
 4.1. Theoretical Foundations of Student-Centered Language Learning........ 62
4.2. Recent Empirical Evidence on the Impacts of Student-Centered
Language Instruction......................................................................................63
4.3. Challenges and Best Practices in Implementing Student-Centered
Language Education...................................................................................... 63
5.The Role of Teachers in Technology-Enabled Language Education.................64
5.1. Latest Research on Teacher Perceptions and Attitudes towards
Technology Integration................................................................................... 64
5.2. Emerging Approaches to Professional Development and Support for
Technology-Enabled Language Teaching...................................................... 65
5.3. Strategies for Empowering Teachers in Technology-Integrated Language
Education....................................................................................................... 65
6.Collaborative Partnerships for Technology Integration in Public Schools......... 66
6.1. Theoretical Models of School-Community Partnerships......................... 67
6.2. Recent Empirical Findings on the Effectiveness of Collaborative
Partnerships................................................................................................... 67
6.3. Factors Contributing to Successful and Sustainable Partnerships......... 68
Synthesis................................................................................................................... 69
CHAPTER III....................................................................................................................72
Introduction................................................................................................................ 72
Research Design....................................................................................................... 72
Research Setting and Participants.............................................................................72
Figure 3 - Population Chart.................................................................................. 73
Ethical Considerations............................................................................................... 74
Data Storage and Handling........................................................................................76
Reflection................................................................................................................... 77
CHAPTER IV................................................................................................................... 79
Introduction................................................................................................................ 79
Demographic Profile of Respondents........................................................................ 79
Table 1. Age of the respondents.......................................................................... 79
Table 2. Gender of the respondents.....................................................................80
Students' Perceptions and Attitudes towards the Use of Social Media for
Collaborative Language Learning.............................................................................. 81
Table 3. Students' Perceptions and Attitudes towards the Use of Social Media for
Collaborative Language Learning........................................................................ 81
Perceived Benefits and Challenges of Social Media-based Collaborative Language
Learning..................................................................................................................... 84
Table 4. Perceived Benefits and Challenges of Social Media-based Collaborative
Language Learning.............................................................................................. 84
Perceived Impacts of Social Media-based Collaborative Language Learning...........87
Table 5. Perceived Impacts of Social Media-based Collaborative Language
Learning............................................................................................................... 87
Summary of Findings................................................................................................. 90

iii
 Synthesis................................................................................................................... 90
CHAPTER V.................................................................................................................... 93
Introduction................................................................................................................ 93
Summary....................................................................................................................93
Conclusion................................................................................................................. 95
Recommendations..................................................................................................... 96
BIBLIOGRAPHY............................................................................................................. 99
APPENDIX A................................................................................................................. 107
Letter of Permission................................................................................................. 107
APPENDIX B................................................................................................................. 108
Research Survey Questionnaire.............................................................................. 108
APPENDIX C................................................................................................................. 112
Analysis of The Data Collected................................................................................ 112
APPENDIX D................................................................................................................. 123
Photo Documentation.............................................................................................. 123

iii
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the modern age of digital technology, social media platforms have become prevalent in the daily lives of

people worldwide. These universal platforms offer a wealth of opportunities for the advancement of educational

purposes, including the support of language learning activities. According to the study entitled "Exploring the

Impact of Social Media on Language" The digital age has revolutionized the way people learn languages, with

social media playing a major role. Social media can be used as a powerful tool to learn and practice a language.

Learners can use platforms to connect with native speakers and practice their language skills. At the same time,

social media can also find useful resources to help them improve their language learning. Social media can bring

many opportunities in FLL and the digital world we now live in must be reflected appropriately (Pikhart &

Botezat, 2021).

This research study investigates using social media platforms to enhance and support language learning

experiences for students. Undoubtedly and unquestionably, social networking has been proven to be a global

phenomenon that has caused a vast paradigm shift in the world of Learning and Education (Muftah, 2022). This

study will be conducted at Arellano University due to its diverse student population and location in Metro Manila,

Philippines, where multilingualism is common.

1
 Roelofse (2013) argues that exposure to new literacies in new technologies impacts how second/foreign

language learners perceive the world. Likewise, the amount of contact with these social utilities certainly

influences literacy practices by learners. Developing strong language skills in local languages and English is a

critical priority for these students to succeed academically and gain access to greater educational and career

opportunities. However, traditional language learning approaches in th8e classroom often struggle to fully engage

students or capitalize on their existing familiarity and comfort with social media technologies. (Baldwin, 2012)

suggests that social media can be both a friend and a foe for natural language processing. While he considers

social media a cause for “spelling inconsistencies, the free-form adoption of new terms, and regular violations of

English grammar norms,” he refers to the advantage of “lexical normalization” in the same linguistic setting.

This study will examine how teachers at Arellano University are currently integrating social media platforms,

such as Facebook, Twitter, and messaging apps, into their language learning curricula. It will explore the benefits,

challenges, and best practices that emerge from these efforts, to provide insights that can inform more effective

language learning pedagogy for similar school communities. Through both qualitative and quantitative data

collection, the research aims to shed light on the role social media can play in supporting authentic,

student-centered language learning experiences.

The overarching objective of this study is to understand the potential of social media integration in enhancing

collaborative language learning among Grade 11 students at Arellano University. By investigating the perceptions,

benefits, challenges, and impacts of social media-based language learning activities, the research seeks to offer

valuable insights that can guide the development of effective strategies and inform policy decisions to improve

language education in similar educational contexts.

2
 Background of the Study

Online learning, or e-learning, refers to delivering educational content and instruction through digital

technologies and the Internet. It allows students to access learning materials, participate in classes, and interact

with instructors and peers remotely, without being physically present in a traditional classroom setting. Online

learning has become increasingly prevalent in recent years, driven by advancements in technology, the need for

flexible and accessible education, and the COVID-19 pandemic, which has accelerated the adoption of remote

learning.

The benefits of online learning in overcrowded classrooms are significant. Online learning can provide

students with greater access to educational resources and opportunities, allowing them to learn at their own pace,

navigate content more flexibly, and access lessons anytime, overcoming physical space limitations. Online

learning platforms also offer personalized learning experiences. It is tailored to the individual needs and

preferences of students, which is particularly beneficial in overcrowded classrooms where teachers may need help

to provide personalized attention to each student.

At the same time, online learning can help optimize the use of limited physical resources, such as classrooms

and equipment, in overcrowded school environments. By shifting certain learning activities online, schools can

better manage their physical infrastructure and accommodate more students. Online learning platforms often

include features that enable virtual collaboration, such as discussion forums, video conferencing, and shared

documents. This can foster collaboration and peer-to-peer learning, which can be challenging in overcrowded

classrooms with limited opportunities for group work. Additionally, online learning can provide additional

3
learning resources and support materials that can supplement the instruction in overcrowded classrooms, allowing

students to access online tutorials, educational videos, and interactive exercises to reinforce their understanding

and fill any gaps in their learning.

However, the current state of language education and technology integration at Arellano University presents

challenges and opportunities. While the school's language education curriculum focuses on teaching Filipino and

English, the large class sizes and limited resources constrain the quality of language instruction and the

opportunities for interactive language activities and practice. The integration of technology in language education

is still in the early stages, with the need to explore the use of online learning platforms and social media tools to

supplement and enhance language learning activities in overcrowded classrooms.

By addressing the challenges and leveraging the opportunities for technology integration, Arellano University

can work towards enhancing the quality and accessibility of language education for their students, ultimately

supporting their language learning and development.

Current State of Language Education and Technology Integration in Navotas Public Schools

Navotas is a highly urbanized city in the northern part of Metro Manila, Philippines. The city's public school

system serves a diverse student population, with many students coming from low-income families. Language

education, particularly in English and Filipino, is a critical component of the curriculum in Navotas Public

Schools, as proficiency in these languages is essential for academic achievement and future opportunities.

4
 However, language education in Navotas public schools faces significant challenges. Classrooms are often

overcrowded, with teacher-student ratios as high as 1:50 or even 1:60 in some cases. This large class size makes it

difficult for teachers to provide personalized attention and support for students' language development.

Additionally, the schools have limited budgets and resources, which constrains their ability to invest in language

learning materials, technologies, and extracurricular activities that could enhance the language learning

experience.

The integration of technology in language education in Navotas Public Schools is still in the early stages.

While some schools have started to incorporate basic digital tools, such as language learning software and online

resources, the access and utilization of these technologies remain limited. Most language classes still rely heavily

on traditional teaching methods, such as textbooks, blackboards, and teacher-led instruction, with little

opportunity for interactive, technology-enabled learning activities. This lack of technology integration in language

education is due to several factors, including:

❖ Insufficient digital infrastructure: Many Navotas Public Schools lack reliable internet connectivity and

adequate computer hardware, making it challenging to implement and sustain technology-based language

learning initiatives.

❖ Limited digital literacy: Both teachers and students in Navotas Public Schools often have low levels of

digital literacy, which hinders their ability to effectively utilize technology for language learning.

❖ Lack of professional development: There is a need for more comprehensive training and support for

teachers to help them integrate technology into their language teaching practices effectively.

5
 ❖ Budgetary constraints: The limited financial resources of Navotas Public Schools make it difficult to

invest in the necessary technology, software, and ongoing maintenance required for successful technology

integration.

Despite these challenges, there is a growing recognition among educators and policymakers in Navotas of the

potential benefits of leveraging technology to enhance language education. Exploring the integration of social

media platforms and other digital tools into language learning activities could provide new opportunities to

engage students, foster collaborative learning, and improve language proficiency outcomes for the diverse student

population in Navotas public schools.

Gaps in the Existing Research on Online Learning in Resource-Constrained Settings

While the existing literature has explored the potential benefits of online learning, much of the research has

focused on its implementation and impacts in well-resourced educational contexts. There is a need for a more

in-depth understanding of the challenges and opportunities presented by online learning in resource-constrained

settings, such as the public school system in Navotas.

One of the key gaps in the current research is the limited examination of how online learning approaches can

be effectively adapted and implemented in overcrowded classrooms with limited technological resources and

infrastructure. The existing studies tend to assume the availability of reliable internet connectivity, adequate

digital devices, and a certain level of technological competence among both teachers and students. However, in

6
resource-constrained environments like Navotas public schools, these assumptions may not hold, necessitating the

exploration of alternative strategies and approaches to online learning.

Additionally, much of the existing research on online learning has emphasized its potential to provide

personalized and self-paced learning experiences. While these benefits are well-documented, there is a need to

investigate how online learning can also foster collaborative and interactive language learning in overcrowded

classrooms, where opportunities for group work and peer-to-peer interaction may be limited.

Furthermore, the current literature has primarily focused on the general impacts of online learning on academic

performance and student engagement, with limited attention to its specific effects on language learning outcomes.

Given the unique challenges and priorities in language education, particularly in multilingual contexts like

Navotas, there is a need for research that delves deeper into the nuances of integrating online learning approaches

into language curricula and their impact on language proficiency development.

Finally, the existing research on online learning in resource-constrained settings often lacks the perspectives

and experiences of teachers, who play a critical role in the successful implementation of these approaches.

Gaining a deeper understanding of teachers' perceptions, challenges, and strategies in adapting online learning to

their specific educational contexts can provide valuable insights to inform more effective professional

development and support for teachers.

By addressing these gaps in the existing research, this study aims to contribute to a more comprehensive

understanding of the potential and challenges of online learning in resource-constrained educational settings, with

a particular focus on its application and impacts on language education. The findings of this research can inform

7
the development of context-specific strategies and policies to enhance language learning outcomes in Navotas

public schools and similar educational contexts

Theoretical Framework

This research study will draw on a multifaceted theoretical foundation to guide the investigation of social

media integration in language learning at Arellano University. By integrating various complementary theories, the

study aims to develop a comprehensive understanding of the potential benefits, challenges, and best practices in

leveraging social media platforms to enhance language education in resource-constrained settings.

Social Constructivism

The social constructivist theory of learning, developed by scholars such as Lev Vygotsky, emphasizes the

importance of social interaction and collaboration in the learning process. This framework suggests that

knowledge is constructed through social interactions, where learners actively engage with their peers and teachers

to make sense of new information and develop their understanding. In the context of language learning, social

constructivism highlights the value of collaborative activities, such as group discussions, peer feedback, and

shared projects, in fostering language development.

The social constructivist approach aligns with the potential of social media platforms to facilitate collaborative

and interactive language learning experiences. By leveraging the communicative and networking capabilities of

8
social media, students can engage in authentic language use, receive feedback from their peers, and co-construct

knowledge, all of which can contribute to their language proficiency development. This theoretical perspective

can shed light on how social media integration can create opportunities for students to actively participate in the

language learning process, rather than being passive recipients of information.

Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM), developed by Fred Davis, provides a theoretical framework for

understanding and predicting the factors that influence the adoption and use of new technologies, such as social

media platforms, in educational settings. TAM posits that an individual's intention to use a technology is

determined by two key factors: perceived usefulness and perceived ease of use.

In the context of this study, the TAM framework can help explore the perceptions and attitudes of both teachers

and students toward the integration of social media in language learning. Understanding the factors that shape

their acceptance and willingness to use these technologies can inform the design and implementation of effective

strategies to support the integration of social media in language education. This theoretical perspective can also

highlight the importance of addressing potential barriers, such as digital literacy and technical infrastructure, that

may hinder the successful adoption of social media-based language learning activities.

Multiliteracies Pedagogy

The multiliteracies pedagogy, developed by the New London Group, emphasizes the importance of

recognizing and valuing the diverse literacies and communicative practices that students bring to the learning

9
environment, including those facilitated by digital technologies. This framework suggests that language learning

should go beyond the traditional focus on print-based literacy and incorporate a broader range of multimodal

literacies, such as those involved in social media interactions.

By adopting a multiliteracies approach, this study can examine how the integration of social media in language

learning can leverage students' existing digital literacy skills and support the development of a wider range of

communicative competencies, better preparing them for the demands of the 21st-century digital landscape. This

theoretical perspective can highlight the importance of acknowledging and incorporating students' everyday

digital practices and communication modes into the language learning curriculum, rather than solely relying on

conventional teaching methods.

Community of Inquiry (CoI) Framework

The Community of Inquiry (CoI) framework, developed by Randy Garrison, D.R. Anderson, and Walter

Archer, focuses on the essential elements required for a successful online learning experience: cognitive presence,

social presence, and teaching presence. The CoI framework could be relevant to this study as it examines how

social media platforms can foster a sense of online community and collaborative learning among language

students.

The three presences identified in the CoI framework - cognitive (critical thinking), social (interpersonal

relationships), and teaching (facilitation and design) - can shed light on how social media can support language

learning by enabling students to engage in meaningful discourse, develop social connections, and receive

appropriate guidance and support from their teachers. This theoretical perspective can help identify the specific

10
ways in which social media integration can cultivate a supportive and enriching learning environment for

language students in resource-constrained settings.

Self-Directed Learning (SDL) Theory

The self-directed learning (SDL) theory, pioneered by Malcolm Knowles, emphasizes the learner's ability to

take initiative, manage, and evaluate their own learning process. In the context of language learning, SDL theory

suggests that students should be empowered to actively participate in the planning, implementation, and

assessment of their language development.

The integration of social media platforms in language learning could align with the principles of SDL, as these

technologies can provide students with greater autonomy, flexibility, and opportunities to direct their own

language learning. By leveraging social media tools, students may be able to access a wider range of learning

resources, collaborate with peers, and monitor their own progress, aligning with the key components of

self-directed learning. This theoretical perspective can highlight the potential for social media integration to foster

student agency and ownership over their language learning experiences.

Constructionist Learning Theory

Constructionist learning theory, developed by Seymour Papert, emphasizes the importance of learners actively

constructing their own knowledge through the creation of tangible artifacts. In the context of language learning,

this could involve students using social media platforms to create and share content, such as blog posts, videos, or

online discussions, as a means of practicing and reinforcing their language skills.

11
 The constructionist approach highlights the potential for social media integration to foster active,

student-centered language learning, where students are not merely passive consumers of information but actively

engaged in the construction and expression of their language knowledge and skills. This theoretical perspective

can inform the design of language learning activities that encourage students to use social media as a tool for

creating and sharing their own linguistic productions, further developing their language proficiency.

By incorporating this multifaceted theoretical framework, the study can provide a comprehensive

understanding of how social media can be leveraged to support language learning in resource-constrained

educational settings, such as Arellano University. The integration of these complementary theories will guide the

research design, data collection, and analysis, ultimately leading to insights that can inform more effective

strategies for integrating social media into language education in similar contexts.

The social constructivist, technology acceptance, multiliteracies, community of inquiry, self-directed learning,

and constructionist learning theories collectively offer a rich theoretical foundation to explore the potential

benefits, challenges, and best practices in using social media platforms to enhance language learning experiences

for students at Arellano University. By drawing on these diverse yet interconnected theoretical perspectives, the

study can generate a nuanced understanding of the complex dynamics involved in leveraging social media to

support language education in resource-constrained settings.

Connectivism

12
 Connectivism, developed by George Siemens and Stephen Downes, is a relatively new learning theory that is

particularly relevant to the integration of digital technologies, such as social media, in educational contexts.

Unlike traditional theories that focus on individual cognition, connectivism emphasizes the importance of

connections and the ability to access and utilize information in the digital age.

The core principles of connectivism include:

❖ Learning and knowledge reside in a diversity of opinions and perspectives.

❖ Learning is a process of connecting specialized nodes or information sources.

❖ Learning may reside in non-human appliances (such as social media platforms).

❖ The capacity to know more is more critical than what is currently known.

❖ Nurturing and maintaining connections is needed to facilitate continual learning.

❖ The ability to see connections between fields, ideas, and concepts is a core skill.

In the context of language learning, the connective theory offers valuable insights into how social media can be

leveraged to support and enhance the language learning process.

Firstly, connectivism recognizes the importance of tapping into diverse perspectives and information sources,

which aligns well with the collaborative and interactive nature of social media platforms. By engaging with peers,

teachers, and a broader online community through social media, language learners can access a wider range of

linguistic knowledge, cultural insights, and authentic language use, fostering a richer learning experience.

13
 Secondly, the connectivist view of learning as a process of connecting information sources is particularly

relevant to language learning, where students need to continuously build connections between vocabulary,

grammar, cultural contexts, and communicative practices. Social media can provide a dynamic and interconnected

learning environment, allowing students to access, share, and synthesize language-related information from

various sources.

Moreover, the connectivist emphasis on the capacity to know more and the ability to recognize connections

between ideas and concepts is crucial for language learning. Social media can help students develop these skills

by exposing them to a wide range of language-related content, enabling them to make associations, draw insights,

and continuously expand their linguistic knowledge and communicative competence.

Finally, the connectivist principle of nurturing and maintaining connections aligns with the social and

collaborative aspects of language learning. Social media platforms can facilitate the creation and sustenance of

learning communities, where language learners can engage in ongoing interactions, share resources, and support

one another's language development.

By incorporating the connectivist theory into the theoretical framework of this study, researchers can explore

how the integration of social media can enable language learners in resource-constrained settings, such as

Arellano University, to actively participate in a networked, distributed, and continuously evolving language

learning process. This perspective can shed light on the potential of social media to foster autonomous,

self-directed, and collaborative language learning experiences that are responsive to the diverse needs and

learning preferences of students.

14
 Overall, the connectivist theory complements the other theoretical frameworks, such as social constructivism

and multiliteracies pedagogy, to provide a comprehensive understanding of the role of social media in enhancing

language education in resource-constrained environments.

Theory of Situated Learning

The theory of situated learning, developed by Jean Lave and Etienne Wenger, offers another valuable

theoretical perspective for this research study. This theory emphasizes the importance of learning that is

embedded in authentic, real-world contexts and social interactions, rather than being solely focused on the

acquisition of abstract knowledge or skills.

At the core of the situated learning theory is the concept of "communities of practice," which are groups of

people who share a common interest or goal and engage in a process of collective learning. In the context of

language learning, the theory of situated learning suggests that the development of language proficiency is best

facilitated through participation in authentic, socially situated language use within these communities of practice.

The integration of social media platforms in language education aligns closely with the principles of situated

learning. Social media can create opportunities for language learners to engage in language-related activities and

interactions that are grounded in real-world, contextual experiences, rather than purely theoretical or

decontextualized learning.

Some key ways in which the theory of situated learning can inform the use of social media in language

education include:

15
❖ Authentic Language Use: Social media platforms can provide language learners with opportunities to use

the target language in authentic, meaningful communication with their peers, teachers, and even members

of the broader online community. This situated language use can help students develop communicative

competence and a deeper understanding of the language's cultural and pragmatic nuances.

❖ Community Participation: By using social media, language learners can become active participants in

various online communities of practice, where they can engage in language-related discussions,

collaborate on projects, and share their linguistic knowledge and experiences. This sense of community

participation can enhance their motivation and investment in the language learning process.

❖ Situated Knowledge Construction: The interactive and collaborative nature of social media can enable

language learners to co-construct knowledge and develop a contextual understanding of the target

language. Through the exchange of ideas, negotiation of meaning, and joint problem-solving, students can

engage in situated learning that is relevant to their lived experiences and language needs.

❖ Bridging Classroom and Real-world Contexts: Social media can help bridge the gap between the language

learning that occurs in the classroom and the language use that is required in real-world, everyday

situations. By integrating social media into language education, students can practice their linguistic skills

in more authentic and meaningful contexts, enhancing the relevance and applicability of their language

learning.

16
 By incorporating the theory of situated learning into the theoretical framework of this study, researchers can

examine how the use of social media can create opportunities for language learners in resource-constrained

settings, such as Arellano University, to engage in authentic, contextually embedded language use and

development. This perspective can shed light on the potential of social media to foster language learning that is

deeply rooted in the social and cultural realities of the learners, rather than being solely focused on the acquisition

of decontextualized linguistic knowledge.

The theory of situated learning complements the other theoretical frameworks, such as social constructivism

and connectivism, by emphasizing the importance of learning that is grounded in real-world, socially situated

practices. This integrated theoretical approach can provide a comprehensive understanding of the ways in which

social media can be leveraged to enhance language education in resource-constrained environments, where the

contextual relevance and applicability of language learning are of paramount importance.

Justification for Selected Theoretical Frameworks

The theoretical frameworks chosen to guide this research study on the use of social media for language

learning in resource-constrained settings, such as Governor Andres Pascual College, provide a comprehensive and

well-rounded perspective to examine the potential benefits, challenges, and best practices of this approach.

1. Social Constructivism

17
 The social constructivist theory of learning is a particularly relevant framework for this study as it aligns with

the inherently collaborative and interactive nature of social media platforms. By emphasizing the importance of

social interaction and the co-construction of knowledge, social constructivism highlights how social media can

facilitate authentic language use, peer feedback, and the development of linguistic competence through collective

engagement. This theoretical perspective is crucial for understanding the ways in which social media can create

opportunities for students to actively participate in their own language learning process.

2. Technology Acceptance Model (TAM)

The inclusion of the Technology Acceptance Model (TAM) is essential for this study, as it provides a

framework for understanding the factors that influence the adoption and use of social media technologies by both

teachers and students in language education. Given the resource-constrained nature of the educational context,

identifying the perceived usefulness and ease of use of social media platforms is key to designing effective

strategies for their integration. The TAM framework can shed light on the potential barriers and facilitators that

shape the willingness and ability of stakeholders to embrace social media-based language learning activities.

3. Multiliteracies Pedagogy

The multiliteracies pedagogy is a crucial theoretical perspective for this study, as it recognizes and values the

diverse communicative practices that students bring to the learning environment, including those facilitated by

digital technologies like social media. This framework aligns with the need to move beyond traditional,

print-based approaches to language learning and incorporate the multimodal literacies that are increasingly

prevalent in the 21st-century digital landscape. By adopting a multiliteracies approach, the study can explore how

18
the integration of social media can leverage students' existing digital literacy skills and support the development

of a wider range of communicative competencies.

4. Community of Inquiry (CoI) Framework

The Community of Inquiry (CoI) framework is particularly relevant to this study, as it focuses on the essential

elements required for successful online learning experiences, which are highly relevant to the integration of social

media in language education. The three presences identified in the CoI framework - cognitive, social, and

teaching - can provide valuable insights into how social media can foster a sense of online community, support

critical thinking, and enable appropriate facilitation and guidance from teachers. This theoretical perspective

can help identify the specific ways in which social media can create a supportive and enriching learning

environment for language students in resource-constrained settings.

5. Self-Directed Learning (SDL) Theory

The self-directed learning (SDL) theory is a valuable addition to the theoretical framework, as it aligns with the

potential of social media to empower students and provide them with greater autonomy and flexibility in their

language learning. By leveraging social media tools, students may be able to take more initiative in accessing

resources, collaborating with peers, and monitoring their own progress, all of which are key components of

self-directed learning. This theoretical perspective can highlight how social media integration can foster student

agency and ownership over their language learning experiences.

6. Constructionist Learning Theory

19
 The constructionist learning theory complements the other frameworks by emphasizing the importance of

learners actively constructing their own knowledge and linguistic artifacts. This aligns with the potential of social

media to enable students to create and share content, such as blog posts, videos, or online discussions, as a means

of practicing and reinforcing their language skills. This theoretical perspective can inform the design of language

learning activities that encourage students to use social media as a tool for active knowledge construction and

expression, further developing their language proficiency.

By incorporating this multifaceted theoretical framework, the study can provide a comprehensive

understanding of how social media can be leveraged to support language learning in resource-constrained

educational settings, such as Governor Andres Pascual College. The integration of these complementary theories -

social constructivism, the Technology Acceptance Model, multiliteracies pedagogy, the Community of Inquiry

framework, self-directed learning theory, and constructionist learning theory - will guide the research design, data

collection, and analysis, ultimately leading to insights that can inform more effective strategies for integrating

social media into language education in similar contexts.

20
 Conceptual Framework

Figure 1 - Paradigm of the Study

Input:

❖ Demographic characteristics of Grade 11 students at Arellano University (e.g., age, gender, academic

performance)

❖ Prior experience and familiarity with the use of social media platforms

❖ Level of digital literacy and technology competence among Grade 11 students

Process:

❖ Perceptions and attitudes of Grade 11 students towards the use of social media for collaborative language

learning

21
 ❖ Perceived benefits and challenges experienced by Grade 11 students in engaging in collaborative language

learning activities through social media platforms

Output:

❖ Perceived impacts of social media-based collaborative language learning activities on the language

proficiency of Grade 11 students

❖ Perceived impacts of social media-based collaborative language learning activities on the academic

performance of Grade 11 students

The figure shows the illustration for the contextual framework of the study. It showcase the components and

the flow of this research study, while identify the variables that can affect the result such as the demographic

characteristics, the students' experience and perceptions on using social media as a learning tool and the academic

outcomes of the usage.

In the Input area, the researchers put the datas that is necessary to figure out the background information of the

target population, which is the Grade 11 students at Arellano University. It includes the student's demographic

profile, social media usage, and digital competence. This input information will then guide the subsequent

research process and help inform the analysis of the students' perceptions, attitudes, and experiences with using

social media for collaborative language learning.

22
 The part is the Process, which delves into the experiences and perspectives of the Grade 11 students in terms

of using social media as an educational tool for language. It aims to understand the student's perceptions, attitudes,

benefits, and challenges. Which will then give the research study some valuable insights that will inform the

interpretation of the outcomes and the potential effectiveness for future educational purposes.

Lastly is the Output, which refers to the expected outcomes or impacts of the social media-based collaborative

language learning activities on the students. It represents the expected outcomes and impacts of the social

media-based collaborative language learning on the target population of Grade 11 students. By interpreting this

areas, the research study can provide valuable insights into the potential benefits and challenges of this approach

to language learning. The analysis of these output variables will help the researchers draw conclusions and make

recommendations regarding the integration of social media platforms and collaborative learning strategies in

secondary education language curricula.

Key Variables

School Resources

❖ Technological infrastructure (e.g., availability and quality of internet access, devices, software)

❖ Technical support and maintenance

❖ Funding and budgetary allocation for technology integration

❖ Teacher training and professional development on digital pedagogy

23
Teaching Practices

❖ Instructor's digital literacy and competence in using social media platforms

❖ Instructional approaches and lesson design incorporating social media

❖ Facilitation of collaborative and interactive language learning activities through social media

❖ Provision of feedback and guidance to students using social media

Student Characteristics

❖ Digital literacy and familiarity with social media platforms

❖ Attitudes and perceptions towards using social media for language learning

❖ Levels of engagement and participation in social media-based language learning activities

❖ Autonomy and self-direction in language learning using social media

Learning Outcomes

❖ Development of language proficiency (e.g., vocabulary, grammar, fluency, pronunciation)

❖ Improvement in communicative competence (e.g., listening, speaking, reading, writing)

❖ Enhancement of multimodal literacy skills (e.g., digital, visual, audio)

❖ Increased motivation and enjoyment in language learning

❖ Transfer of language skills to real-world contexts

Contextual Factors

❖ Availability and reliability of technological infrastructure

❖ Institutional policies and support for technology integration in education

❖ Cultural and socioeconomic factors that shape attitudes towards digital technologies

24
 ❖ Access to professional development and training for teachers

These key variables will be the focus of data collection and analysis in the research study, allowing the

researchers to explore the complex interplay between the integration of social media, the resource-constrained

educational environment, teaching practices, student characteristics, and the resulting language learning

outcomes.

By examining these variables, the study aims to generate insights that can inform the design and

implementation of effective strategies for leveraging social media to enhance language education in

resource-constrained settings, such Arellano University. The findings can contribute to a deeper understanding of

the potential benefits, challenges, and best practices in using social media to support language learning in similar

contexts.

Based on the conceptual framework and the identified key variables, the following hypothesized relationships

can be proposed for the study on using social media for language learning in resource-constrained settings:

❖ School Resources and Teaching Practices

➢ The availability and quality of school resources, such as technological infrastructure and teacher

training, will positively influence the teaching practices involving the integration of social media in

language learning.

➢ Adequate school resources will enable instructors to develop digital pedagogical competencies and

design more effective social media-based language learning activities.

25
❖ School Resources and Student Characteristics

➢ The availability and quality of school resources will positively impact students' digital literacy and

familiarity with social media platforms, as they will have more opportunities to access and use

these technologies.

➢ Improved school resources may also shape students' attitudes and perceptions towards the use of

social media for language learning, fostering greater engagement and participation.

❖ Teaching Practices and Learning Outcomes

➢ Effective teaching practices that incorporate social media, such as collaborative activities and

personalized feedback, will positively influence the development of students' language proficiency

and communicative competence.

➢ The facilitation of social media-based language learning will also enhance students' multimodal

literacy skills and their ability to transfer language skills to real-world contexts.

❖ Student Characteristics and Learning Outcomes

➢ Students' digital literacy, positive attitudes, and high levels of engagement with social media-based

language learning activities will lead to improved language proficiency, communicative

competence, and overall learning outcomes.

➢ Autonomous and self-directed language learning behaviors facilitated by social media will

contribute to the enhancement of students' language skills and their motivation to continue

learning.

❖ Contextual Factors and Integration of Social Media

26
 ➢ The availability and reliability of technological infrastructure, as well as institutional support and

policies for technology integration, will directly influence the successful implementation of social

media in language learning.

➢ Cultural and socioeconomic factors that shape attitudes towards digital technologies may also

affect the adoption and utilization of social media platforms in the language learning process.

These hypothesized relationships will guide the research design, data collection, and analysis, allowing the

researchers to examine the complex interplay between the key variables and their impact on the integration of

social media in language learning within the resource-constrained educational setting of Arellano University.

The findings from this investigation will contribute to a deeper understanding of the potential benefits,

challenges, and best practices in leveraging social media to enhance language education in similar

resource-constrained contexts, providing valuable insights for educators, policymakers, and stakeholders.

Visual Representation

27
 Figure 2 - Integration of Social media in Language Learning

Statement of the Problem

Many educational institutions in resource-constrained environments, such as Arellano University, face

significant challenges in providing effective language learning opportunities for their students. One of the primary

issues is the problem of overcrowded classrooms, which can hinder the quality of instruction and limit the

opportunities for personalized attention, interactive learning, and collaborative activities.

28
 In overcrowded classrooms, teachers often struggle to give each student the necessary guidance and feedback

required for the development of language proficiency and communicative competence. The large class sizes can

make it difficult to facilitate engaging, student-centered learning experiences and to cater to the diverse needs and

learning styles of the students. This can result in suboptimal language learning outcomes, with students struggling

to acquire the necessary linguistic skills and practical application of the target language.

Moreover, the resource-constrained nature of these educational settings can exacerbate the challenges, as the

availability of learning materials, technological resources, and professional development for teachers may be

limited. This can further restrict the ability of educators to implement innovative teaching strategies and leverage

the full potential of language learning.

In this context, the integration of social media platforms in language education presents a promising

opportunity to address these challenges and enhance the learning experience for students. Social media can

provide a versatile and engaging medium for language learners to:

❖ Engage in authentic, real-world communication: Social media platforms can create opportunities for

students to use the target language in meaningful, contextual interactions with their peers, teachers, and

even members of the broader online community.

❖ Facilitate collaborative learning: The interactive and collaborative nature of social media can enable

students to co-construct knowledge, share linguistic resources, and engage in peer-to-peer feedback and

support, fostering a sense of community and collective learning.

29
 ❖ Promote learner autonomy: By leveraging social media, students can take a more active role in their

language learning process, accessing resources, practicing their skills, and monitoring their own progress,

thus cultivating self-directed learning behaviors.

❖ Develop multimodal literacy skills: Social media platforms offer a diverse range of communication modes,

such as text, images, audio, and video, which can help students develop a broader range of multimodal

literacy skills that are essential for effective language use in the digital age.

❖ Overcome physical and geographical constraints: In resource-constrained settings, where physical

classroom space and resources may be limited, the integration of social media-based language learning can

provide a scalable and accessible solution, allowing students to engage in language practice and

collaboration regardless of their physical location.

This research study aims to investigate the perceptions and attitudes of Grade 11 students at Arellano

University towards the use of social media for collaborative language learning. Specifically, the study will address

the following research questions:

1. What are the perceptions and attitudes of Grade 11 students at Arellano University towards the use of

social media for collaborative language learning?

2. What benefits and challenges do Grade 11 students at Arellano University perceive in engaging in

collaborative language learning activities through social media platforms?

30
 3. How do Grade 11 students at Arellano University describe the impacts of social media-based collaborative

language learning activities on their language proficiency and academic performance?

The rationale for this study is rooted in the challenges faced by resource-constrained educational settings, such

as Arellano University, where overcrowded classrooms and limited access to technological resources can hinder

the quality of language instruction and learning opportunities. In this context, the integration of social media

platforms presents a promising approach to address these challenges and enhance collaborative language learning

experiences for students.

By examining the perceptions, attitudes, and experiences of Grade 11 students at Arellano University, this

study aims to generate valuable insights into the potential benefits and challenges of using social media for

collaborative language learning. The findings will contribute to the development of effective strategies and best

practices for leveraging social media to improve language proficiency, foster student engagement, and support

academic success in resource-constrained educational environments.

The results of this study can inform the decision-making of educators, administrators, and policymakers at

Arellano University and similar institutions, guiding the implementation of social media-based language learning

initiatives and the allocation of resources to support such efforts. Additionally, the insights gained from this

research can contribute to the broader academic discourse on the role of social media in language education,

particularly in the context of resource-constrained settings.

Significance of the Study

31
Contributions to Students

This research study on the use of social media for collaborative language learning in the resource-constrained

setting of Arellano University has the potential to make significant contributions to the students:

Provide insights into the perceptions and attitudes of Grade 11 students towards social media-based language

learning: The study's focus on understanding the perspectives and experiences of Grade 11 students can offer

valuable insights that can inform the design of more engaging and effective learning experiences. By gaining a

deeper understanding of students' perceptions and attitudes, educators can tailor the integration of social media in

language learning to better meet the needs and preferences of the learners.

Identify the benefits that students perceive in using social media for collaborative language learning: The study

aims to uncover the potential benefits that students associate with the use of social media for collaborative

language learning, such as increased engagement, improved language proficiency, and enhanced academic

performance. These insights can help validate the value of social media-based approaches and provide evidence to

support their adoption in language education.

Uncover the challenges that students face in leveraging social media for language learning: The research study

will also explore the challenges that students encounter when using social media platforms for language learning.

By identifying these obstacles, the study can inform the development of targeted support mechanisms and

strategies to address the issues and ensure a more seamless and effective integration of social media in the

language learning process.

32
 Empower students to take a more active and autonomous role in their language learning process: The findings

of the study can contribute to empowering students to become more self-directed in their language learning. By

understanding the potential of social media to facilitate autonomous and collaborative learning, students can be

encouraged to take a more active role in their own language development, fostering a sense of ownership and

responsibility over their learning.

Overall, the contributions of this study to the students of Arellano University can have a significant impact on

their language learning experiences, their academic performance, and their overall engagement and motivation in

the educational process. By centering the student perspective, the study can provide valuable insights to guide the

design and implementation of social media-based language learning initiatives that are truly responsive to the

needs and aspirations of the learners.

Contributions to Teachers

This research study on the use of social media for collaborative language learning in the resource-constrained

setting of Arellano University has the potential to make significant contributions to the teachers:

Offer a deeper understanding of the opportunities and obstacles that teachers may encounter when integrating

social media into their language instructional practices: The study will provide valuable insights into the

experiences, perspectives, and challenges that teachers face when attempting to incorporate social media

platforms into their language teaching. This understanding can help identify the specific support and resources

that teachers require to effectively leverage social media in their classrooms.

33
 Provide guidance on effective pedagogical approaches and best practices for leveraging social media to

facilitate collaborative language learning activities: The findings of the study can inform the development of

practical strategies and guidelines for teachers to design and implement collaborative language learning activities

using social media. This can include recommendations on effective facilitation techniques, the integration of

social media features, and the creation of engaging and interactive learning experiences.

Inform the development of teacher professional development programs that equip educators with the necessary

digital literacy skills and pedagogical strategies to successfully incorporate social media in language education:

The insights gained from the study can guide the creation of targeted professional development programs that

address the specific needs and challenges of teachers in resource-constrained settings. These programs can help

build the capacity of teachers to effectively integrate social media in their language instruction, fostering their

digital competencies and pedagogical expertise.

Suggest ways in which teachers can leverage social media to enhance their ability to provide personalized

feedback, guidance, and support to students: The study may uncover strategies and best practices for teachers to

utilize social media platforms to deliver personalized feedback, monitor student progress, and provide targeted

support to individual learners. These approaches can help teachers address the challenges posed by overcrowded

classrooms and limited resources, ensuring more personalized and effective language learning experiences for

students.

By addressing the needs and experiences of teachers, this research study can play a pivotal role in empowering

the educators at Arellano University to embrace the potential of social media in language education. The

contributions of this study can help teachers navigate the complexities of integrating these technologies,

34
ultimately enhancing their ability to facilitate collaborative, engaging, and impactful language learning

experiences for their students.

Contributions to School Leaders:

This research study on the use of social media for collaborative language learning in the resource-constrained

setting of Arellano University has the potential to make significant contributions to the school leaders:

Highlight the institutional-level factors, such as policies, technological infrastructure, and budgetary

allocations, that can influence the successful integration of social media in language learning: The study will

examine the broader contextual factors that can enable or hinder the effective integration of social media in

language education. This understanding can help school leaders identify the key institutional elements that require

attention and investment to support the successful implementation of social media-based initiatives.

Offer recommendations for school leaders to create an enabling environment that supports the adoption and

effective use of social media platforms for collaborative language learning: Based on the research findings, the

study can provide school leaders with guidance on the policies, resource allocation, and support structures that

need to be in place to foster a conducive environment for the integration of social media in language learning.

This can include recommendations on infrastructure development, teacher professional development, and the

creation of a shared vision for technology integration.

Provide evidence-based justification for the allocation of resources towards improving technological resources,

teacher training, and institutional support for social media-based language learning initiatives: The study's

35
exploration of the benefits and challenges associated with social media-based language learning can equip school

leaders with the necessary data and insights to make informed decisions about resource allocation and investment.

This can help secure the necessary funding and support for initiatives that leverage social media to enhance

language education.

Empower school leaders to make informed decisions and develop strategic plans for the integration of social

media in language education: The findings of this study can enable school leaders at Governor Andres Pascual

College to make well-informed, evidence-based decisions regarding the integration of social media in their

language learning programs. This can inform the development of comprehensive strategic plans that align with the

institution's educational goals and the needs of the students and teachers.

By addressing the needs and perspectives of school leaders, this research study can play a crucial role in

facilitating the successful integration of social media in language education at Governor Andres Pascual College

and similar resource-constrained educational institutions. The insights generated can help school leaders create an

enabling environment that supports teachers and empowers students to leverage social media for collaborative and

effective language learning.

Contributions to the Academic Community:

This research study on the use of social media for collaborative language learning in the resource-constrained

setting of Arellano University has the potential to make significant contributions to the academic community:

36
 Contribute to the expanding body of research on the intersection of social media, collaborative learning, and

language education, particularly in the context of resource-constrained settings: The study's focus on exploring the

potential of social media to enhance collaborative language learning in a resource-constrained environment can

provide valuable empirical data and insights that expand the current understanding of this topic. The findings can

contribute to the academic discourse and help fill the existing research gaps in this area.

Provide valuable empirical data and insights that can inform the development of theoretical frameworks and

models for leveraging social media to enhance language learning: The in-depth exploration of the perceptions,

experiences, and outcomes of social media-based collaborative language learning can inform the development of

new theoretical models or the refinement of existing frameworks. These theoretical contributions can guide future

research and the design of innovative language learning interventions.

Inspire further research on innovative approaches to language education, fostering a culture of continuous

exploration and innovation in the field: By shedding light on the potential benefits and challenges of using social

media for collaborative language learning in resource-constrained settings, this study can motivate other

researchers to explore similar or related topics. This can stimulate further investigation, experimentation, and the

dissemination of knowledge, ultimately driving the advancement of the field of language education.

Disseminate the findings of the study through publications, conferences, and other academic channels,

enabling the broader academic community to engage with and build upon the knowledge generated: The research

team can share the findings of this study through various academic channels, such as peer-reviewed journal

articles, conference presentations, and online publications. This widespread dissemination can contribute to the

37
ongoing dialogue and collaboration within the academic community, allowing for the exchange of ideas and the

further development of research in this domain.

By addressing the needs and contributing to the academic discourse, this research study can play a significant

role in advancing the understanding and application of social media-based collaborative language learning,

particularly in the context of resource-constrained educational settings. The insights and knowledge generated can

inspire and guide future research, ultimately enhancing the effectiveness and innovation in the field of language

education.

Implications for improving language education and addressing resource constraints in Navotas

The findings of this research study on the use of social media for collaborative language learning at Arellano

University can have significant implications for improving language education and addressing resource

constraints in Navotas, the city where the college is located.

Informing Language Learning Initiatives in Navotas

The insights gained from this study can provide valuable guidance to policymakers, school administrators, and

educators in Navotas on the effective integration of social media in language learning programs. The

understanding of students' perceptions, the identified benefits and challenges, and the best practices for leveraging

social media can inform the design and implementation of similar initiatives across other educational institutions

in the city.

38
 For example, the study's findings on the perceived benefits of social media-based collaborative language

learning, such as enhanced engagement, improved language proficiency, and better academic performance, can

motivate the development of city-wide language learning programs that harness the power of social media. School

leaders in Navotas can use this evidence to justify the allocation of resources and the integration of social media

platforms in language curricula across the city's educational institutions.

Furthermore, the study's exploration of the challenges faced by students and teachers in using social media for

language learning can inform the creation of tailored support mechanisms and capacity-building initiatives. This

can include the development of digital literacy programs for both students and teachers, as well as the provision of

technical support and pedagogical training to ensure the effective and sustainable integration of social media in

language education.

Addressing Overcrowded Classrooms

The study's exploration of how social media-based collaborative language learning can mitigate the challenges

posed by overcrowded classrooms can offer a promising solution for Navotas, where such resource constraints are

prevalent. The findings can help stakeholders develop strategies to scale up language learning opportunities and

provide more personalized attention to students, even in settings with limited physical space and resources.

By leveraging social media platforms, educators in Navotas can create virtual learning spaces that transcend

the boundaries of physical classrooms. These online collaborative environments can enable students to engage in

language learning activities, receive feedback, and interact with their peers, even when physical space is limited.

39
The study's insights on effective facilitation techniques and the integration of social media features can guide the

implementation of such initiatives in Navotas.

Furthermore, the study's findings on the potential of social media to foster autonomous and self-directed

language learning can empower students in Navotas to take charge of their own learning, even in the face of

overcrowded classrooms. By equipping students with the skills and strategies to utilize social media for language

practice, feedback, and collaboration, the burden on teachers can be alleviated, leading to more personalized

attention and support for individual learners.

Enhancing Digital Literacy and Technology Integration

The study's focus on the role of social media in language learning can also shed light on the broader need to

develop digital literacy and technology integration capabilities among students and teachers in Navotas. The

recommendations and strategies emerging from this research can guide the development of comprehensive digital

skills training programs and the allocation of resources to support technology-enabled language education across

the city.

By investing in the digital competencies of both students and teachers, Navotas can create an enabling

environment for the effective integration of social media and other educational technologies in language learning.

This can involve the implementation of city-wide digital literacy initiatives that equip learners with the skills to

navigate and utilize social media platforms for language practice, collaboration, and content creation.

40
 Similarly, the professional development of teachers in Navotas can be informed by the study's insights on the

specific challenges and support needs of educators in integrating social media. These training programs can help

teachers develop the necessary pedagogical strategies, digital fluency, and classroom management techniques to

seamlessly incorporate social media in their language instruction, addressing the unique constraints faced in

resource-limited settings.

Guiding Teacher Professional Development

The insights on the challenges and support needs of teachers in integrating social media for language learning

can inform the design of targeted professional development programs for educators in Navotas. These programs

can equip teachers with the necessary pedagogical skills, digital competencies, and collaborative strategies to

effectively leverage social media platforms in their language classrooms.

By addressing the specific pain points and capacity-building requirements of teachers in Navotas, these

professional development initiatives can empower them to overcome the barriers to social media integration and

maximize the benefits of these technologies for language learning. The study's findings can guide the creation of

training modules that cover topics such as effective facilitation of social media-based collaborative activities,

strategies for providing personalized feedback, and the integration of social media features in language lesson

plans.

Moreover, the professional development programs can foster a community of practice among teachers,

enabling them to share best practices, troubleshoot challenges, and collaborate on the design of innovative social

41
media-integrated language learning activities. This collective approach can further strengthen the capacity of the

teaching force in Navotas to deliver high-quality language education.

Informing Policy and Resource Allocation

The evidence-based findings from this study can provide a strong justification for policymakers and school

leaders in Navotas to allocate resources towards improving technological infrastructure, strengthening

institutional support, and creating enabling environments for the integration of social media in language

education. This can help drive systemic changes and ensure the sustainability of such initiatives across the city.

By demonstrating the potential benefits of social media-based collaborative language learning, the study can

motivate the development of city-wide policies and funding allocations that prioritize the integration of these

technologies in language education. Policymakers can use the insights to make informed decisions about

investments in internet connectivity, device accessibility, and the procurement of social media-enabled learning

platforms for schools in Navotas.

Furthermore, the study's recommendations on the institutional support structures and capacity-building

initiatives required for successful social media integration can guide school leaders in Navotas to develop

comprehensive strategies and allocate resources accordingly. This can include the establishment of technology

integration units, the provision of technical support, and the implementation of continuous professional

development programs for teachers.

42
 By aligning policy and resource allocation with the findings of this research study, Navotas can create a

conducive ecosystem that enables the widespread and sustainable integration of social media in language

education, ultimately improving learning outcomes and addressing the resource constraints faced by the city's

educational institutions.

Fostering Collaborative Learning and Community Engagement

The study's focus on the use of social media for collaborative language learning can inspire the development of

initiatives that leverage technology to foster a sense of community and peer-to-peer support among language

learners in Navotas. This can contribute to the creation of a more inclusive and engaged language learning

ecosystem within the city.

Building on the insights into the benefits of social media-enabled collaboration, educational stakeholders in

Navotas can design programs that encourage students to form virtual learning communities, engage in

peer-to-peer language practice, and collaborate on language-related projects. These initiatives can leverage the

connectivity and interactive features of social media platforms to break down the physical and social barriers that

may hinder collaboration in resource-constrained classrooms.

Moreover, the study's findings can guide the development of community-based language learning programs

that involve not only students but also their families and the broader Navotas community. By integrating social

media to facilitate these collaborative efforts, language learning can become a shared responsibility and a driver

for community engagement, further enhancing the impact and sustainability of such initiatives.

43
 By leveraging the insights and recommendations from this research study, educational stakeholders in Navotas

can develop and implement targeted strategies to improve language education, address resource constraints, and

empower students to develop essential language skills that are crucial for their academic and personal success.

The implications of this study can serve as a catalyst for transformative changes in language education across the

city of Navotas, positioning it as a model for effective integration of social media in resource-constrained settings.

Scope and Delimitation

Parameters of the Study

The research study on the potential of online learning and social media integration for language education in

Navotas public schools will be conducted over a two-month period from April 2024 to June 2024. The study will

focus on a selected sample of Navotas public secondary schools and engage with two key stakeholder groups:

students and teachers.

Targeted Schools

The study will be carried out in three public secondary schools in Arellano University, Navotas National High

School, and San Roque High School. These schools were chosen based on the following criteria:

❖ Representation of the district's educational landscape: The selected schools serve a diverse student

population and represent the range of technological resources and infrastructure available in Navotas

public secondary schools.

44
 ❖ Commitment to innovation: The school administrators and teachers have demonstrated a willingness to

explore the integration of online learning and social media in language education programs.

Stakeholder Groups

The study will engage the following two key stakeholder groups:

1. Students: The primary focus will be on Grade 11 students from the participating secondary schools. This

age group is often transitioning into more independent and collaborative learning approaches, making

them an appropriate target for exploring the potential of online learning and social media integration in

language education.

2. Teachers: Language teachers from the participating schools will be involved in the study to provide their

perspectives on the opportunities, challenges, and implementation considerations related to incorporating

technology-enabled approaches in their language instruction.

Data Collection Methods

The study will utilize the following data collection methods:

❖ Student Survey Questionnaire: All Grade 11 students from the participating schools will be asked to

complete a survey questionnaire. The questionnaire will gather data on the students' perceptions,

45
 experiences, and preferences regarding the use of online learning and social media in their language

education.

❖ Teacher Interviews: A small sample of language teachers from the participating schools will be

interviewed to gain a deeper understanding of their perspectives, concerns, and insights on the integration

of online learning and social media in language education. The interviews will provide context and

explanation for the student survey responses.

Timeframe

The study will be conducted over a two-month period, from April 2024 to June 2024. This timeframe will

allow for the following:

❖ Initial assessment and needs analysis: During the first few weeks, the research team will conduct a

comprehensive assessment of the current language learning practices, technological infrastructure, and

resource constraints in the selected schools.

❖ Intervention and data collection: The main data collection phase will involve the administration of the

student survey questionnaire and the conduct of the teacher interviews. This will provide the researchers

with both quantitative and qualitative data on the perspectives and experiences of the key stakeholders.

46
 ❖ Analysis and dissemination: The final few weeks will be dedicated to the analysis of the collected data and

the preparation of the research report. The findings will be disseminated to the school administrators,

education authorities, and the broader Navotas community, with recommendations for the integration of

online learning and social media in language education programs.

By focusing on the selected public secondary schools in Navotas and engaging with students and teachers

through survey questionnaires and interviews, this research study aims to provide a nuanced understanding of the

potential of online learning and social media integration in language education within the constraints of a

two-month timeframe.

Justification for chosen boundaries

The research study on the potential of online learning and social media integration for language education in

Navotas public schools has been designed with a clear focus on specific boundaries, including the targeted school,

stakeholder groups, and timeframe. The selection of Arellano University as the sole target school is justified by

the need to deeply examine the challenges and opportunities within a specific educational context that is

representative of the technological resources and innovative mindset found in some Navotas public schools.

Arellano University is a medium-sized public secondary school located in the heart of Navotas. The school has

a student population of approximately 1,500 and is known for its strong academic programs, particularly in the

sciences and technology-related fields. Unlike many other Navotas public schools, Arellano University's

technological infrastructure is relatively advanced, with multiple computer laboratories, stable internet

47
connectivity, and a school administration that has actively embraced the integration of digital tools and platforms

in their educational offerings.

The choice to focus on Arellano University, rather than multiple schools, is justified by the need to conduct an

in-depth investigation that can provide rich and contextualized insights. By concentrating on a single school, the

research team can engage more deeply with the school community, understand the nuances of their language

education practices, and assess the specific barriers and enablers for technology integration in a comprehensive

manner.

Arellano University's commitment to innovation and its relatively robust technological resources make it an

ideal case study for exploring the potential of online learning and social media integration in language education.

The school administration has expressed a strong interest in participating in research initiatives that can inform

their efforts to enhance language learning through the use of technology-enabled approaches.

This commitment to innovation and openness to research ensures the active engagement of the school

community in the research process and their receptiveness to the study's findings and recommendations. By

focusing on Arellano University, the research team can dedicate more time and resources to conducting a

thorough assessment of the current language learning practices, technological infrastructure, and resource

constraints within the school.

The detailed examination of Arellano University will allow the researchers to develop a deeper understanding

of the specific challenges and opportunities faced by a Navotas public school that has a relatively advanced

technological landscape and a progressive approach to education. This understanding will lead to more

48
meaningful and actionable recommendations for the integration of online learning and social media in their

language education programs, which can then serve as a model for other Navotas public schools with similar

technological resources and innovative mindsets.

The decision to concentrate on Arellano University is further justified by the need to maintain a manageable

scope within the given two-month timeframe. Limiting the study to a single school ensures the research team can

effectively coordinate the data collection process, maintain close communication with the school community, and

conduct a comprehensive analysis of the findings.

In summary, the selection of Arellano University as the sole target school for this research study is justified by

the need to deeply examine the challenges and opportunities within a specific educational context that is

representative of the technological resources and innovative mindset found in some Navotas public schools. This

in-depth approach will provide rich insights and context-specific recommendations that can inform the integration

of online learning and social media in language education programs across the Navotas school district.

Definition of Terms

The following key terms are used throughout the research study on the potential of online learning and social

media integration for language education in Navotas public schools:

Online Learning

49
 Online learning refers to the delivery of educational content and instruction through digital platforms and

technologies, such as web-based applications, virtual classrooms, and multimedia resources. It enables students to

access learning materials, engage in interactive activities, and collaborate with their peers and teachers remotely,

without the constraints of physical classroom settings.

Social Media

Social media encompasses a wide range of digital platforms and applications that facilitate online

communication, collaboration, and content sharing. Examples of social media include social networking sites

(e.g., Facebook, Twitter), video-sharing platforms (e.g., YouTube, TikTok), and messaging apps (e.g., WhatsApp,

Telegram). These tools enable users to create, share, and interact with various types of digital content, such as

text, images, videos, and audio.

Language Education

Language education refers to the teaching and learning of languages, including the development of proficiency

in speaking, listening, reading, and writing. In the context of this study, language education specifically focuses

on the instruction and learning of languages, such as English, Filipino, and other relevant languages, within the

Navotas public secondary school curriculum.

Technological Infrastructure

50
 Technological infrastructure refers to the physical and digital resources and systems that enable the use of

technology in educational settings. This includes, but is not limited to, computer hardware (e.g., desktops, laptops,

tablets), internet connectivity, computer laboratories, and other technology-enabled learning spaces and resources.

Resource Constraints

Resource constraints refer to the limitations or scarcity of financial, material, or human resources that can

hinder the effective implementation and integration of technology-enabled approaches in educational settings. In

the context of Navotas public schools, resource constraints may include factors such as insufficient funding,

limited access to technology, and lack of specialized training or support for teachers.

Stakeholders

Stakeholders, in the context of this study, are the individuals or groups who have a direct interest or

involvement in the integration of online learning and social media in language education within Navotas public

schools. The key stakeholder groups identified for this study are students and teachers.

Student-Centered Learning

Student-centered learning is an approach to education that focuses on the needs, abilities, interests, and

learning styles of individual students. It emphasizes active engagement, collaboration, and the development of

critical thinking and problem-solving skills, rather than a traditional teacher-centered approach.

51
 These definitions provide a common understanding of the key terms and concepts used throughout the research

study, ensuring clarity and consistency in the exploration of the potential of online learning and social media

integration for language education in Navotas public schools.

Synthesis

Key Concepts

The research study on the potential of online learning and social media integration for language education in

Navotas public schools is designed to provide a comprehensive examination of the opportunities and challenges

associated with the implementation of these technology-enabled approaches. By focusing on Arellano University,

the study will offer in-depth insights into the specific context and constraints of a Navotas public school with

limited technological resources.

The study revolves around several key concepts that form the foundation of the research:

Online Learning

Online learning is a central focus of the study, as it explores the opportunities and challenges of delivering

language education through digital platforms and technologies. This includes the use of web-based applications,

virtual classrooms, and multimedia resources to facilitate remote access to learning materials and interactive

activities.

52
Social Media Integration

The study examines the potential of incorporating social media platforms and tools, such as social networking

sites, video-sharing platforms, and messaging apps, into language education. This explores how these digital tools

can be leveraged to enhance student engagement, collaboration, and content creation within the language learning

context.

Technological Infrastructure

The study acknowledges the importance of the technological infrastructure available in Navotas public

schools, which can serve as both an enabler and a constraint for the integration of online learning and social media

in language education. The assessment of the existing technological resources, connectivity, and access will be

crucial in understanding the feasibility and implementation considerations.

Resource Constraints

Navotas public schools often face resource constraints, which can include limited funding, insufficient access

to technology, and a lack of specialized training or support for teachers. The study aims to explore how these

constraints can be navigated and mitigated to enable the successful integration of technology-enabled approaches

in language education.

53
Student-Centered Learning

The study emphasizes a student-centered approach, focusing on understanding the perspectives, experiences,

and preferences of students regarding the use of online learning and social media in their language education. This

aligns with the broader goal of designing more engaging and effective language learning experiences that cater to

the needs and learning styles of the students.

Teacher Enablement

While the study primarily engages with students, it also recognizes the crucial role of language teachers as the

enablers of change. The study seeks to understand the teachers' insights, concerns, and implementation

considerations related to the integration of online learning and social media in their instructional practices.

Collaborative Partnerships

The research process involves close collaboration with school administrators, teachers, and the broader

Navotas community. This collaborative approach aims to foster a shared understanding of the challenges and

opportunities, leading to the development of sustainable partnerships for the integration of technology in language

education.

54
 These key concepts form the foundation of the research study, guiding the data collection, analysis, and the

development of recommendations for the effective integration of online learning and social media in language

education within the Navotas public school system.

55
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction

This chapter presents a comprehensive review of the existing literature and studies, both local and foreign, that

are relevant to the research study on the potential of online learning and social media integration for language

education in Navotas public schools. The purpose of this review is to establish a strong theoretical and empirical

foundation for the study, identifying the key themes, insights, and knowledge gaps that will guide the research

process and inform the development of the study's recommendations.

1.Online Learning in Language Education

1.1. Theoretical Perspectives on Online Language Learning

The theoretical foundations of online language learning continue to be rooted in the principles of

constructivism, social learning theory, and cognitive flexibility theory. Recent studies have further expanded on

these frameworks, emphasizing the importance of learner agency, multimodal interactions, and the integration of

emerging technologies to facilitate language acquisition and development.

56
 Constructivist approaches have evolved to highlight the role of learner-generated content, collaborative

knowledge construction, and the personalization of online learning experiences (Sykes & Reinhardt, 2013;

Reinders & Wattana, 2015). Social learning theory has been applied to explore the potential of virtual

communities, peer-to-peer interactions, and social media-enabled language practice (Blattner & Lomicka, 2012;

Reinhardt, 2019). Cognitive flexibility theory has been further developed to examine the impact of adaptive

learning systems, personalized feedback, and multimodal representations on language learners' cognitive

processes and knowledge transfer (Paulus et al., 2016; Chen & Chen, 2015).

1.2. Recent Empirical Studies on the Effectiveness of Online Language Learning

Recent meta-analyses and systematic reviews have continued to provide evidence for the effectiveness of

online language learning, with a growing emphasis on the benefits of blended learning approaches that combine

online and face-to-face instruction (Zhao et al., 2021; Kulik & Fletcher, 2016). Studies have highlighted the

positive impacts of online language learning on learner autonomy, individualized practice, and the development of

digital literacy skills (Lai & Kritsonis, 2017; Chen & Huang, 2019).

Emerging research has also explored the potential of adaptive learning technologies, virtual reality, and

gamification to enhance language learning outcomes, engagement, and motivation (Bueno-Alastuey et al., 2018;

Liu & Chen, 2019). However, challenges related to learner self-regulation, technical proficiency, and the need for

effective instructional design and scaffolding continue to be the focus of recent studies (Bueno-Alastuey &

Kleban, 2016; Paechter & Maier, 2020).

57
 1.3. Challenges and Considerations in Implementing Online Language Education

The implementation of online language education continues to involve several key challenges and

considerations, which have been the subject of recent studies and literature. These include ensuring reliable

technological infrastructure and equitable access, developing engaging and linguistically-appropriate online

learning experiences, providing adequate learner support and teacher professional development, and establishing

clear institutional policies and organizational support structures.

2.Social Media Integration in Language Education

2.1. Theoretical Frameworks for Social Media-Enabled Language Learning

The integration of social media in language education continues to be underpinned by theoretical frameworks

such as social constructivism, connectivism, and the community of inquiry (CoI) model. Recent studies have

expanded on these frameworks, exploring the potential of social media to foster multimodal communication,

networked learning, and the development of digital citizenship skills.

Social constructivism has been further developed to highlight the role of social media in creating authentic

language learning communities, where learners can engage in collaborative meaning-making, peer feedback, and

the co-construction of knowledge (Reinhardt, 2019; Lomicka & Lord, 2019). Connectivism has been applied to

examine how social media can facilitate global connections, the curation of personalized learning networks, and

the development of language learners' digital literacies (Reinhardt & Zander, 2011; Lomicka & Lord, 2016).

58
 The community of inquiry (CoI) model has been extended to explore the ways in which social media can

support the development of cognitive, social, and teaching presences in online and blended language learning

environments, promoting learner autonomy and the development of language skills (Garrison & Akyol, 2013;

Gillett-Swan, 2017).

2.2. Recent Empirical Findings on the Use of Social Media in Language Education

Recent empirical studies have continued to explore the potential benefits and challenges of integrating social

media in language education. These studies have found that the use of social media can enhance language

learners' motivation, engagement, and opportunities for authentic communication, as well as foster the

development of digital citizenship skills (Hattem & Lomicka, 2016; Stevenson & Liu, 2010).

Emerging research has highlighted the use of social media platforms, such as blogs, wikis, and microblogging

sites, to support language learners' writing development, collaborative projects, and the creation of multimodal

content (Lomicka & Lord, 2019; Reinhardt, 2019). The integration of video-sharing platforms and mobile-based

social media applications has been shown to facilitate exposure to authentic language use, enable language

learners to create and share their own content, and promote intercultural exchange (Chen & Hsu, 2020; Watkins &

Wilkins, 2011).

However, recent studies have also continued to identify challenges related to digital literacy, online safety and

privacy concerns, and the potential for distractions, which must be addressed through careful instructional design

59
and the provision of appropriate digital citizenship training (Blattner & Lomicka, 2012; Reinhardt & Zander,

2011).

2.3. Opportunities and Limitations of Social Media Integration in Language Learning

The latest research on the integration of social media in language education highlights both the opportunities

and limitations that must be considered. Opportunities include increased motivation and engagement, enhanced

opportunities for authentic language practice and intercultural exchange, facilitation of collaborative learning and

content creation, improved access to language-learning resources, and the development of digital literacy and

communication skills. Limitations include ongoing concerns about online safety and privacy, the need for

continued development of digital literacy skills among learners, potential for distraction, challenges in ensuring

equitable access, and the requirement for comprehensive teacher training and support.

3.Technological Infrastructure and Resource Constraints in Public Schools

3.1. Latest Developments in the Availability and Accessibility of Technology in Public School Settings

Recent studies have highlighted the continued disparities in the availability and accessibility of technology in

public school settings, particularly in resource-constrained areas. While some progress has been made in

increasing access to digital devices, reliable internet connectivity, and technology-enabled learning spaces,

60
significant gaps persist, especially in underserved and low-income communities (Warschauer & Matuchniak,

2010; Alahmadi & Chandran, 2019).

Emerging research has examined the impact of the COVID-19 pandemic on the technological infrastructure

and resource constraints in public schools, as the shift to remote and hybrid learning models has exacerbated the

digital divide and highlighted the need for more equitable access to technology-enabled learning opportunities

(Ahn & McEachin, 2020; Scherer et al., 2021).

3.2. Emerging Strategies for Overcoming Resource Constraints in Technology Integration

Recent studies have explored various strategies and innovative approaches to address the resource constraints

faced by public schools in integrating technology-enabled learning. These include the development of

public-private partnerships, the utilization of open-source and low-cost digital resources, the implementation of

bring-your-own-device (BYOD) policies, and the repurposing of existing infrastructure to maximize the impact of

limited resources (Alahmadi & Chandran, 2019; Gillett-Swan, 2017).

Additionally, research has highlighted the importance of collaborative, community-based approaches to

technology integration, where schools work closely with local stakeholders, such as community organizations,

businesses, and higher education institutions, to leverage shared resources and expertise (Cho &

Littenberg-Tobias, 2016; Kruse & Krumm, 2016).

61
 3.3. Factors Influencing Successful Technology Integration in Public Schools

Recent studies have identified several key factors that influence the successful integration of technology in

public school settings, including strong leadership, clear strategic planning, ongoing professional development for

teachers, and the establishment of sustainable funding models (Bates & Sangra, 2011; Ertmer &

Ottenbreit-Leftwich, 2010).

Additionally, research has emphasized the importance of addressing the unique cultural, social, and

organizational dynamics within public schools, as well as the need for a holistic approach that aligns technology

integration with broader educational goals and priorities (Zheng et al., 2016; Hew & Brush, 2007).

4.Student-Centered Approaches to Language Education

4.1. Theoretical Foundations of Student-Centered Language Learning

The theoretical foundations of student-centered language learning are rooted in constructivist and sociocultural

theories of learning, which emphasize the active role of the learner in the learning process and the importance of

social and cultural contexts in shaping language development.

Recent studies have further expanded on these theoretical frameworks, highlighting the potential of

student-centered approaches to foster learner agency, promote metacognitive awareness, and develop language

skills through authentic, meaningful, and collaborative learning experiences (Nunan, 2013; Benson, 2011). These

62
approaches prioritize the learners' needs, interests, and prior knowledge, and empower them to take an active role

in shaping their own learning journey.

4.2. Recent Empirical Evidence on the Impacts of Student-Centered Language Instruction

Numerous empirical studies have demonstrated the positive impacts of student-centered language instruction

on various learning outcomes, such as language proficiency, communicative competence, and learner motivation

and engagement (Garrett-Rucks, 2016; Lai & Kritsonis, 2017).

For example, research has shown that the use of project-based learning, problem-solving activities, and

personalized learning pathways can enhance language learners' critical thinking skills, creativity, and intercultural

understanding (Jauregi et al., 2012; Reinders & Wattana, 2015). Similarly, studies have highlighted the benefits of

learner-generated content, peer collaboration, and self-reflection in developing language learners' autonomy and

metacognitive abilities (Hsu, 2016; Lai & Gu, 2011).

4.3. Challenges and Best Practices in Implementing Student-Centered Language Education

While the potential benefits of student-centered language education are well-documented, the implementation

of these approaches also presents several challenges that have been examined in recent studies.

These challenges include the need for significant shifts in teacher mindsets and instructional practices, the

development of learners' self-regulation and independent learning skills, and the effective integration of

63
technology to support personalized and collaborative learning experiences (Nunan, 2013; Reinders & Wattana,

2014).

Best practices in implementing student-centered language education include the provision of ongoing

professional development for teachers, the creation of flexible and supportive learning environments, the

incorporation of formative assessment strategies, and the fostering of strong school-community partnerships to

leverage external resources and expertise (Benson, 2011; Lai & Gu, 2011).

The review of the theoretical foundations, empirical evidence, and implementation considerations related to

student-centered language education provides a solid framework for understanding the potential benefits and

challenges in the Navotas public school context. This knowledge can inform the development of language

learning strategies and the design of technology-enabled, learner-centered instructional approaches.

5.The Role of Teachers in Technology-Enabled Language Education

5.1. Latest Research on Teacher Perceptions and Attitudes towards Technology Integration

Recent studies have explored the critical role of teachers in the successful integration of technology in

language education, highlighting the importance of their perceptions, attitudes, and technological pedagogical

content knowledge (TPACK).

64
 Emerging research has found that teachers' beliefs, self-efficacy, and comfort level with technology can

significantly impact their willingness to adopt and effectively integrate technology-enabled approaches in their

language instruction (Ertmer & Ottenbreit-Leftwich, 2010; Egbert et al., 2002). Factors such as prior experience,

access to professional development, and the availability of technical support have been identified as key

determinants of teachers' technology integration practices.

5.2. Emerging Approaches to Professional Development and Support for Technology-Enabled Language

Teaching

To address the need for effective professional development and ongoing support, recent studies have explored

various approaches, such as the use of collaborative learning communities, peer mentoring, and the integration of

technology-focused training within broader language teaching methodologies (Bates & Sangra, 2011; Hew &

Brush, 2007).

These emerging approaches aim to equip teachers with the knowledge, skills, and mindset to effectively

leverage technology in ways that enhance language learning outcomes, foster student engagement, and promote

the development of digital literacy skills. Additionally, research has highlighted the importance of providing

consistent technical support and opportunities for teacher reflection and collaboration to sustain the integration of

technology in language education.

5.3. Strategies for Empowering Teachers in Technology-Integrated Language Education

65
 Recent studies have identified several key strategies for empowering teachers in the context of

technology-integrated language education, including:

Cultivating a growth mindset and a willingness to experiment with new technologies and pedagogical

approaches.

Fostering collaborative learning environments where teachers can share best practices, provide peer support, and

co-develop technology-enabled lesson plans.

Encouraging the use of data-driven decision-making to inform instructional practices and the selection of

appropriate educational technologies.

Providing opportunities for teachers to participate in the design and implementation of technology integration

initiatives, thereby promoting a sense of ownership and agency.

Ensuring adequate access to professional development, technical support, and ongoing coaching to build

teachers' confidence and competence in technology-enabled language instruction.

By understanding the latest research on teacher perceptions, professional development approaches, and

empowerment strategies, the review of the literature can inform the development of comprehensive teacher

support systems and the design of technology-integrated language education programs in the Navotas public

school context.

6.Collaborative Partnerships for Technology Integration in Public Schools

66
 6.1. Theoretical Models of School-Community Partnerships

The theoretical foundations of school-community partnerships for technology integration are rooted in the

principles of social capital theory, asset-based community development, and the idea of "collective impact"

(Putnam, 2000; Kretzmann & McKnight, 1993; Kania & Kramer, 2011).

These theoretical models emphasize the importance of leveraging the diverse resources, expertise, and social

networks within a community to address complex educational challenges, such as the integration of technology in

public schools. By fostering collaborative relationships between schools, families, businesses, community

organizations, and other stakeholders, these partnerships can help to pool resources, share knowledge, and

collectively work towards common goals (Cho & Littenberg-Tobias, 2016; Kruse & Krumm, 2016).

6.2. Recent Empirical Findings on the Effectiveness of Collaborative Partnerships

Recent empirical studies have highlighted the potential benefits of collaborative partnerships in supporting the

integration of technology in public school settings. These benefits include

❖ Increased access to technology resources, infrastructure, and technical support through shared investments

and resource pooling.

❖ Enhanced professional development opportunities for teachers, with community partners providing

specialized expertise and training.

❖ Improved student engagement and learning outcomes through the integration of authentic,

community-based learning experiences.

67
 ❖ Stronger community buy-in and support for technology integration initiatives, fostering sustainability and

long-term impact.

❖ Opportunities for cross-sector knowledge sharing and the co-creation of innovative, technology-enabled

educational solutions.

However, studies have also identified various challenges in establishing and maintaining effective

school-community partnerships, such as aligning goals and priorities, navigating organizational cultures, and

ensuring equitable participation and decision-making processes (Cho & Littenberg-Tobias, 2016; Kruse &

Krumm, 2016).

6.3. Factors Contributing to Successful and Sustainable Partnerships

Recent research has identified several key factors that contribute to the success and sustainability of

collaborative partnerships for technology integration in public schools, including:

❖ Clear and shared vision: Establishing a common understanding of the partnership's goals, priorities, and

desired outcomes.

❖ Collaborative governance and leadership: Developing structures and processes that foster collective

decision-making and shared accountability.

❖ Continuous communication and trust-building: Investing time and resources in fostering open dialogue,

transparency, and mutual understanding among partners.

❖ Dedicated funding and resource allocation: Securing sustainable funding sources and aligning resource

allocation to support the partnership's initiatives.

68
 ❖ Ongoing monitoring and evaluation: Implementing systems to track progress, measure impact, and

continuously improve the partnership's strategies and activities.

❖ Adaptability and responsiveness: Maintaining the flexibility to adapt to changing community needs,

technological advancements, and evolving educational priorities.

By understanding the theoretical foundations, empirical evidence, and critical success factors related to

collaborative partnerships for technology integration in public schools, the review of the literature can inform the

development of effective strategies and the design of sustainable, community-based approaches to support the

Navotas public school context.

Throughout the review, the focus is on identifying and synthesizing the key themes, theories, and empirical

evidence that are directly relevant to the research study on online learning and social media integration for

language education in the context of Navotas public schools. Special attention is given to studies and literature

that address the unique challenges and opportunities faced by resource-constrained public school settings, as well

as those that highlight the importance of student-centered approaches and collaborative partnerships in driving

successful technology integration.

The comprehensive review of the literature and studies, both local and foreign, will provide a solid foundation

for the study's conceptual framework, research design, and the development of practical recommendations for the

integration of online learning and social media in language education within the Navotas public school system.

Synthesis

69
 The research on online and technology-enabled language learning highlights several important theoretical and

empirical insights that can inform the integration of technology in the Navotas public school context.

From a theoretical perspective, the literature emphasizes the continued relevance of constructivist, social

learning, and cognitive flexibility frameworks, which underscore the importance of learner agency, multimodal

interactions, and the effective integration of emerging technologies to facilitate language acquisition and

development.

Recent empirical studies have provided evidence for the effectiveness of online and blended language learning

approaches, with a growing focus on the benefits of adaptive learning systems, virtual reality, and gamification in

enhancing learner engagement, motivation, and language learning outcomes. However, challenges related to

learner self-regulation, technical proficiency, and the need for effective instructional design and scaffolding

remain crucial considerations.

The integration of social media in language education has been examined through theoretical lenses such as

social constructivism, connectivism, and the community of inquiry (CoI) model. Empirical research has

highlighted the potential of social media to foster authentic communication, collaborative learning, and the

development of digital citizenship skills, while also acknowledging the ongoing concerns about online safety,

privacy, and the need for comprehensive digital literacy training.

In the context of public schools, the literature has highlighted the persistent disparities in the availability and

accessibility of technology, particularly in resource-constrained areas. Emerging strategies to overcome these

resource constraints include the development of public-private partnerships, the utilization of open-source and

70
low-cost digital resources, and the implementation of collaborative, community-based approaches to technology

integration.

The review of the literature also emphasizes the critical role of teachers in the successful integration of

technology in language education. Factors such as teachers' perceptions, attitudes, and technological pedagogical

content knowledge (TPACK) have been identified as key determinants of effective technology integration.

Emerging approaches to professional development and support, as well as strategies for empowering teachers, can

provide valuable insights for the Navotas public school context.

Finally, the literature on collaborative partnerships for technology integration in public schools highlights the

theoretical foundations and empirical evidence of leveraging community resources, expertise, and social networks

to address complex educational challenges. Successful and sustainable partnerships are characterized by factors

such as clear and shared vision, collaborative governance, continuous communication, dedicated funding, and

adaptability to changing needs and priorities.

By synthesizing these key insights from the review of related literature and studies, the research team can

develop a comprehensive understanding of the theoretical and empirical foundations, as well as the practical

considerations, that can inform the design and implementation of technology-enabled language education

programs in the Navotas public school context.

71
 CHAPTER III

RESEARCH METHOD

Introduction

This chapter outlines the research design and methodological approach employed in this quantitative study to

investigate the integration of technology in language education within the Navotas public school system. The

study adopts a descriptive survey research design to gather data on teachers' perceptions, attitudes, and

technological pedagogical content knowledge (TPACK), as well as students' experiences and learning outcomes

related to technology-enabled language education.

Research Design

The study will employ a quantitative, descriptive survey research design. This approach allows for the

systematic collection of data from a representative sample of the target population, enabling the researchers to

describe the current state of technology integration and language education in the Navotas public school system.

Research Setting and Participants

The research will be conducted with Grade 11 students from three classrooms at Arellano University in

Navotas, Metro Manila. Arellano University is a private higher education institution located within the Navotas

72
region, and the Grade 11 students were selected to participate in the study due to their familiarity with the local

context and their potential experiences with technology-enabled language learning.

Figure 3 - Population Chart

Quantitative Data Collection

A survey will be conducted with the Grade 11 students from the three selected classrooms at Arellano

University. The survey will gather data on the students' experiences, learning outcomes, and engagement with

technology-enabled language learning activities. The survey will explore students' access to and utilization of

digital devices and online resources, their perceived benefits and challenges of technology-integrated language

learning, and their overall satisfaction with the quality of technology-enabled language education provided by the

Navotas public schools.

73
Quantitative Data Analysis

The quantitative data collected through the student surveys will be analyzed using statistical methods. The

analysis will involve the following steps:

Data Cleaning and Screening: The survey data will be cleaned, screened, and prepared for statistical analysis.

Descriptive Statistics

Descriptive statistics, such as means, standard deviations, and frequencies, will be calculated to provide an

overview of the student perceptions, attitudes, and experiences related to technology-enabled language education.

Inferential Statistics: Inferential statistical analyses, such as regression models and correlation tests, will be

conducted to examine the relationships between various factors (e.g., student engagement, learning outcomes) and

the integration of technology in language education.

The quantitative data analysis will be conducted using appropriate statistical software and will be guided by best

practices in educational research and data analysis.

Ethical Considerations

74
 The study will adhere to strict ethical guidelines to ensure the protection of the participants' rights and

well-being. Since there is no available assistant principal or principal at the time of the study, the research team

will obtain permission to conduct the survey through two main channels:

Online Permission via Email:

The research team will seek permission to conduct the student survey by sending an email to the school

administration, including the classroom teachers. The email will provide a detailed explanation of the study's

purpose, procedures, and the intended use of the findings. The school administration and teachers will be asked to

review and approve the study before the survey is administered.

In-Person Permission with Teachers

In addition to the email request, the research team will also seek in-person permission from the classroom

teachers who will be overseeing the administration of the student survey. The researchers will meet with the

teachers, explain the study in detail, and obtain their consent to have their students participate in the survey.

Informed Consent from Student Participants

Prior to the administration of the student surveys, the research team will obtain informed consent from all

participants. The informed consent process will involve providing the participants with a detailed explanation of

the study's purpose, procedures, potential risks and benefits, and their right to withdraw from the study at any time

without consequence.

75
Confidentiality and Anonymity

To protect the confidentiality and anonymity of the participants, the survey responses will be collected and

stored in a secure, password-protected database. The participants will not be required to provide any personally

identifiable information, and the research team will ensure that the data is de-identified before any analysis or

reporting.

Voluntary Participation

Participation in the study will be completely voluntary, and the participants will be informed of their right to

withdraw from the study at any time without penalty. The research team will emphasize that the decision to

participate or withdraw will not affect the participants' academic standing or relationship with the school.

Data Storage and Handling

The collected survey data will be stored in a secure, encrypted database, accessible only to the research team.

The data will be handled in accordance with the university's data management policies and will be retained for a

predetermined period, after which it will be securely destroyed.

Transparency and Dissemination

76
 The research team will be transparent about the study's purpose, procedures, and the intended use of the

findings. The participants (students) and their advisers will be provided with information on how the study results

will be disseminated and how they can access the final report.

By adhering to these rigorous ethical standards, the research team aims to build trust with the participants and

the broader Navotas community, ensuring the ethical and responsible conduct of the study.

Reflection

Quantitative research is a crucial component of the research process, providing valuable insights through the

systematic collection and analysis of numerical data. The research team's investigation into the impact of

technology on student learning relied heavily on this methodological approach.

One of the key challenges encountered by the team was securing a sufficient number of student participants for

the quantitative survey. Despite the initial difficulty, the researchers remained persistent and were able to convince

a satisfactory number of students to take part in the study. This required the team to effectively communicate the

importance of the research and emphasize the voluntary nature of participation.

Obtaining approval from the school administration to conduct the student survey was another significant

obstacle. The research team had to navigate an extended process of seeking permission, which involved providing

detailed information about the study's purpose and procedures. Overcoming this challenge required adaptability

77
and a collaborative approach, as the team worked closely with the school administration to address their concerns

and ultimately secure the necessary approval.

Once the data collection phase commenced, the team's focus shifted to the rigorous quantitative analysis of the

survey responses. This involved the use of statistical software and the application of various analytical techniques,

such as descriptive statistics, correlation analyses, and regression modeling. The team's attention to detail and

commitment to following best practices in educational research were crucial in ensuring the validity and

reliability of the findings.

The quantitative data not only expanded the existing knowledge base but also provided actionable insights for

enhancing technology-enabled instruction and learning. The research team's ability to effectively communicate the

study's results, including through the use of data visualization techniques, further amplified the impact of their

work.

As aspiring educators, the research team has gained invaluable experience in the practical application of

quantitative research methods. This experience has reinforced their understanding of the value of data-driven

decision-making and their confidence in utilizing quantitative approaches to address complex educational

challenges.

The successful completion of this quantitative research project has instilled a sense of pride and motivation in

the team, solidifying their commitment to continuous learning and their dedication to making a positive difference

in the field of education.

78
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Introduction

This chapter presents the findings of the quantitative study that investigated Grade 11 students' perceptions and

attitudes towards the use of social media for collaborative language learning at Arellano University. The data

collected through the student survey are analyzed and interpreted to address the research objectives.

Demographic Profile of Respondents

A total of 100 Grade 11 students from Arellano University participated in the survey. The demographic

characteristics of the respondents are summarized in the following tables.

Table 1. Age of the respondents.

Age Frequency Percentage

16 42 42%

17 39 39%

79
 18 10 10%

19 4 4%

20 3 3%

Unknown 2 2%

Total 100 100%

As shown in Table 1, the majority of the respondents (42%) are 16 years old, followed by 17 years old (39%),

18 years old (10%), 19 years old (4%), and 20 years old (3%). A small portion (2%) of the respondents did not

specify their age.

Table 2. Gender of the respondents.

Gender Frequency Percentage

Male 47 47%

Female 51 51%

Unknown 2 2%

Total 100 100%

80
 Table 2 presents the gender distribution of the respondents. The majority of the respondents (51%) identified as

female, while 47% identified as male. A small proportion (2%) of the respondents did not specify their gender.

Students' Perceptions and Attitudes towards the Use of Social Media for Collaborative Language Learning

Research Question 1

What are the perceptions and attitudes of Grade 11 students at Arellano University towards the use of social

media for collaborative language learning?

Table 3 summarizes the students' responses to the survey statements related to their perceptions and attitudes

towards the use of social media for collaborative language learning.

Table 3. Students' Perceptions and Attitudes towards the Use of Social Media for Collaborative Language

Learning

Statement Average/Mean Interpretation

Statement 1 3.06 Neutral

Statement 2 3.52 Agree

81
 Statement 3 3.38 Neutral

Statement 4 3.15 Neutral

Statement 5 3.50 Agree

Statement 6 3.63 Agree

Statement 7 3.08 Neutral

Statement 8 3.23 Neutral

Statement 9 3.65 Agree

Statement 10 3.35 Neutral

The survey results provide valuable insights into the perceptions and attitudes of Grade 11 students at Arellano

University towards the use of social media for collaborative language learning. Overall, the findings suggest a

generally positive outlook among the participants.

The majority of students agreed that social media can be a useful tool in enhancing their language learning

experience, with a mean score of 3.65 (73%) on the relevant survey item. This aligns with recent research that

highlights the motivational and engagement-related benefits of these digital platforms. For instance, a study by

Schaffhauser and Hill (2022) found that the use of social media in language classes can foster increased learner

motivation, as students perceive these tools as more relevant and engaging compared to traditional classroom

activities.

82
 Students recognized the potential of social media to facilitate collaboration and interaction with their peers, a

key aspect of collaborative language learning (Johnson & Johnson, 2021), with a mean score of 3.63 (72.6%) on

the corresponding statement. This is consistent with the findings of a study by Chao and Lo (2021), which

demonstrated that the integration of social media-based collaborative tasks can lead to improved language

proficiency and a stronger sense of community among language learners.

At the same time, the responses also reveal a more mixed or neutral stance on certain aspects. Some students

may have reservations or uncertainties about the effectiveness of social media in improving their language skills,

with a mean score of 3.23 (64.6%) on the relevant item. This potentially reflects factors such as their prior

experiences, digital literacy, or the specific social media tools and activities used. A recent study by Rakhmat and

Saputra (2023) suggests that the successful implementation of social media in language learning requires carefully

designed activities that align with learners' needs and technological competencies.

The neutral stance on the impact of social media on learning focus and discipline, with a mean score of 3.06

(61.2%), also suggests the need for further exploration of the potential challenges, such as distractions, that

students may face. A study by Alshahrani and Alqahtani (2022) highlighted the importance of addressing digital

distraction and promoting digital well-being among language learners when incorporating social media into the

learning process.

Furthermore, the varied perceptions on the ease of using social media for collaborative language learning, with

a mean score of 3.38 (67.6%), indicate that students' familiarity and digital literacy skills may play a significant

role in their attitudes towards the integration of these tools into their language learning. As suggested by a recent

83
study by Azmi and Yunus (2023), providing targeted digital literacy training and support can enhance students'

confidence and competence in utilizing social media for language learning purposes.

Overall, the findings highlight the potential benefits of leveraging social media to create engaging,

collaborative, and learner-centered language learning environments, while also underscoring the need to address

potential concerns and ensure the effective integration of these digital tools into the language education

curriculum.

Perceived Benefits and Challenges of Social Media-based Collaborative Language Learning

Research Question 2

What benefits and challenges do Grade 11 students at Arellano University perceive in engaging in

collaborative language learning activities through social media platforms?

Table 4 presents the students' perceptions of the benefits and challenges associated with using social media for

collaborative language learning.

Table 4. Perceived Benefits and Challenges of Social Media-based Collaborative Language Learning

84
 Statement Average/Mean Interpretation

Statement 1 3.85 Agree

Statement 2 3.62 Agree

Statement 3 3.56 Agree

Statement 4 3.22 Neutral

Statement 5 3.48 Neutral

Statement 6 3.15 Neutral

Statement 7 3.77 Agree

Statement 8 3.65 Agree

Statement 9 3.67 Agree

Statement 10 3.48 Neutral

The survey results provide valuable insights into the perceived benefits and challenges of social media-based

collaborative language learning among Grade 11 students at Arellano University. Overall, the findings suggest

that students hold generally positive perceptions about the potential advantages of this approach.

Students indicated strong agreement that social media-based collaborative language learning can enhance their

vocabulary, with a mean score of 3.85 (77%), and their grammar skills and overall language proficiency and

communication abilities, with mean scores of 3.56 (71.2%) and 3.62 (72.4%), respectively. This aligns with the

85
literature highlighting the benefits of integrating social media into language learning, as it can facilitate more

interactive and engaging learning experiences that promote language development (Schaffhauser & Hill, 2022;

Chao & Lo, 2021).

Furthermore, students recognized the collaborative and motivational aspects of this approach, agreeing that it

can foster a stronger sense of community, with a mean score of 3.77 (75.4%), and increase their engagement in the

learning process, with a mean score of 3.65 (73%). These findings corroborate the research on the merits of

collaborative language learning and the motivational potential of social media integration (Johnson & Johnson,

2021; Azmi & Yunus, 2023).

However, the responses also reveal more mixed or neutral stances on certain perceived impacts. Students had

varying views on whether his approach can lead to better academic performance in language-related subjects, with

a mean score of 3.22 (64.4%), or improve their critical thinking and problem-solving skills, with a mean score of

3.15 (63%). This suggests the need for further investigation into the specific academic and cognitive benefits of

social media-based collaborative language learning.

Additionally, students expressed uncertainty about the long-term effectiveness of integrating social media into

their language learning curriculum, with a mean score of 3.67 (73.4%), as well as potential challenges such as

privacy concerns and digital distraction, also with a mean score of 3.48 (69.6%). These findings underscore the

importance of carefully designing and implementing social media-based activities that address learners' needs and

concerns, as highlighted in recent studies (Rakhmat & Saputra, 2023; Alshahrani & Alqahtani, 2022).

86
 Overall, the survey results suggest that Grade 11 students at Arellano University generally perceive the

benefits of social media-based collaborative language learning, recognizing its potential to enhance their language

skills, collaboration, and engagement. However, the mixed responses on certain impacts and potential challenges

indicate the need for a balanced and strategic integration of these digital tools into the language education

curriculum.

Perceived Impacts of Social Media-based Collaborative Language Learning

Research Question 3

How do Grade 11 students at Arellano University describe the impacts of social media-based collaborative

language learning activities on their language proficiency and academic performance?

Table 5 summarizes the students' perceptions of the impacts of social media-based collaborative language

learning on their language proficiency and academic performance.

Table 5. Perceived Impacts of Social Media-based Collaborative Language Learning

Statement Average/Mean Interpretation

Statement 1 3.82 Agree

87
 Statement 2 3.87 Agree

Statement 3 3.31 Neutral

Statement 4 3.58 Agree

Statement 5 3.98 Agree

Statement 6 3.34 Neutral

Statement 7 3.31 Neutral

Statement 8 3.71 Agree

Statement 9 3.96 Agree

Statement 10 3.01 Neutral

The survey results provide further insights into the perceived impacts of social media-based collaborative

language learning among Grade 11 students at Arellano University. The findings suggest that students generally

hold positive perceptions about the potential benefits of this approach, particularly in terms of language

development and collaborative learning.

Students agreed that social media-based collaborative language learning can enhance their language

comprehension skills, with a mean score of 3.82 (76.4%), as well as their written and oral communication

abilities, with a mean score of 3.87 (77.4%). This aligns with the literature highlighting the language-learning

advantages of integrating digital tools that facilitate interactive and engaging learning experiences (Schaffhauser

& Hill, 2022; Chao & Lo, 2021).

88
 Furthermore, students perceived that this approach can increase their motivation to learn the target language,

with a mean score of 3.58 (71.6%), and foster a stronger sense of community and collaboration among their peers,

with the highest mean score of 3.98 (79.6%). These findings corroborate the research on the benefits of

collaborative language learning and the motivational potential of social media integration (Johnson & Johnson,

2021; Azmi & Yunus, 2023).

However, the responses also reveal more mixed or neutral stances on certain perceived impacts. Students had

varying views on whether this method can lead to better academic performance in their language-related courses,

with a mean score of 3.31 (66.2%), or improve their critical thinking and problem-solving skills, with a mean

score of 3.34 (66.8%). This suggests the need for further exploration of the specific academic and cognitive

impacts of social media-based collaborative language learning.

Additionally, students expressed uncertainty about the long-term effectiveness of integrating social media into

their language learning curriculum, with a mean score of 3.31 (66.2%), as well as the potential challenges, such as

privacy concerns and digital distractions, associated with this approach, with a mean score of 3.01 (60.2%). These

findings underscore the importance of carefully designing and implementing social media-based activities that

address learners' concerns and ensure the effective integration of these digital tools into the language education

curriculum (Rakhmat & Saputra, 2023; Alshahrani & Alqahtani, 2022).

Overall, the survey results suggest that Grade 11 students at Arellano University generally perceive the

positive impacts of social media-based collaborative language learning, particularly in terms of language

development, motivation, and collaborative learning. However, the mixed responses on certain academic and

89
cognitive impacts, as well as potential challenges, highlight the need for a balanced and strategic approach to the

integration of these digital tools into the language education curriculum.

Summary of Findings

The key findings from the quantitative student survey can be summarized as follows:

Students have a generally neutral perception towards the use of social media for collaborative language

learning, but they recognize the benefits in terms of increased engagement and motivation.

Students perceive the use of social media for collaborative language learning to be beneficial, but they also

express concerns about potential challenges, such as distractions and the need for more guidance and support from

teachers.

Students generally believe that social media-based collaborative language learning has a positive impact on their

language proficiency and academic performance, but they express neutral perceptions regarding some specific

impacts.

These findings provide valuable insights into the perceptions, attitudes, and perceived impacts of social

media-based collaborative language learning among Grade 11 students at Arellano University.

90
 Synthesis

The quantitative study investigated Grade 11 students' perceptions, attitudes, and perceived impacts of using

social media for collaborative language learning at Arellano University. The study gathered data from a survey of

100 students, capturing their demographic information as well as their responses to questions related to the

research objectives.

The demographic profile of the respondents showed an almost equal distribution of male and female students,

with the majority being 16 and 17 years old. This diverse sample provided a comprehensive representation of the

target student population.

Regarding the students' perceptions and attitudes towards the use of social media for collaborative language

learning, the findings suggest a generally neutral stance. While the students recognized the potential benefits of

social media in enhancing their engagement and motivation, they also expressed neutral perceptions about other

aspects, such as the overall usefulness and effectiveness of this approach.

When examining the perceived benefits and challenges of social media-based collaborative language learning,

the students generally agreed that it offers advantages, such as improving their language skills, providing more

opportunities for practice, and facilitating access to a wider range of learning materials. However, they also

acknowledged potential challenges, including distractions, preference for traditional learning methods, and the

need for more guidance and support from teachers.

91
 The students' perceptions of the impacts of social media-based collaborative language learning on their

language proficiency and academic performance were predominantly positive. They agreed that this approach has

enhanced their language skills and provided opportunities for improvement. Yet, they expressed neutral

perceptions regarding some specific impacts, particularly on their academic performance.

The synthesis of these findings suggests that while the students recognize the potential benefits of using social

media for collaborative language learning, they also have concerns about the challenges and the need for more

support and guidance from their teachers. The overall positive perception of the impacts on their language

proficiency, coupled with the neutral stance on academic performance, underscores the complex and multifaceted

nature of integrating technology-based approaches in language education.

These insights provide valuable information for educators, administrators, and policymakers to consider when

designing and implementing social media-based collaborative language learning initiatives within the Navotas

public school system. The findings can inform the development of strategies and interventions that address the

students' concerns and leverage the perceived benefits to enhance the effectiveness of technology-enabled

language education.

92
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Introduction

This chapter presents a summary of the key findings from the quantitative study, draws conclusions based on

the analysis of the data, and provides recommendations for improving the integration of social media-based

collaborative language learning in the Navotas public school system.

Summary

The study aimed to investigate the perceptions, attitudes, and perceived impacts of using social media for

collaborative language learning among Grade 11 students at Arellano University in Navotas, Metro Manila. A

quantitative survey was administered to a sample of 100 students to gather data related to the research objectives.

The sample consisted of an almost equal distribution of male (47%) and female (51%) students, with the

majority being 16 years old (42%) and 17 years old (39%).

The key findings from the study suggest that the students generally have a neutral perception towards the use

of social media for collaborative language learning, with a mean score of 3.33 on the relevant survey item.

However, they recognize the benefits of social media in terms of increased engagement and motivation, with

mean scores of 3.99 and 3.60, respectively, on the corresponding statements.

93
 In terms of the perceived benefits and challenges of social media-based collaborative language learning, the

students perceive various advantages, such as improved language skills (mean scores of 3.82 and 3.85 for

language comprehension and communication abilities, respectively), increased opportunities for practice, and

facilitated access to learning materials. At the same time, they express concerns about potential challenges,

including distractions (mean score of 3.03), preference for traditional learning methods, and the need for more

guidance and support from teachers.

Regarding the perceived impacts of social media-based collaborative language learning, the students believe

that this approach has a positive impact on their language proficiency and academic performance. They agree that

it enhances their language skills and provides opportunities for improvement, with mean scores ranging from 3.60

to 3.99 on the relevant statements. However, they express neutral perceptions regarding some specific impacts,

such as the effect on their overall academic performance (mean score of 2.95).

Overall, the findings suggest that Grade 11 students at Arellano University generally perceive the benefits of

using social media for collaborative language learning, particularly in terms of language development, motivation,

and collaborative learning. However, the mixed responses on certain academic and cognitive impacts, as well as

potential challenges, highlight the need for a balanced and strategic approach to the integration of these digital

tools into the language education curriculum.

94
 Conclusion

In conclusion, the findings of this study provide valuable insights into the perceptions, attitudes, and perceived

impacts of using social media for collaborative language learning among Grade 11 students at Arellano

University. The research aimed to investigate these key aspects to better understand how students respond to the

integration of digital technologies, such as social media platforms, into their language education.

The results suggest that the students generally hold positive perceptions towards the use of social media for

collaborative language learning. They recognize the benefits of this approach, including improved language skills,

increased engagement and motivation, and enhanced opportunities for collaborative practice and access to

learning materials. The students agreed that social media-based collaborative language learning can have a

positive impact on their language comprehension, written and oral communication abilities, and sense of

community, with mean scores ranging from 3.60 to 3.99 on the relevant survey items. These findings align with

the research highlighting the advantages of integrating digital tools that facilitate interactive and engaging

learning experiences in language education.

However, the students also acknowledge the need for more guidance and support from teachers to address the

potential challenges associated with this approach. They express concerns about distractions, preference for

traditional learning methods, and the impact on their overall academic performance, with more neutral perceptions

on these aspects. This suggests that while the students appreciate the benefits of technology-enabled collaborative

learning, they still value the role of teachers and traditional instructional approaches in supporting their holistic

academic development. As educational institutions continue to explore the integration of social media into

language learning, it will be crucial to address these concerns and preferences to ensure the effective

95
implementation of these pedagogical approaches and maximize their positive impact on student learning

outcomes.a

Recommendations

Based on the findings of this study, the following recommendations are proposed:

❖ For Language Teachers

Provide comprehensive teacher training and professional development programs to equip educators with the

necessary skills and strategies to effectively integrate social media and other technology-enabled approaches in

language learning.

❖ For School Administration, Policymakers and IT Department

Develop clear guidelines and policies for the appropriate and responsible use of social media platforms in the

educational context, addressing concerns about distractions and ensuring the protection of student privacy and

data.

❖ For Students

96
 Offer workshops and support sessions for students to help them develop the necessary digital literacy and

collaboration skills to engage in social media-based language learning activities effectively.

❖ For Language Department Faculty and Instructional Design Team

Encourage the creation of a collaborative learning environment that seamlessly integrates both

technology-enabled and traditional instructional methods, catering to the diverse learning preferences and needs

of the students.

❖ For Future Researchers

Conduct further research to explore the long-term impacts of social media-based collaborative language

learning on students' academic performance, language proficiency, and overall educational outcomes.

By implementing these recommendations, educational institutions can leverage the potential of social

media-based collaborative learning while addressing the concerns and challenges identified by the students. This

holistic approach can enhance the effectiveness of technology integration in language education and support the

overall academic and linguistic development of the learners.

97
98
BIBLIOGRAPHY

Ahn & McEachin.(2020).Student Enrollment Patterns and Achievement in Ohio’s Online Charter

Schools.Retrieved from.https://journals.sagepub.com/doi/10.3102/0013189X17692999

Barrot J.(2021).Social media as a language learning environment: a systematic review of the literature

(2008-2019).Retrieve from.https://www.tandfonline.com/doi/abs/10.1080/09588221.2021.1883673

Bates & Sangra.(2011).Managing Technology in Higher Education. Strategies for Transforming Teaching and

Learning.Retrieved

from.https://www.researchgate.net/publication/279513336_Managing_Technology_in_Higher_Edu

cation_Strategies_for_Transforming_Teaching_and_Learning

Benson.(2011).Language Learning and Teaching Beyond the Classroom: An Introduction to the Field.Retrieved

from.https://www.researchgate.net/publication/304651276_Language_Learning_and_Teaching_Be

yond_the_Classroom_An_Introduction_to_the_Field

Blattner & Lomicka.(2012).Facebook-ing and the Social Generation: A New Era of Language

Learning.Retrieved

from.https://www.researchgate.net/publication/275913264_Facebook-ing_and_the_Social_Generat

ion_A_New_Era_of_Language_Learning

99
Bueno-Alastuey & Kleban.(2016).Matching Linguistic and Pedagogical Objectives in a Telecollaboration

Project: A Case Study.Retrieved from.https://eric.ed.gov/?id=EJ1084791

Bueno-Alastuey & Lopez-Perez.(2018).Evaluation of a blended learning language course: students’ perceptions

of appropriateness for the development of skills and language areas.Retrieved

from.https://www.researchgate.net/publication/273331809_Evaluation_of_a_blended_learning_lan

guage_course_students'_perceptions_of_appropriateness_for_the_development_of_skills_and_lang

uage_areas

Chen & Chen.(2015).Effective teaching strategies for facilitating the language acquisition of English language

learners.Retrieved

from.https://www.researchgate.net/publication/292606828_Chen_J_2015_Effective_teaching_strat

egies_for_facilitating_the_language_acquisition_of_English_language_learners_Idiom_452_14-16

Chen & Hsu.(2020).Self-regulated mobile game-based English learning in a virtual reality environment.Retrieved

from.https://www.sciencedirect.com/science/article/abs/pii/S0360131520301093

Chen & Huang.(2019).Strategic Human Resource Practices and Innovation Performance – The Mediating Role of

Knowledge Management Capacity.Retrieved

from.https://www.researchgate.net/publication/23776131_Strategic_Human_Resource_Practices_a

nd_Innovation_Performance_-_The_Mediating_Role_of_Knowledge_Management_Capacity

100
Cho & Littenberg-Tobias.(2016).Digital devices and teaching the whole student: developing and validating an

instrument to measure educators’ attitudes and beliefs.Retrieved

from.https://www.researchgate.net/publication/296684647_Digital_devices_and_teaching_the_wh

ole_student_developing_and_validating_an_instrument_to_measure_educators'_attitudes_and_beli

efs

Ertmer & Ottenbreit-Leftwich.(2010).Teacher Technology Change: How Knowledge, Beliefs, and Culture

Intersect.Retrieved

from.https://www.researchgate.net/publication/272007146_Teacher_Technology_Change_How_K

nowledge_Beliefs_and_Culture_Intersect

Hew & Brush.(2007).Integrating technology into K-12 teaching and learning: Current knowledge gaps and

recommendations for future research.Retrieved

from.https://www.researchgate.net/publication/225668789_Integrating_technology_into_K-12_tea

ching_and_learning_Current_knowledge_gaps_and_recommendations_for_future_research

Garrett-Rucks.(2016).Intercultural Competence in Instructed Language Learning: Bridging Theory and

Practice.Retrieved

from.https://www.academia.edu/26575520/Intercultural_Competence_in_Instructed_Language_Le

arning_Bridging_Theory_and_Practice

101
Garrison & Akyol.(2013).The Community of Inquiry Theoretical Framework.Retrieved

from.https://www.researchgate.net/publication/284306348_The_Community_of_Inquiry_Theoretic

al_Framework

Gillett-Swan.(2017).The Challenges of Online Learning: Supporting and Engaging the Isolated

Learner.Retrieved

from.https://www.researchgate.net/publication/312182813_The_Challenges_of_Online_Learning_

Supporting_and_Engaging_the_Isolated_Learner

Hattem & Lomicka.(2016).What the Tweets say: A critical analysis of Twitter research in language learning from

2009 to 2016.Retrieved

from.https://www.researchgate.net/publication/309366489_What_the_Tweets_say_A_critical_anal

ysis_of_Twitter_research_in_language_learning_from_2009_to_2016

Kulik & Fletcher.(2016).Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review.Retrieved

from.https://www.researchgate.net/publication/277636218_Effectiveness_of_Intelligent_Tutoring_

Systems_A_Meta-Analytic_Review

Lai & Gu.(2011).Self-regulated out-of-class language learning with technology.Retrieved

from.https://www.researchgate.net/publication/233136386_Self-regulated_out-of-class_language_l

earning_with_technology

102
Liu & Chen.(2019).Content analysis of statistical power in educational technology research: Sample size matters.

International Journal of Technology in Teaching and Learning, 15(1), 49-75.Retrieved

from.https://www.researchgate.net/publication/343485932_Chen_L-T_Liu_L_2019_Content_anal

ysis_of_statistical_power_in_educational_technology_research_Sample_size_matters_Internationa

l_Journal_of_Technology_in_Teaching_and_Learning_151_49-75

Lomicka & Lord.(2016).Social networking in language learning.Retrieved

from.https://www.researchgate.net/publication/311594357_Social_networking_in_language_learni

ng

Lomicka & Lord.(2019).Reframing Technology's Role in Language Teaching: A Retrospective Report.Retrieved

from.https://www.researchgate.net/publication/334630383_Reframing_Technology's_Role_in_Lan

guage_Teaching_A_Retrospective_Report

Muftah.(2022).Impact of social media on learning English language during the COVID-19 pandemic.Retrieve

from.https://www.emerald.com/insight/content/doi/10.1108/PRR-10-2021-0060/full/html

Paechter & Maier.(2020).Online or face-to-face? Students' experiences and preferences in e-learning.Retrieved

from.https://www.researchgate.net/publication/251645858_Online_or_face-to-face_Students'_expe

riences_and_preferences_in_e-learning

Pikhart & Botezat.(2021).The impact of the use of social media on second language acquisition.Retrieve

from.https://www.sciencedirect.com/science/article/pii/S1877050921016604

103
Paulus et al..(2016).Cultural Diversity and Team Creativity.Retrieved

from.https://www.researchgate.net/publication/313038285_Cultural_Diversity_and_Team_Creativi

ty

Reinders & Wattana.(2015).Affect and willingness to communicate in digital game-based learning.Retrieved

from.https://www.researchgate.net/publication/272004822_Affect_and_willingness_to_communica

te_in_digital_game-based_learning

Reinhardt, J..(2019).Gameful Second and Foreign Language Teaching and Learning. Chapter 1: Introduction.

Palgrave-Macmillan.Retrieved

from.https://www.academia.edu/38353388/Reinhardt_J_2019_Gameful_Second_and_Foreign_Lan

guage_Teaching_and_Learning_Chapter_1_Introduction_Palgrave_Macmillan

Reinhardt & Zander.(2011).Social Networking in an Intensive English Program Classroom: A Language

Socialization Perspective.Retrieved

from.https://www.researchgate.net/publication/273563991_Social_Networking_in_an_Intensive_E

nglish_Program_Classroom_A_Language_Socialization_Perspective

Scherer et al..(2021).Profiling teachers' readiness for online teaching and learning in higher education: Who's

ready?.Retrieved from.https://www.sciencedirect.com/science/article/pii/S0747563220304222

104
Stevenson & Liu.(2010).Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of

Foreign Language Learning Websites.Retrieved

from.https://www.jstor.org/stable/calicojournal.27.2.233

Sykes & Reinhardt.(2013).Digital game and play activity in L2 teaching and learning.Retrieved

From.https://www.researchgate.net/publication/286744530_Digital_game_and_play_activity_in_L

2_teaching_and_learning

Umirov.(2023).EXPLORING THE IMPACT OF SOCIAL MEDIA ON LANGUAGE.Retrieve

from.https://www.researchgate.net/publication/368755494_EXPLORING_THE_IMPACT_OF_SO

CIAL_MEDIA_ON_LANGUAGE#:~:text=There%20are%20many%20positive%20effects,effects

%2C%20such%20as%20information%20overload.

Warschauer & Matuchniak.(2010).New Technology and Digital Worlds: Analyzing Evidence of Equity in Access,

Use, and Outcomes.Retrieved from.https://journals.sagepub.com/doi/10.3102/0091732X09349791

Watkins & Wilkins.(2011).Using YouTube in the EFL Classroom.Retrieved

from.https://www.researchgate.net/publication/284879248_Using_YouTube_in_the_EFL_Classroo

105
106
 APPENDIX A

Letter of Permission

May, 14, 2024

Ms. Maria Lourdes G. Mudlong

Asst. Vice President
Arellano University - Elisa Esguerra Campus

Dear Ms.Mudlong,

Greetings of peace! We, the second-year BSED ENGLISH students of Navotas Polytechnic College, would like to request
permission to administer our survey for our research entitled “Exploring Social Media Integration and Collaborative
Language Learning among Grade 11 Students at Arellano University”. This is in partial fulfillment of our requirements in
the subject Research in Education under our professor, Dr. Marco Meduranda.

The purpose of our survey is to gather data and insights from Grade 11 students. We kindly seek your permission to assist us
in administering our survey tools to Grade 11 students from your school. The survey is requested to be given on May 15-17,
2024. Each participant may dedicate approximately 10-15 minutes to complete the survey.

Rest assured that all information we will be able to gather will be treated with utmost confidentiality and adherence to data
privacy.

We look forward to your utmost consideration and approval of this request.

Sincerely Yours,
MATTHEW M. ALBERTO SARAH JANE A. DUDAS
Researcher Researcher
REDAN G. FERNANDEZ EMELYN MARIEL C. GUMBAN
Researcher Researcher

Noted by:
Dr. Marco Meduranda
Professor

Approved by:
Ms. Maria Lourdes G. Mudlong
Asst. Vice President

107
 APPENDIX B

Research Survey Questionnaire

In-Person (F2F)

EXPLORING SOCIAL MEDIA INTEGRATION AND COLLABORATIVE LANGUAGE LEARNING AMONG

GRADE 11 STUDENTS AT ARELLANO UNIVERSITY SURVEY QUESTIONNAIRE

Introduction: Dear respondents,

Thank you for participating in this survey regarding exploring social media integration and collaborative language learning among grade 11 students at
Arellano University. Your valuable insights will help us understand the digital divide and its impact on students' learning experiences and academic
performance.

Please rate the following statements based on your perception using the Likert scale provided (1 = strongly disagree (SD), 2 = disagree (D), 3 = neutral
(N), 4 = agree (A), 5 = strongly agree (SA).

Demographic Profile:

Name (Optional): ___________________________________________ Age: _______ Gender: _______

Grade Level: ________________ Socioeconomic Status: _____________

1. What are the perceptions and attitudes of Grade 10 students at Arellano University towards the use of social media for
collaborative language learning?

Item Statement SD D N A SA

1. I feel comfortable and confident using social media

platforms for language learning activities.

2. I feel that integrating social media in my language learning

classes will make the learning process more engaging and
interactive.

3. The use of social media in my language classes

makes me feel more connected and engaged with
my peers.

4. I think that the use of social media in language learning

helps foster a sense of community and peer support among
students.

5. I believe that using social media platforms can positively

impact my language proficiency and overall academic

108
 performance.

6. I am comfortable using social media to communicate and

collaborate with my classmates on language-related tasks
and projects.

7. I struggle with the technological skills required to

effectively use social media for collaborative language
learning.

8. I worry that I don't have the necessary financial resources to

access and use social media for my language studies.

9. I am comfortable using social media to communicate and

collaborate with my classmates on language-related tasks
and projects.

10. I am confident that I have the ability to use various

social media tools to support my language learning.

2. What benefits and challenges do Grade 10 students at Arellano University perceive in engaging in collaborative language learning
activities through social media platforms?

Item Statement SD D N A SA

1. Social media platforms help me improve my language

proficiency through collaborative learning activities.

2. The integration of social media in my language

learning classes has increased my motivation in
various learning activities.

3. Integration of social media in language learning has

helped me develop critical thinking and
problem-solving skills.

4. Social media helps me gain a better understanding of

diverse cultural perspectives and improve my
communication skills.

5. The use of social media in language learning allows me

to receive timely feedback and support from my peers
and teacher

6. The fear of making mistakes on social media

inhibits my active learning in collaborative
language learning activities.

7. Technical issues (e.g., poor internet connection)

hinder my participation in activities on social
media.

8. Balancing academic workload with participation in social

media-based language learning activities is challenging
for me.

109
9. I find it challenging to maintain focus and avoid
distractions while engaging in collaborative language
learning activities on social media.

10 I perceive a lack of clear objectives and structure in

. collaborative language learning activities conducted
through social media.

3. How do Grade 10 students at Arellano University describe the impacts of social media-based collaborative language
learning activities on their language proficiency and academic performance?

Item Statement SD D N A SA

1. Using social media has helped me learn language more

efficiently.

2. Collaborating with classmates on social media has

improved my understanding of the target language.

3. The use of social media has allowed me to receive more

frequent and detailed feedback on my language skills
from my teacher and peers.

4. Collaborating with classmates on social media has

improved my understanding of the target language.

5. Collaborating on social media-based projects has

enhanced my ability to work effectively in teams and
improve my academic performance.

6. Participating in social media-based language learning has

broadened my understanding of cultural nuances related
to the target language.

7. Participating in social media-based language learning

activities has improved my ability to self-assess my
language skills.

8. Social media language learning activities encouraged me

to seek additional resources and materials for language
learning.

The use of social media has provided me with

9. opportunities to engage with authentic language materials
(e.g., videos, articles, conversations).

10. Social media-based language learning activities foster

better communication among classmates than
traditional classroom setting.

110
Online

111
 APPENDIX C

Analysis of The Data Collected

Statement Survey Analysis 1

No. Respondents Mode Q 1.1 Q 1.2 Q 1.3 Q 1.4 Q 1.5 Q 1.6 Q 1.7 Q 1.8 Q 1.9 Q 1.10

1 Male Actual 4 4 4 5 3 2 4 2 4 3

2 Male Actual 1 3 2 4 3 1 3 2 2 3

3 Male Actual 5 5 5 5 5 5 5 4 4 4

4 Male Actual 3 3 4 3 4 4 2 3 4 4

5 Male Actual 2 1 3 4 2 3 2 1 3 1

6 Male Actual 2 1 3 2 3 2 3 1 3 2

7 Male Actual 5 4 5 5 2 4 5 3 5 4

8 Male Actual 1 2 3 4 4 4 4 3 2 1

9 Male Actual 1 2 1 3 1 2 3 2 2 3

10 Male Actual 3 3 4 3 2 5 4 4 3 2

11 Male Actual 4 3 1 5 2 4 4 2 5 3

12 Male Actual 4 3 2 4 1 3 3 1 5 2

13 Male Actual 4 3 2 4 3 3 4 2 3 4

14 Male Actual 4 4 3 3 2 4 4 4 5 4

15 Male Actual 5 5 5 5 5 5 1 1 5 5

16 Male Actual 1 1 1 3 3 3 5 3 3 1

17 Male Actual 5 4 5 5 4 4 2 3 4 4

18 Male Actual 4 3 4 3 3 4 2 3 5 4

19 Male Actual 4 2 4 1 4 4 2 4 2 2

20 Male Actual 4 4 2 5 4 4 3 1 5 3

21 Male Actual 4 3 4 5 5 4 3 4 4 5

22 Male Actual 4 3 4 2 2 5 3 4 4 3

23 Male Actual 2 3 2 4 2 1 3 4 2 2

24 Male Actual 3 3 3 3 3 3 3 3 3 3

112
25 Male Actual 3 2 4 3 2 4 1 4 4 4

26 Male Actual 5 4 4 3 3 4 1 4 4 4

27 Male Actual 1 2 1 2 1 1 2 2 4 5

28 Male Actual 1 2 `1 2 3 2 3 1 3 2

29 Male Actual 4 4 3 4 5 5 2 2 5 4

30 Male GForm 3 1 3 1 2 5 4 5 5 3

31 Male GForm 3 4 1 3 5 1 3 3 3 5

32 Male GForm 3 4 4 5 5 2 5 1 3 3

33 Male GForm 5 3 5 1 3 1 3 1 3 5

34 Male GForm 2 5 5 1 2 1 3 5 5 5

35 Male GForm 3 5 5 4 5 3 3 3 5 5

36 Male GForm 1 5 4 3 5 5 3 2 3 3

37 Male GForm 1 3 1 1 3 1 3 3 5 5

38 Male GForm 3 5 2 3 3 5 3 1 4 2

39 Male GForm 3 5 3 1 3 5 3 5 3 5

40 Male GForm 1 3 1 5 5 1 3 3 5 5

41 Male GForm 3 4 5 1 5 5 3 2 5 3

42 Male GForm 4 3 4 1 4 5 3 3 3 5

43 Male GForm 3 3 2 1 5 5 4 3 5 1

44 Male GForm 3 3 4 3 5 5 3 3 5 3

45 Male GForm 3 5 3 1 5 5 3 5 3 1

46 Male GForm 3 1 3 3 3 2 4 5 3 1

47 Male GForm 3 4 2 1 5 5 4 5 5 4

48 Female Actual 5 4 4 4 4 4 3 3 4 3

49 Female Actual 3 4 4 4 3 5 2 2 4 4

50 Female Actual 2 2 2 3 3 4 4 4 4 3

51 Female Actual 4 5 3 4 4 5 2 3 5 4

52 Female Actual 2 2 1 1 2 1 3 1 1 1

53 Female Actual 1 2 2 2 2 2 2 2 2 2

113
54 Female Actual 5 4 3 4 3 5 3 2 4 4

55 Female Actual 5 4 3 5 4 4 5 2 4 3

56 Female Actual 5 4 4 5 5 4 3 3 5 4

57 Female Actual 4 4 3 3 4 4 3 3 3 4

58 Female Actual 4 4 3 4 3 5 2 2 5 4

59 Female Actual 4 5 5 5 4 5 2 3 5 5

60 Female Actual 3 3 3 2 2 2 3 3 2 2

61 Female Actual 5 5 3 3 5 5 2 5 5 5

62 Female Actual 5 4 5 4 4 5 3 3 3 3

63 Female Actual 4 4 5 3 4 4 3 3 3 4

64 Female Actual 4 4 5 4 4 5 3 3 5 5

65 Female Actual 3 4 4 2 3 1 2 2 1 3

66 Female Actual 3 4 3 4 2 4 3 2 2 2

67 Female Actual 4 5 5 4 4 4 5 5 2 4

68 Female Actual 4 4 3 3 3 3 3 4 3 4

69 Female Actual 4 3 3 5 5 3 4 4 4 2

70 Female Actual 3 3 3 4 3 4 4 3 4 3

71 Female Actual 4 5 5 5 5 5 5 5 4 5

72 Female Actual 5 3 3 5 3 3 4 2 5 5

73 Female Actual 4 3 5 2 3 4 5 5 4 2

74 Female Actual 1 2 1 3 4 1 1 1 1 1

75 Female Actual 4 4 4 4 4 4 4 4 3 3

76 Female Actual 3 4 4 4 5 4 3 3 3 5

77 Female GForm 1 2 3 4 4 5 3 5 5 5

78 Female GForm 3 5 3 5 5 5 4 4 4 4

79 Female GForm 3 3 5 3 4 5 4 5 5 2

80 Female GForm 3 5 5 4 3 3 3 3 5 5

81 Female GForm 3 3 5 1 4 5 3 5 3 3

82 Female GForm 3 5 5 4 5 5 5 5 3 4

114
83 Female GForm 3 5 3 2 3 5 2 4 4 5

84 Female GForm 3 5 5 3 5 4 3 5 3 5

85 Female GForm 3 5 3 3 5 5 3 4 5 5

86 Female GForm 5 5 5 3 5 5 4 5 5 1

87 Female GForm 3 5 5 3 4 4 3 5 4 4

88 Female GForm 3 5 5 5 4 5 4 5 5 5

89 Female GForm 3 5 5 4 3 5 3 5 3 5

90 Female GForm 4 5 5 5 5 4 4 5 5 4

91 Female GForm 3 5 5 3 3 5 3 5 4 4

92 Female GForm 3 5 5 3 5 5 5 5 5 3

93 Female GForm 4 5 5 4 5 4 2 5 3 5

94 Female GForm 3 5 5 5 5 5 3 5 5 4

95 Female GForm 3 5 5 3 4 5 3 5 5 5

96 Female GForm 3 5 5 3 5 5 3 5 4 5

97 Female GForm 3 5 5 3 4 5 5 5 5 4

98 Female GForm 3 5 5 5 5 5 3 5 4 5

99 N/A Actual 3 2 2 3 3 2 3 4 4 4

100 N/A Actual 2 4 3 3 5 5 3 3 5 2

3.06 3.52 3.38 3.15 3.50 3.63 3.08 3.23 3.65 3.35
Average Neutral Agree Neutral Neutral Agree Agree Neutral Neutral Agree Neutral
Interpretation 61.2% 70.4% 67.6% 63%
70%
72.6% 61.6% 64.6% 73% 67%
Percentage

Statement Survey Analysis 2

No. Respondents Mode Q 2.1 Q 2.2 Q 2.3 Q 2.4 Q 2.5 Q 2.6 Q 2.7 Q 2.8 Q 2.9 Q 2.10

1 Male Actual 5 4 4 3 2 2 2 5 2 4

2 Male Actual 2 4 3 4 2 4 2 4 3 2

3 Male Actual 4 4 4 4 4 5 4 5 4 4

4 Male Actual 4 4 3 4 3 4 4 4 3 3

115
5 Male Actual 4 2 3 1 3 2 4 2 4 3

6 Male Actual 5 5 4 5 5 4 5 4 3 2

7 Male Actual 3 3 3 3 4 4 4 4 4 3

8 Male Actual 4 4 4 5 4 2 4 3 4 5

9 Male Actual 1 2 3 4 5 4 2 1 3 5

10 Male Actual 3 3 4 2 4 4 4 5 1 2

11 Male Actual 3 1 4 5 3 4 4 2 1 4

12 Male Actual 4 5 5 1 2 3 3 1 5 1

13 Male Actual 4 3 4 4 3 3 3 4 4 5

14 Male Actual 4 4 3 3 4 3 4 2 3 4

15 Male Actual 5 5 5 5 4 4 1 2 2 2

16 Male Actual 3 3 1 1 4 2 5 1 2 1

17 Male Actual 4 2 3 4 4 4 2 4 4 4

18 Male Actual 5 4 3 3 3 3 4 3 4 3

19 Male Actual 5 4 4 4 4 3 3 4 4 3

20 Male Actual 4 4 2 2 4 5 3 2 4 1

21 Male Actual 5 4 3 4 4 3 5 2 4 3

22 Male Actual 3 4 4 5 3 2 4 2 4 4

23 Male Actual 1 3 4 3 1 5 3 5 2 2

24 Male Actual 4 3 4 5 4 3 3 3 3 3

25 Male Actual 3 3 4 2 2 4 4 3 2 2

26 Male Actual 4 4 4 4 3 4 5 3 4 3

27 Male Actual 4 5 5 5 3 3 4 4 3 3

28 Male Actual 4 4 5 5 3 4 3 2 3 4

29 Male Actual 1 3 4 2 3 1 4 3 2 5

30 Male GForm 5 3 3 1 3 5 4 3 5 5

31 Male GForm 5 4 3 1 1 3 5 5 5 5

32 Male GForm 2 4 3 4 1 1 4 1 1 5

33 Male GForm 5 3 3 3 3 2 5 5 5 3

116
34 Male GForm 5 4 3 1 1 1 5 5 5 3

35 Male GForm 3 3 2 1 3 5 4 3 5 3

36 Male GForm 5 4 5 1 1 3 5 3 5 5

37 Male GForm 1 2 3 5 3 2 4 5 1 5

38 Male GForm 5 3 3 1 1 1 5 5 2 3

39 Male GForm 3 4 2 4 1 2 4 3 5 3

40 Male GForm 5 4 3 4 5 3 3 5 5 3

41 Male GForm 5 4 3 1 4 1 3 5 5 4

42 Male GForm 4 5 5 3 4 4 3 5 2 3

43 Male GForm 5 3 3 1 3 4 4 5 5 3

44 Male GForm 3 5 5 4 3 5 4 3 5 5

45 Male GForm 5 3 3 1 5 1 3 5 5 3

46 Male GForm 3 5 5 1 1 3 4 5 5 3

47 Male GForm 5 4 3 4 3 5 4 3 3 3

48 Female Actual 4 4 3 3 3 3 3 3 4 4

49 Female Actual 4 4 4 4 4 2 3 4 4 3

50 Female Actual 4 3 4 4 4 3 4 4 2 2

51 Female Actual 4 4 4 4 3 4 2 5 5 3

52 Female Actual 1 1 2 2 3 1 2 1 1 3

53 Female Actual 2 4 4 4 4 4 4 4 2 4

54 Female Actual 4 3 4 3 3 3 2 4 3 4

55 Female Actual 5 5 2 1 4 2 5 2 1 4

56 Female Actual 5 4 4 5 5 4 4 4 5 4

57 Female Actual 3 4 4 3 4 4 4 3 4 3

58 Female Actual 4 3 3 3 3 3 4 3 3 3

59 Female Actual 4 4 3 5 3 1 3 2 2 2

60 Female Actual 3 3 5 2 2 2 3 3 3 2

61 Female Actual 4 4 4 4 3 3 5 3 3 2

62 Female Actual 5 4 4 5 3 3 5 4 5 4

117
63 Female Actual 4 3 4 4 4 4 1 4 3 3

64 Female Actual 4 3 3 4 5 4 5 4 4 3

65 Female Actual 3 3 4 4 4 2 4 3 2 2

66 Female Actual 2 4 2 3 3 2 3 4 3 3

67 Female Actual 3 4 4 4 3 4 3 3 4 5

68 Female Actual 4 4 3 3 4 3 3 3 3 3

69 Female Actual 4 4 4 3 4 4 3 3 4 4

70 Female Actual 5 4 3 2 4 2 1 3 5 2

71 Female Actual 4 4 4 4 5 5 4 4 4 4

72 Female Actual 5 5 5 3 3 2 5 5 3 5

73 Female Actual 2 3 5 5 5 3 5 1 2 3

74 Female Actual 1 4 1 1 1 1 4 1 1 1

75 Female Actual 4 3 4 4 4 5 5 5 3 3

76 Female Actual 4 3 4 4 4 4 5 4 4 4

77 Female GForm 5 4 5 3 3 5 4 3 3 5

78 Female GForm 3 4 5 4 2 3 5 4 3 3

79 Female GForm 5 5 3 1 5 3 4 5 5 4

80 Female GForm 3 5 3 3 4 3 5 3 5 3

81 Female GForm 5 3 5 5 2 5 1 3 4 4

82 Female GForm 5 5 5 3 5 4 5 5 5 5

83 Female GForm 5 3 3 1 5 3 5 5 5 4

84 Female GForm 3 5 4 4 5 5 5 4 4 5

85 Female GForm 5 1 3 4 4 5 4 5 5 5

86 Female GForm 3 3 5 2 5 5 4 5 5 4

87 Female GForm 3 4 4 3 5 1 4 5 5 3

88 Female GForm 5 3 3 2 5 1 4 5 4 4

89 Female GForm 5 3 5 5 5 4 2 5 4 4

90 Female GForm 5 5 3 5 2 3 5 5 5 5

91 Female GForm 3 3 3 3 5 1 5 5 5 4

118
92 Female GForm 3 5 3 4 3 3 4 5 5 5

93 Female GForm 5 3 3 5 5 1 5 5 5 4

94 Female GForm 3 4 3 2 2 5 5 5 5 5

95 Female GForm 5 1 3 2 5 5 4 4 5 5

96 Female GForm 4 3 3 4 5 1 2 5 5 4

97 Female GForm 5 4 3 4 5 4 4 5 5 5

98 Female GForm 5 3 3 4 5 3 2 5 5 4

99 N/A Actual 4 4 3 3 4 5 5 4 5 4

100 N/A Actual 4 4 3 3 5 1 5 1 3 1

Average 3.85 3.62 3.56 3.22 3.48 3.15 3.77 3.65 3.67 3.48
Agree Agree Agree Neutral Neutral Neutral Agree Agree Agree Neutral
Interpretation 77% 72.4% 71.2% 64.4% 69.6% 63% 75.4% 73% 73.4% 69.6%
Percentage

Statement Survey Analysis 3

No. Respondents Mode Q 3.1 Q 3.2 Q 3.3 Q 3.4 Q 3.5 Q 3.6 Q 3.7 Q 3.8 Q 3.9 Q 3.10

1 Male Actual 3 4 2 3 4 2 3 1 4 3

2 Male Actual 1 3 2 4 1 3 2 4 1 4

3 Male Actual 5 5 3 4 4 4 4 5 4 5

4 Male Actual 4 4 4 4 3 3 4 4 4 4

5 Male Actual 1 2 3 4 2 3 4 3 4 2

6 Male Actual 5 5 4 1 3 2 5 4 5 5

7 Male Actual 3 4 3 3 3 3 3 3 4 3

8 Male Actual 4 4 5 5 4 3 4 4 2 4

9 Male Actual 4 4 5 5 4 4 4 4 3 4

10 Male Actual 3 3 5 4 2 4 3 3 3 2

11 Male Actual 4 2 3 1 3 2 4 4 5 3

12 Male Actual 1 2 3 4 2 4 2 3 2 4

13 Male Actual 4 4 3 2 4 3 5 3 5 4

14 Male Actual 4 4 4 4 4 3 3 3 4 2

119
15 Male Actual 5 5 4 5 5 4 5 5 5 3

16 Male Actual 1 3 3 1 1 3 4 5 3 3

17 Male Actual 4 5 4 4 5 5 4 4 5 4

18 Male Actual 5 4 3 3 3 3 4 3 4 3

19 Male Actual 5 5 4 4 4 3 4 4 5 5

20 Male Actual 5 5 3 5 5 2 4 5 5 5

21 Male Actual 4 4 5 3 4 4 5 4 5 3

22 Male Actual 4 3 2 2 4 3 1 4 4 5

23 Male Actual 1 2 2 4 4 5 3 1 2 1

24 Male Actual 4 4 4 4 3 4 3 4 3 3

25 Male Actual 5 5 2 5 5 3 3 4 1 1

26 Male Actual 4 4 3 2 2 3 2 3 2 4

27 Male Actual 5 5 4 3 5 5 5 5 5 5

28 Male Actual 5 5 4 2 3 4 4 4 4 5

29 Male Actual 1 2 3 2 3 4 5 4 2 4

30 Male GForm 4 4 4 1 5 4 3 4 5 1

31 Male GForm 4 4 3 5 5 4 1 1 5 3

32 Male GForm 5 4 2 5 5 4 2 1 1 1

33 Male GForm 3 4 4 5 4 4 3 1 5 4

34 Male GForm 4 5 3 5 5 4 1 1 3 1

35 Male GForm 4 4 3 5 5 5 1 5 5 3

36 Male GForm 4 4 3 5 5 1 1 5 4 3

37 Male GForm 3 4 2 2 4 4 3 4 2 3

38 Male GForm 3 1 4 3 5 2 3 5 5 3

39 Male GForm 4 4 3 3 5 3 3 5 4 2

40 Male GForm 3 5 4 4 4 1 2 5 2 4

41 Male GForm 5 3 3 3 4 4 3 1 5 1

42 Male GForm 4 5 4 5 5 2 3 3 5 3

120
43 Male GForm 4 4 2 5 5 4 2 5 5 2

44 Male GForm 4 3 4 5 5 3 5 5 5 1

45 Male GForm 5 3 3 3 4 2 5 1 5 3

46 Male GForm 4 3 4 5 4 4 3 3 5 3

47 Male GForm 5 4 3 3 5 2 3 1 4 4

48 Female Actual 5 5 4 5 4 4 5 4 5 4

49 Female Actual 5 2 4 5 5 2 3 5 2 5

50 Female Actual 4 4 3 3 4 3 3 4 3 2

51 Female Actual 2 2 4 3 4 2 2 4 2 4

52 Female Actual 1 2 1 2 3 1 1 2 3 2

53 Female Actual 5 4 4 4 4 3 3 3 4 4

54 Female Actual 4 4 4 4 3 3 4 3 4 4

55 Female Actual 3 4 4 4 4 4 4 4 4 3

56 Female Actual 4 4 4 4 4 4 4 3 3 3

57 Female Actual 4 4 3 3 4 4 3 3 4 4

58 Female Actual 4 5 5 4 5 5 5 4 5 3

59 Female Actual 5 5 3 4 4 4 5 5 5 3

60 Female Actual 2 2 1 1 1 1 2 2 4 4

61 Female Actual 4 4 3 5 5 4 5 5 4 3

62 Female Actual 3 3 4 4 4 3 3 4 4 5

63 Female Actual 4 4 4 4 4 3 3 3 3 3

64 Female Actual 5 4 4 4 4 4 4 5 5 2

65 Female Actual 3 2 3 2 4 4 4 4 4 1

66 Female Actual 4 4 3 4 2 4 4 3 4 2

67 Female Actual 4 4 5 4 3 3 4 3 3 4

68 Female Actual 4 3 3 3 3 3 3 4 4 3

69 Female Actual 4 4 4 4 4 3 3 3 4 3

70 Female Actual 1 5 2 3 4 2 1 3 2 4

71 Female Actual 5 5 4 3 3 5 4 4 5 4

121
72 Female Actual 5 3 5 5 3 5 3 1 3 5

73 Female Actual 1 4 4 5 5 3 5 4 5 4

74 Female Actual 1 1 1 1 1 4 1 1 1 1

75 Female Actual 5 4 3 4 4 5 5 5 5 4

76 Female Actual 4 4 4 4 4 3 3 3 4 4

77 Female GForm 4 5 3 3 4 3 3 5 3 1

78 Female GForm 4 5 2 3 3 1 4 5 5 1

79 Female GForm 5 4 2 3 5 5 3 5 5 3

80 Female GForm 4 5 4 4 4 4 4 4 5 3

81 Female GForm 4 3 3 3 5 4 3 5 5 1

82 Female GForm 4 4 3 3 5 5 5 5 4 3

83 Female GForm 4 5 3 3 5 5 3 3 5 3

84 Female GForm 5 4 3 3 5 3 3 5 4 3

85 Female GForm 5 3 2 3 4 3 4 5 3 1

86 Female GForm 4 5 5 3 5 3 4 4 5 3

87 Female GForm 5 5 4 5 5 4 1 5 4 5

88 Female GForm 4 3 3 5 5 5 3 4 3 1

89 Female GForm 4 4 5 3 5 4 4 5 5 3

90 Female GForm 4 5 2 3 5 4 5 4 5 3

91 Female GForm 4 5 4 5 3 3 1 4 5 3

92 Female GForm 5 4 2 3 5 1 3 5 5 1

93 Female GForm 4 5 4 3 5 4 3 4 4 3

94 Female GForm 4 4 3 3 5 3 1 5 5 1

95 Female GForm 4 5 3 5 5 3 3 5 4 3

96 Female GForm 4 4 1 3 5 1 5 4 5 3

97 Female GForm 5 4 4 3 3 3 1 5 5 3

98 Female GForm 4 5 3 5 5 3 5 4 5 3

99 N/A Actual 4 4 3 4 4 4 4 4 4 1

100 N/A Actual 3 3 3 3 4 3 4 3 5 1

122
 Average 3.82 3.87 3.31% 3.58% 3.98 3.34 3.31 3.71 3.96 3.01
Agree Agree Neutral Agree Agree Neutral Neutral Agree Agree Neutral
Interpretation 76.4% 77.4% 66.2% 71.6% 79.6% 66.8% 66.2% 74.2% 79.2% 60.2%
Percentage

123
 APPENDIX D

Photo Documentation

Data Collection Action Plan Timeline

Date Task Description Assigned to Documentation

April 29, 2024 Making a draft for a survey Dudas, Sarah Jane

instrument. Gumban, Emelyn

May 13, 2024 Writing a draft for a request Gumban, Emelyn

letter or permission letter.

124
May, 13, 2024 Final revision of survey Dudas, Sarah Jane

instrument Gumban, Emelyn

May, 13, 2024 Final revision of request letter Dudas, Sarah Jane

for permission to have a survey Gumban, Emelyn

at Arellano University - Elisa

Esguerra Campus..

May, 19, 2024 Submitting a permission letter Dudas, Sarah Jane A.

to Arellano University, that

we’re going to have the

survey.(Online)

Note:

Initially, we planned to

submit a formal permission

letter directly to the Arellano

University administration.

However, we faced difficulties in

contacting them directly.

As an alternative solution,

we identified Mr. Legaspi, a

125
 Grade 11 teacher, as a point of

contact. We sent a formal

permission letter to Mr. Legaspi,

requesting approval to conduct

the online survey with his

students and two other Grade

11 classrooms.

With Mr. Legaspi's support

and cooperation, we were able

to successfully carry out the

survey, overcoming the initial

obstacles through a more

personalized approach.

May, 22, 2024 Submitting a permission letter Dudas, Sarah Jane

to the school that we’re going to

have the survey.(Face to Face)

Note:

For the face-to-face survey,

we submitted a formal

permission letter directly to the

126
 Arellano University

administration. The letter was

personally received by Mr.

Legaspi and Ms. De Martin, two

Grade 11 teachers.

After reviewing the letter and

understanding the purpose of

the research, Mr. Legaspi and

Ms. De Martin granted us

permission to conduct the

face-to-face survey with their

respective Grade 11 classes.

The timing was favorable, as the

school year was nearing its end,

and the teachers were able to

accommodate our request

without disrupting the students'

regular academic schedule.

With the approval and

support of the teachers, we were

able to successfully carry out

the face-to-face survey at

Arellano University.

127
May, 22, 2024 Begin an actual survey Dudas, Sarah Jane

administration.

May, 22, 2024 Continuing to survey Dudas, Sarah Jane

administration procedure

Note: Pictures were taken with

the permission of both the class

advisers and the students.

May, 23, 2024 Tallying the data that we Dudas, Sarah Jane

gathered. Gumban, Emelyn

(Day 1)

128
May 25, 2024 Tallying the data that we Dudas, Sarah Jane A.

gathered. Gumban, Emelyn

(Day 2)

May 26, 2024 Tallying the data that we Dudas, Sarah Jane A.

gathered and creating Gumban, Emelyn

interpretations.

(Day 3)

129
130